Conflict is the essence of drama Essay

The impact of contentions in show is significant, and clashes add by and large in making dramatization appealing for crowd to watch. Struggle essentially advances dramatization, while meanwhile it prompts changes that pull in crowds as it advances through time. Struggle shows character, their acknowledge, and furthermore acknowledge of crowds, all of which make dramatization fascinating to draw in crowds. It anticipates implications and offers striking quality to dramatization, accordingly it makes show fascinating so as to pull in crowds. Struggle advances show by presenting changes that keeps the crowds sited. Crowds locate a constant play that follows routine to be exhausting and plans to discover contrasts. Along these lines, changes are essential in dramatization for it to request a response from the crowds that’s kept up, with the goal that they can hold centered to the play. In Oedipus, changes happen from the earliest starting point of the play as far as possible. Oedipus doesn’t experience a typical life just like a ruler or carry on with a glad existence with his better half, yet encounters through a calamity that impacts his life. Basic changes are brought out by strife at specific minutes and acquaint originality with dramatization, for instance when Jocasta finds that Oedipus is the youngster she sent years prior. The contention is inside Jocasta herself, of wickedly being both a spouse and mother of Oedipus. Additionally the contention is among her and individuals of Thebes, including Oedipus, where the ordinary relationship has been annihilated. These two clashes mean a sensational change in Jocasta herself, and for the play, as it proceeds onward recognizing the impacts of these changes. Likewise, in â€Å"Macbeth†, changes are brought out all through the play, advanced by clashes inside characters, for example, Macbeth, and clashes between characters, for example, between Lady Macbeth and Macbeth. The two monologs of Macbeth shows his internal clash between his souls and his aspiration, which gradually drives him towards killing the lord. The immense change in his inward brain dependent on the contention sets the reason for the play and prompts the potential results that happen later. Struggle between Lady Macbeth and Macbeth happens when Lady Macbeth blames her significant other for not taking care of business to have the fortitude homicide. Changes are brought out as Macbeth turns out to be all the more firm and forceful towards the homicide, which at that point influences bearing of the entire play by drawing nea rer towards the homicide and gives the crowds expectation towards the slaughtering. This acquires a feeling of enjoyment the crowds to keep them centered to the play. By having clashes which prompts changes, show is sent alongside the responses from the crowds. Simultaneously strife advances a play, struggle likewise shows character of the characters. In â€Å"Oedipus†, struggle is introduced between characters, for example, between the Terisias the cleric and Oedipus. The method of stichomythic exchange is utilized when the two have a contention in their discussion, to show the characters’ feelings, particularly Oedipus’s pride. Short, quick sentences are utilized when Oedipus hears Teiresias’s allegation on him, he says â€Å"Shall I bear a greater amount of this†¦Ã¢â‚¬  and Teiresias answers â€Å"I will. The stichomythic exchange shows Oedipus’s envy and his oppression conduct. By being not ready to see the notice language of Terisias, he’s additionally demonstrated to be haughty. His discussion with Creon further shows his egotism and hubris. Once more, stichomythic discourse is utilized when Oedipus says â€Å"By no methods. I would have you dead, not banished† and Creon answers â€Å"if you can appear how I have wronged you†. In â€Å"Macbeth†, strife inside Macbeth himself shows his character. In Shakespeare’s depiction of Macbeth, there’s goals and irresolution, there’s choice and uncertainty, all which portrays his character. During the two long monologs, his constant aspiration battles with his still, small voice, demonstrating the restricting different sides of his internal character. At the point when Macbeth sees the blade hanging before him, he makes reference to he considers not them and that â€Å"there’s no such thing†, however it is without a doubt amusing in light of the fact that he’s mind is really centered around them. The incongruity shows his character, the battling between attempting to remain still, small voice by not considering them and killing the ruler. He specifies the blade as a â€Å"false creation†, however in his profound heart wants to utilize it. Alongside indicating character, struggle shows their acknowledge, and that's only the tip of the iceberg, makes additionally the crowds to figure it out. With â€Å"Oedipus†, crowds understand the impact of hubris of individuals, subsequent to perceiving how Oedipus encounters his ruin. Crowds acknowledge how the ruling feelings of egotism, envy, pride influence Oedipus in refusal to perceive his misleading quality. The conundrum of Terisias of being truly visually impaired yet observes things effectively regarding profound quality further appears differently in relation to Oedipus’s feeling, and further urges the crowds to acknowledge hubris. Despite the fact that in â€Å"Oedipus†, acknowledge occur while the crowds have a specific framework, some information on the play, crowds despite everything experience the play in an unexpected way, since it is live. In any case, this isn't accurate with â€Å"Macbeth†, as history of the play is made up as coming. Crowds understand the outcomes of Macbeth in the wake of killing the ruler by observing that, at long last, he bites the dust in the fight. Characters themselves additionally have acknowledge in show, ordinarily at crucial points in time where struggle makes the play changes its plot significantly. Oedipus’s acknowledgment of him being the child of Laius comes gradually, yet additionally calamitously. Once more, the pressure of the acknowledgment is developed utilizing stichomythic discoursed. Oedipus understands that he can never return to where he was. His contention lies in that he wishes to come back to being the lord as in the past, yet reality doesn't permit him to do as such. Likewise, In