...The Harvard Referencing System Introduction As a student, it is important that you identify in your assessment when you are using the words or ideas of another author. The most accepted way of acknowledging the work of another author is to use a referencing system. The following guide tells you why you need to use a referencing system, shows you how to insert references in the text of your assignments, and shows you how to compile a reference list. While there are many variations on the ‘Harvard’ system, the one presented in this guide is the most simple. It does away with most usages of ‘p’ and ‘pp’ to signify page numbers and it replaces some of the commas with colons. Also, this guide is by no means an exhaustive list of all the referencing conventions that you will require in your academic life Why you should use a referencing system As a part of an academic community, it is important that you show the reader where you have used someone else’s ideas or words. Failure to properly reference using the Harvard system may make the reader think that you are cheating by claiming someone else’s work as your own. In the academic environment, we call this plagiarism and it is seen as a very serious offence. Please remember that plagiarism is not just when you directly copy words from another student’s or expert’s work. Plagiarism also occurs when you re-word someone else’s ideas in your own work and you do not give credit to the original source. Plagiarism can...
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...LANG 901 / NAS 006 North American Cultural Studies Winter semester 2013/14 Class trip to Puerto Rico This paper proposes a class trip to Puerto Rico from the 10th to the 24th of March 2014. The first period in San Juan includes activities revolving around the indigenous Taino culture, e.g. their cuisine, musical instruments and history. Guided tours extend on the history of Puerto Rico as we visit the majestic fortifications by the Spanish settlers. Other activities during the first period are salsa lessons, shopping at the fruit market and adventure tours in the reef and rainforest