â€Å"Macbeth†, acknowledgment of Macbeth accompanies his activity of killing the ruler. There is unmistakably an inclination of being terrified of others finding their activities inside Macbeth and Lady Macbeth subsequent to killing the ruler, as they logically question the commotion of the environmental factors. Likewise, Macbeth mentions† I’ll go no more. I am reluctant to think what I have done†, recommending he understands the threats that would happen to him if his activities were found. Struggle in show ventures meaning, however it probably won't venture a goals to the issue toward the finish of the play. The finish of one clash in the play doesn’t vital imply that there will be no future clashes. In â€Å"Oedipus†, the fall of Oedipus doesn’t show the issue of the country has been explained, yet in actuality, there may be other presumptuous dictators like Oedipus later on. Be that as it may, the tale of â€Å"Oedipus† by one way or another shows the crowds to be ethically acceptable, subsequently it has a significance. So also, in â€Å"Macbeth†, the deplorability of Macbeth and Lady Macbeth instructs crowds to understand that following a way like them will prompt decimation. Duncan’s talks of effortlessness, dedication, respect, trustworthiness and respectability are intended to extend moral rightness, subsequently to educate ethically. In any case, there’s no last goals toward the finish of the play and it might imply that there will be different dictators like Macbeth later on. Notwithstanding, the play itself has anticipated implications which, draws in crowds to watch it on the grounds that just nobody would be keen on a play without any implications. All in all, contention doesn't just play out the fundamental capacities for show, for example, sending the play, however conflict’s principle impact is that it makes dramatization all the more intriguing, which is basic to draw in crowds. Changes are brought out by strife that presents something other than what's expected, and something new. Additionally, characters in dramatization are indicated distinctively through clash. Struggle ventures importance, make acknowledge of the crowds and characters, with the entirety of this, it makes show entrancing and sporadic.

Rpo Challenges and Opportunities Essay Example

Rpo Challenges and Opportunities Essay An examination report arranged by HCI Research Recruitment Process Outsourcing: Today’s Challenges and Opportunities A Research Study Conducted by the Human Capital Institute for Futurestep Human Capital Institute | Futurestep | January 2009 Futurestep, a Korn/Ferry Company, is the business chief in vital ability securing, offering completely modified, adaptable answers for assist associations with meeting explicit workforce needs. Key RPO from Futurestep joins ability procurement technique, worldwide enlisting assets, competency-based strategies and an adaptable help conveyance model that empower customers to recognize, draw in and hold top ability. Notwithstanding Strategic RPO, the organization gives a full-range arrangement of administrations, including: Project-Based Recruitment, Mid-Level Recruitment, Interim Professionals and Consulting Services. With areas on four mainlands and a record of accomplishment in making sure about top ability around the globe, Futurestep gives the experience and worldwide reach to assist organizations with transforming ability procurement into an upper hand. In 2008, Futurestep was named as a feature of the yearly Baker’s Dozen rundown of top RPO suppliers by HRO Today Magazine. To become familiar with Futurestep and its total cluster of Strategic Talent Acquisition arrangements, visit futurestep. com. Human Capital Institute The Human Capital Institute (HCI) is an impetus for creative new intuition in ability procurement, advancement, organization and new economy initiative. Through research and joint effort, our worldwide system of in excess of 130,000 individuals creates and advances inventiveness, best and next practices, and significant arrangements in vital ability the board. We will compose a custom paper test on Rpo Challenges and Opportunities explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Rpo Challenges and Opportunities explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Rpo Challenges and Opportunities explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Administrators, specialists, and thought pioneers speaking to associations all things considered, across open, magnanimous and government parts, use HCI people group, training, occasions and research to encourage ability preferences to guarantee authoritative change for serious outcomes. Couple with these activities, HCI’s Human Capital Strategist proficient affirmations and assignments set the bar for ability in ability system, procurement, improvement and estimation. www. humancapitalinstitute. organization Enrollment Process Outsourcing: Today’s Challenges and Opportunities Recruitment Process Outsourcing: Today’s Challenges and Opportunities By Dr. Ross Jones, Senior Researcher/Analyst, Human Capital Institute Executive Summary Organizations re-appropriate enlistment and recruiting rehearses for some reasons. Some may do not have the inside assets to address their ability procurement needs. Others might need to concentrate on center capabilities, or to search for an upper hand in going after ability. Whatever the reasons, Recruitment Process Outsourcing (RPO) is a developing practice. In spite of this development, restricted data exists on the patterns in RPO use, the particular enrollment rehearses it incorporates, and how well it is being done. Study To increase a superior comprehension of today’s RPO rehearses, we reviewed 381 business experts who have understanding about their companies’ ways to deal with RPO. In the overview, we investigated ebb and flow or arranged utilization of RPO, the predominant meanings of RPO, enlisting practices and representative levels secured by RPO, the business case and drivers, Return on Investment (ROI), and selecting rehearses that make the best RPO. Copyright  © 2009 Human Capital Institute. All rights held. Enlistment Process Outsourcing: Today’s Challenges and Opportunities Findings The review results uncover a few patterns about the reception of RPO today, the definition and extent of the training, and present and future ROI openings. Reception: More than half of organizations use RPO. 59 percent of associations reviewed as of now redistribute a few or the entirety of their enlisting forms. 50 percent state they will utilize RPO in the following five years. Another 20 percent are uncertain. Extension: most of current RPO bargains spread specific practices for strategic requirements. Among clients, the most widely recognized meaning of RPO is the re-appropriating of some enrolling exercises for certain degrees of workers, with 36 percent of respondents picking that particular definition. All the more for the most part, 73 percent of respondents acknowledge a RPO definition that incorporates some type of chose redistributing of enrolling administrations for chose levels of workers. The enlisting administration considered generally critical to organizations’ ability procurement objectives, Active Recruiting, is the second no doubt administration to be re-appropriated. Be that as it may, RPO rehearses that attention on vital ability requirements (for instance, ability methodology improvement/counseling) are redistributed less habitually. return on initial capital investment: Strategic accentuation corresponds with expanded RPO esteem among respondents. Just 39 percent of associations rate the ROI for their current RPO program as great or brilliant. Conversely, associations that utilization a RPO way to deal with include longer-term key needs, for example, workforce arranging, business marking and competency the board, are altogether bound to report magnificent ROI for their enrollment redistributing. An Opportunity for Competitive Advantage The consequences of our investigation demonstrate an across the board utilization of RPO to concentrate on strategic enrolling rehearses. Nonetheless, they likewise exhibit that those associations utilizing RPO as an ability securing way to deal with address key needs are considerably more prone to catch the full estimation of RPO, as confirm by their essentially more prominent ROI. The underutilization of this vital methodology today implies that there is a quick open door for associations to embrace RPO to accomplish an all encompassing ability procurement procedure, increment ROI, and improve intensity in today’s commercial center. associations commonly start utilizing RPO by redistributing strategic practices first and, with developing development of the procedure, will re-appropriate key practices later. Study results show that those associations that do advance toward an increasingly vital way to deal with RPO will receive benefit s for their endeavors. 2 Copyright  © 2009 Human Capital Institute. All rights saved. Enrollment Process Outsourcing: Today’s Challenges and Opportunities RPO in Today’s Economic Environment recently November 2008, the financial atmosphere is changing regularly. To measure how the continuous monetary emergency will influence RPO throughout the following two years, we led a short follow-up overview of 86 ability securing specialists working for a wide scope of associations. We asked them the accompanying three inquiries: 1. Given the current financial downturn, what pattern do you anticipate for the re-appropriating of enlisting rehearses in your association throughout the following two years? 2. Expecting that your general selecting spending will diminish throughout the following one to two years, what will be the pattern for your spending on Recruitment Process Outsourcing (RPO)? 3. Would your association re-appropriate key enrolling rehearses (e. . , ability procedure advancement, boss marking, enlistment arranging) IF it brought about an expanded Return on Investment (ROI) for your ability securing process? The reactions to the primary inquiry point to the vulnerability holding organizations today †both due to the scope of reactions and by the way that the biggest gathering of respondents is the unsure one. 17 percent accept that their re-appropriating of selecting practices will diminish. 30 percent won't re-appropriate enrolling rehearses. 14 percent accept that their redistributing will stay unaltered. 6 percent accept that their redistributing will increment. 3 percent are uncertain about future patterns. Nonetheless, numerous associations are available to the likelihood that RPO, especially whenever concentrated on key business needs, can be an instrument to contend during troublesome financial occasions. The main sign of this comes out of the responses to the second inquiry above †specifically that 44 percent of respondents are available to the likelihood that, regardless of whether their general enrollment spending decays, their organization’s interest in RPO may increment. In particular, while just four percent accept that their RPO spending will expand, 40 percent are uncertain about the ev entual fate of their association. Once more, while featuring the present vulnerability about what should and will be possible later on, this outcome calls attention to that numerous associations stay open to the chance of expanding their RPO spending plan later on. 3 Copyright  © 2009 Human Capital Institute. All rights held. Enlistment Process Outsourcing: Today’s Challenges and Opportunities Finally, as the figure beneath appears, the responses to the third inquiry show that vital RPO might be the response for some, associations hoping to upgrade their interest in ability procurement. Truth be told, 78 percent of our respondents are either utilizing a deliberately engaged RPO exertion presently, would utilize it later on, or, at any rate, have not precluded it. The way that 52 percent of respondents are uncertain if their associations would move to a key RPO, regardless of whether it may expand their ROI, again focuses to the vulnerability of today’s monetary condition. Notwithstanding, it additionally features a silver covering †that a greater part of organizations will stay open to expanding interest in RPO when all is said in done, and key RPO specifically, on the off chance that it encourages them contend in the complex natural atmosphere of things to come. Would you redistribute

Communication Skills of Chocolate Mortality †MyAssignmenthelp.com

Question: Examine about the Communication Skills of Chocolate Mortality. Answer: Presentation: Joint effort among the groups alongside compelling correspondence is noteworthy for any kind of accomplishment in business associations. Breaking of correspondence lines alongside non-collaboration among the groups could frequently pave the way to business disappointments. In some cases there exist an excessive number of groups which lead to struggle of choices, imperiling the general work process. In some cases the groups are excessively hesitant on imparting significant data to different groups. Organizations have begun utilizing innovations and achieving changes in their arrangements and strategies to enlarge the factor of efficiency, adjusting the divisions together and accomplishing the business objectives (Beebe and Masterson 2014). This report would manage issues being looked by Chocolate Mortality in regards to decrease in its profitability for reasons like clashes in its virtual groups, the ramifications of the moral and intercultural interchanges in the organization alongside appropriate suggestions to better the circumstance. Foundation: Chocolate Mortality is expressed to be an Australian organization that is prone to sell 3D printed chocolates. The organization has numerous workplaces in a few Australian urban communities. In any case, this contextual analysis manages one of its workplaces in Tokyo, Japan that has been the consequence of its development. This office saw expanded deals upto 8 percent through recruiting of Japanese young people. The key crucial the organization is to offer excellent figures of chocolate. The organization utilizes the geologically spread virtual gatherings with the groups utilizing phones, messages and Zoom to speak with each other. Be that as it may, similar to each other association, Chocolate Mortality also is experiencing an extreme stage, seeing decrease in profitability. Staff turnover has increased with group battling in settling on choices showing towards character struggle. Be that as it may, according to the organization HR administrator the answer for this is to ensure their representatives keep their mouth shut and their negative sentiments ought not manifest at working environment. Correspondence setting: It has been expressed for the situation study that Chocolate Mortality utilizes topographically virtual groups. Virtual groups are commonly influenced by three structure of separation the physical, transient and enthusiastic. In the physical front, virtual groups are commonly spread over the different geological areas just associated through methods for innovation. If there should arise an occurrence of worldly, virtual groups are commonly isolated regarding time zones, long periods of working and synchronization level existing between the open media (Larson, Leung and Mullane 2017). The third is the passionate piece or separation required inside the virtual groups. There is no vis-à-vis correspondence among groups and insufficient access to the non-verbal signals. If there should arise an occurrence of Chocolate Mortality, their correspondence relies upon video conferencing that is of restricted nature, driving the colleagues in depending on composed, if there should be an occurrence of email, or vocal, if there should be an occurrence of approaches phone. Inside the virtual groups message coding and deciphering are being made naturally without the noteworthy message change. Be that as it may, one major detriment in this framework can be fractional loss of message. This frequently prompts delays during the time spent correspondence and vulnerability among the individuals from the virtual group. The result of losing the message halfway is expressed to be progressively genuine as the correspondence is being acknowledged between extra senders on the grounds that, at one single time, it would be troublesome in distinguishing the missing connection among the arrangement of messages between the different groups of Chocolate Mortality (Pinjani and Pa lvia 2013). The group would neglect to acknowledge in due time its goal. Every single group of Chocolate mortality has huge measure of individuals in every one of their groups where there is high likelihood of postponement in correspondence and missing out on clear observation (Gilson et al. 2015). Another significant burden of this model of correspondence is worker for the most part feels disconnected infront of the PC and has no stronghold of his colleagues. This vibe of disconnection related with need review of the goals of the gathering frequently prompts social clashes inside group. The wellspring of contention of the relations is commonly the error occurring in correspondence and in the manner in which the virtual colleagues think. Morals and Intercultural correspondence: Individuals have the propensity for carrying with them various arrangements of ethnically amassed points of view towards the reasonable conduct. Remembering this, it is of nothing unexpected that questions and clashes exist while conveying over the way of life. Besides, inside the condition of contention, individuals do have different arrangements of discernments about the best possible routes in taking care of the contention. Worldwide virtual groups establish of broadened colleagues having various qualities, practices and convictions. Chocolate mortality, an Australian organization can't work in Japan with a full pack of Australian representatives, they need Japanese representatives at certain level to deal with the work procedures (Jang 2013). Trust is something that is fundamental in bunch affiliations, however harder in encouraging it in an online domain. Trust is expressed to be one of the key parts of virtual group. In any case, trust is something that is difficult to expand when there is constrained eye to eye correspondence. Miscommunication and lethargy inside a virtual group by and large adds to the absence of trust. In the event that a worker doesn't respond to a significant mail from other group there is this thought the person isn't unreasonably intrigued and temperamental (Bartelt and Dennis 2014). In virtual groups like that of Chocolate Mortalitys takes any longer to work in an online domain when contrasted with gatherings of eye to eye nature. Strife inside a virtual group may be because of inclinations, need trust, absence of compassion and postpones that are hard to control and resolve. Intercultural morals for the most part advances the capability level of intercultural informative that expresses the capacity to execute productively and appropriately with others. Intercultural correspondence energizes duty and activity in specific issues of advancement of people while interfacing with the different people (Pangil and Moi Chan 2014). Intercultural morals would in a manner help Chocolate Mortality in finding a path in helping individuals beneficially interrelate with one another. Correspondence between the way of life is significant in associations like Chocolate Mortality, so it gets significant in understanding why societies work, accept and carry on in one specific way and recognizing the decent variety between societies is vital. Chocolate Mortality would do well in giving the opportunity of articulation to its representatives, viewpoint assorted variety and difference resistance in accomplishing the responsible basic of dynamic. Under current conditions that isn't the situation with Chocolate Mortality with the HR supervisor advising the workers to keep shut and hush up about negative sentiments. This would not help the circumstance as representatives would not have the option to communicate in the manner they like. Proposals: Chocolate Mortality needs a few proposals to better their circumstance and enhance their procedure of dynamic and efficiency. Correspondence is significant and separate in that is causing significant issues for the organization in Japan. The correspondence ought to be done in viable and effective way. It is significant for Chocolate Mortality to assemble a correspondence plan including all the staff taking a shot at the task and the manners in which they can be reached. Time zones are to be overseen in savvy way. Time zones are a significant factor when booking the virtual group gatherings that require members from all the workplaces. Chocolate Mortality need to lead week by week inward gatherings. For making the correspondence able and compelling, this would help the individuals from the group in feeling completely connected to the things that are going on alongside evident heading on the activities in the coming weeks. Companion surveys. This is state to be basic when the colleagues can't meet for up close and personal communication.Chocolate Mortality the board needs to make a situation where representatives of one group ought to get a chance to evaluate crafted by others, tending to the holes in work or correspondence and make constructive commitment to significant expectations. Utilizing of robotization: An online device of positive outlook is required that encourages the group in teaming up carefully on ordinary premise. This would help in reinforcing the procedure of correspondence in the organization. The organization ought to do well in building between close to home connections. Virtual groups are expanded in nature, found even in remote places topographically. The organization would do well in carrying some of them to the home office or certain other work areas. It is critical to know the colleagues better in vis-à-vis circumstances, making them submitted enough alongside improving the readiness to help once more. Yearly highest point: This would unite everybody. A yearly assembling offers an open door for the virtual colleagues cooperating, however never meets eye to eye in getting the chance. End: It very well may be reasoned that as a result of having virtual groups, Chocolate Mortality is confronting sure issues that is decreasing its efficiency. The HR supervisor as an answer has expressed not to communicate antagonism and keep their bombastic shut in the event that they don't care for anything. This would positively not help the organization over the long haul. Culture and correspondence poses a genuine danger to virtual groups yet this organization needs to think past that for being effective like uniting the workers either quarterly or every year, making a

Tales Of A Fourth Grade Nothing By Judy Blume - Free Essay Example

Institution The contemporary realistic book that I chose is Tales of a Fourth Grade Nothing by Judy Blume. This is a children novel authored by Judy Blume. It was published in 1972 (Blume, 2003). The book is appropriate for children above the age of 7 years and belongs to the discipline of teaching. This is because it teaches children the behavior of young children aged two years and how to trick them. The specific objective suitable for this novel is pedagogical objective. This is because it teaches children above the age of 7 years and parents how to trick young children at the age of 2 years. The main purpose of the book is to teach. It teaches how the Peter’s family plays with Fudge psychology. The family in the novel uses Peter the elder brother of Fudge to influence his behavior. Since Fudge likes to mimic his brother Peter, when the family wants to buy a specific item for him, they pretend Peter is going to also purchase that item something, which forces Fudge to accept (Blume, 2003). By doing so, they void his loud shouting and crying. This book will be used to meet the pedagogical objective by educating parents and elder children on the ways of dealing with their children. It will educate parents on how to play with the psychology of children in order to avoid resistance by tricking them (Nel Paul, 2011). Tricking children to accept or ignore something, helps prevent them from crying. One of the problematic specific is when children do not mimic there elder brothers or sisters. This is problematic because it will be hard to trick the child. The other one is having hot tempered children who are not willing to forgive each other. If it becomes hard to trick the child, being a parent you should find other ways of influencing the behavior of your child. For example, I will use rewards to motivate the child to accept a certain offer. After reading this book, children will be in a position to handle their younger brothers and sisters in the appropriate manner. They will learn the importance of forgiving their younger siblings when they wrong them (Nel Paul, 2011). This implies that they will have mental growth on how to handle their younger siblings. If the parent objects to the goal of teaching children how to trick their younger siblings, the alternative assignment is to teach them ways of rewarding their siblings in order to accept or reject certain items.

Autobiography Of My Childhood - 1423 Words

From an early age I loved to read. At just two years old I begged my mother to enroll me into school. I watched as my older sister meticulously picked out her school outfit each night in preparation for the next school day. At such a young age, I somehow knew that this thing called â€Å"school† was going to be something spectacular. My home was chaotic and reading became an escape and helped distract me from my unpleasant family dynamic. Beginning when I was 5 years old, I read novels, magazines, and newspapers. Adults often commented how odd it was to see a child under the age of 10 year’s old who enjoyed Time magazine, People and the daily newspaper. Reading the newspaper was where I first became familiar with comic strips. When my father†¦show more content†¦I did not know at the time that Superman was from a comic book. I enjoyed the excitement and fantasy the story line provided. One day while I was watching television at my aunt’s house, my older cousin Pasha walked in on my weekly routine of watching Superman on ABC. As usual I was sitting way too close to the television set and had just been scolded by my mother that I was going to go blind unless I sat back. Clearly annoyed I prayed there would be no more interruptions. I made sure not to make eye contact hoping to be left alone. During a commercial break, I pretended to fidget with my denim jean overall clasp just so Pasha wouldn’t talk to me. Next thing I knew Pasha very loudly exclaimed, â€Å"Are you really watching the fake version of Superman?† I proudly responded â€Å"I am watching Lois Clark: The New Adventures of Superman!† I thought for sure he would think I was so cool, but Pasha often times looked down on my music, clothing, and television choices. This was not a uncommon reaction from him. Pasha stood there with a look of disapproval and disappointment that I was used to and very loudly stated, â€Å"This show is not worthy of being ca lled Superman. It’s not the real Superman! † Pasha then gave me my first comic book lesson. This is where I learned about the classic comic book genre and how Lois Clark: The Adventures of Superman was based on the original DC Comic book Superman. I appreciated Pasha’s long talks about the classics. I learned toShow MoreRelatedAutobiography Of My Childhood861 Words   |  4 PagesOverland Park, Kansas I was born. I weighed 8 pounds 3 ounces and I was 20  ½ inches. The first people that came was my Grandma and Grandpa Bentley and my Uncle Ryan. Also my Grandpa and Grandma McNeely came. Everyone that came to visit me said I was really cute. At the Prince of Peace Catholic Church on May 22, 2005 I was baptized. My godparents are my Uncle Erik and Aunt Sandra. In 2008 my family and I moved to the house we currently live in now. When we moved into this house we actually got the paintRead MoreAutobiography Of My Childhood1346 Words   |  6 Pages I am 16 years old. My dog is a mix of Husky and Saint Bernard. My favorite flavor of cake is chocolate. I manage the wrestling team, and have since 6th grade. I own a Toyota T100. I have a 2 year old niece. I like roses. I want to go to college for business so I can own my own bakery. I have two brothers. My house looks like a log cabin on the outside, but it’s just a regular house on the inside. Though mint chocolate chip is my favorite flavor of ice cream, I love changing it up and getting differentRead MoreAutobiography Of My Childhood1140 Words   |  5 Pagescame to Licking Valley in the middle of kindergarten. I am the oldest out of three children and son of Ronald and Brandy Schneider. My father is a Highway State Patrol man. By the time a was 5 my parents separated. I haven t seen my biological mother since I was 12. 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I was born in the North Eastern United States during the latter half of the 1970’s. The product of loving, if unadventurous parents. My earliest memory is of a kitchen sink; I recall, if I think about it hard enough, that my mother bathed me there as an infant. It may seem improbable to claim such a thing, but nevertheless, it is a memory. The surroundings of my home were a placeRead MoreAutobiography Sample610 Words   |  3 Pagesï » ¿Does the task of memoir writing puzzle you? It’s alright. This autobiography example for students is here to show you that memoir writing can be easy and even exciting. All you need to do is to scroll this page down and enjoy this amazing sample and the related, practical hints. A Lazy Student Autobiography Example An autobiography is a story of your own life. Even if you think you don’t have much to include in your memoir, you can still make it quite interesting. Bill Gates said: â€Å"I always chooseRead MorePersonal Commentary On The Lives Of People Different From Ourselves1454 Words   |  6 Pagesnot mean I can not understand them. Autobiographies allow for us to begin to understand a story and a perspective that is different from our own. In Ricardo Rodriguez’s, â€Å"Achievement of Desire† he uses his own personal narrative to explain the effects that family had on his life. I will never have those same experiences, but by reading his narrative I can begin to understand the way his family influenced him. I have had always had a very close relationship with my parents so it was very jarring whenRead MoreThe Age Of Enlightenment By Jean Jacques Rousseau Essay1324 Words   |  6 PagesIn Jean-Jacques Rousseau’s autobiography, Confessions, he presents a dramatic tell all of his life story. During the eighteenth century, the period, known as the Enlightenment, swept across Europe. Rousseau found himself in the middle of all of it. The Age of Enlightenment was a time when scholars took to science to explain human nature and the world around them. His autobiography reflects how instead of following this trend Rousseau established a kind of counterculture to the Enlightenment. He didn’tRead More Chinese Cinderella by Adeline Yen Mah1433 Words   |  6 PagesAs the world continues to evolve, there are various social issues that exist. Childhood neglect is problematic in society, especially in China. In Chinese Cinderella, Adeline Yen Mah exposes the severity of emotional abuse and neglect of children through her personal experiences. Literature addresses this topic through the interactions of the characters and the plot of the novel. She conveys her autobiography through antagonistic characterization and her writing style of point of view and tone. LiteraryRead MoreColored People, by Henry Louis Gates Jr.1745 Words   |  7 Pagesfocuses primarily on African-American issues, both from the past and the present, is undoubtedly Henry Louis Gates, Jr. Born in 1950 and raised in the small, middle-class, colored community of Piedmont, West Virginia, Gatess acclaimed 1995 autobiography, Colored People, brings readers to a place and time in America when both the racial boundaries and the definition of progress were changing weekly. Colored People, however, is not about race specifically. Rather, it is a story which chronicles

Taxation Responsive Regulation

Question: Discuss about the Taxation for Responsive Regulation. Answer: 1. Issue According to the case study it is observed that mountaineer named Hillary is famous for her achievements, and thus, a news paper Daily terror offered her a huge payment of $10,000 her real story, how was her life style, how she achieved such a glory and what are the obstacles she had to face during the process of her mountaineering. She accepted the offer and wrote her life story herself without taking help from any ghost writer as it was one of the terms and conditions from the Daily Terror. She assigned the entire right, title along with the copyright for $ 10,000 to Daily Terror (Prince, 2013). Besides this she sold her story's manuscript to the Mitchell Library for $5,000, apart from this, she sold her photographs of mountain climbing for $2,000. The issue is whether all these three payments received by she are considered as income from personal exertion or not and in the case of she wrote her story for her satisfaction and then decide to sell it then what will be the tax consequ ences. Rule According to the Australian Taxation Act, income tax is one of the significant tax, which levies to the residents of the country according to their annual income. The application of income tax can differ by the nature of the income. As per the Income tax Act 1936 along with its amendment of 1997 personal exertion income include the income from salaries and wages, bonuses and commissions, fees, superannuation allowance, pension, retiring gratuities and retiring allowance (Woellner et al., 2016). Application The application of the rule determines the income generated from the activities must be under the taxation law. Here in this particular case, it is observed that Hillary is not a full-time writer and writing was not her original profession. She wrote the story as the Daily Terror Newspaper pleads to her to write her story for them. Thus the income cannot be considered as income tax. The manuscript and her photographs are falls under capital gain tax (Yu, 2008). And in first case, her income from Daily Terror will be considered as ordinary income. Conclusion The income from Daily Terror and manuscript along with photographs all would be considered as capital gain income. In the case of she wrote her story for her satisfaction. As per the income tax act 1997, and section 26 AB,in the first case, of the case study will be assessable income. And rest of income may be considered as capital gain tax under section 1108-410. 2. Issue In this case, the client is a mother who had lent her son an amount of $40,000 to help him with a short term housing loan. A verbal agreement was made between the mother and the son where it was agreed that the son would pay his mother an amount of $50,000 after five years. It should be noted that while giving the money there was no written agreement between the two parties and the son was also not asked to pay any security against the amount of money being borrowed by him. After two years the son returned the full amount of money to his mother along with an interest of 5 percent per annum on the amount of money borrowed by him. The whole amount of money was given to the client in a single check. The mother had not asked for any interest but still the son paid it. The question that comes in the scenario is the effect that the extra amount given by the son will have on the income of the client. Rule As per the Australian Taxation Law, assessable income of an individual is defined as the amount of money earned by that person, which can be taxed when the money earned by the individual is more than the tax-free threshold granted by the Australian Constitution (Mason, 2010). Assessable income of a person consists of salary, wages received by a person for the work done by him or her; dividends and incomes earned as a part of investments made, etc. (Parsons, 2011). Application In this particular case, the loan given by the mother to her son cannot be considered as an investment as she did not want any interest on that. Therefore it is not an ordinary income of the client and not assessable. Moreover, the amount of interest paid by the sum is equal to 5 percent of $40,000 for two years which equivalates to a sum of $4,000. Now this amount of money is less than the threshold of assessable income as indicated by the Australian Taxation Office (Woellner, 2013). Therefore considering these two conditions the amount received by the mother will not be a part of her assessable income. Conclusion The extra amount of money given by the son to his mother is not an ordinary income of the client and also does not cross the threshold of assessable income. This is the reason why the sum of money will not have any effect on the assessable income of the client under section 10-1. 3. a) According to the case study, it is observed that the accounting professional Scott had purchased a vacant block of land in Brisbane in October 1980. At the time of building the house, the value of the land stands at $90,000 as well as the construction cost is $60,000. After the completion of the house, he rented the property and as per the consideration of the current taxation, the Scott sold the property for $800,000 at auction. As Scott holds the profession of an accountant, he is seemed to be not involved in the development of the property (Robertson, 2008). Thus the income generated is seemed to be in the form of the ordinary income as per the law of taxation of ATO 1936 which must be considered as the capital gain and the deduction of tax should not take place in the form of capital gain tax. According to Australian Taxation Law, income generated from the sale of the assets is considered as the capital gain under section 408. The person or the organization has to pay tax on the gains derived from the sale of the asset. The property would be considered as long term capital as it is purchased before three years. The capital gain tax was introduced in the year 1985, and thus transactions before 1980 should not apply to capital gain tax (Barker, 2005). In the given case study, Scott purchased vacant land as on October 1980, and the land value was $90,000, and construction cost was $60,000. The total value of the property was $150,000. The property after building houses was given to rent and income generated from rent would be considered as ordinary income. The property was sold at auction for an amount of $80,000s. Therefore, net earnings of Scott were $650,000, and it would be considered as assessable income. The capital gain tax would be calculated on $650,000 as per the Au stralian Taxation Law (Watson, Gleeson and Higgins, 2013). Total value of the property = (Value of the land $90,000+ construction cost $60,000) = $150,000. The property sold for $ 800,000 Thus, Total Capital gain = ($ 800,000-$150,000) = $650,000 and it is assessable income. b) In the given case study, Scott purchased a vacant land as on October 1st, 1980. In the year 1986, the value of the land was $90,000 and building cost was $60,000. The house was sold by Scott and capital gain tax was applicable on the sold amount. The capital gain is the amount of money earned by an individual from the selling of an asset. Capital gain tax is the tax charged on the income generated from the sale of the assets. Capital assets include land, building, machinery, patents, trademarks, property, etc. In the given case study, Scott would sell the property to his daughter at $2, 00,000. The capital gain tax would not be calculated on the selling price of the property because the capital gain tax is not applicable when a property is being inherited (Woellner, 2013). According to Australian taxation law, the property will be considered as a gift that would be exempted from capital gain tax. Therefore, the capital gain tax will not be calculated, and the asset would be considere d as a gift. c) If the owner of the property is the company rather than an individual, then the answer world a bit different which seemed to be directly dependent on the type of the company discussed. In this case study of the ordinary company, the property would be looked upon as the capital asset, and therefore the capital gain taxes are applied (Loffman, Presant and Rubin, 2008). The capital gain taxes will also be implemented on the individual if the case of the individual is considered. If the company is considered as the real estate company dealing with the selling and buying of the houses and the properties, then the company would not be charged with the capital gain taxes (WALLER, 2007). The reason for this is the in any real estate company, the selling and buying of the properties are the part of the ordinary income, and since it is ordinary income, then the tax would fall under the normal income tax. References Loffman, L., Presant, S. and Rubin, B. (2008).Tenth annual real estate tax forum. New York, NY: Practising Law Institute. Robertson, P. (2008).Australian master tax guide 2008. Sydney: CCH Australia. WALLER, V. (2007). The Challenge of Institutional Integrity in Responsive Regulation: Field Inspections by the Australian Taxation Office.Law Policy, 29(1), pp.67-83. Mason, T. (2010).Income tax law. Frenchs Forest, N.S.W.: Pearson Australia. Parsons, R. (2011).Income taxation in Australia. Sydney: Law Book Co. Woellner, R. (2013).Australian taxation law 2012. North Ryde [N.S.W.]: CCH Australia. Barker, D. (2005).Essential Australian law. Sydney, N.S.W.: Cavendish. Watson, J., Gleeson, J. and Higgins, R. (2013).Historical foundations of Australian law. Annandale, N.S.W.: Federation Press. Woellner, R. (2013).Australian taxation law 2012. North Ryde [N.S.W.]: CCH Australia. Prince, J. (2013).Tax for Australians for dummies. Milton, Qld.: Wiley Pub. Australia Pty Ltd. Woellner, R., Barkoczy, S., Murphy, S., Evans, C. and Pinto, D. (2016).Australian Taxation Law 2016. Melbourne, Vic.: Oxford University Press. Yu, Y. (2008). Determinants of variations in state per capita personal income: a panel data approach.Applied Economics Letters, 17(3), pp.235-239.

Plagiarism in Higher Education free essay sample

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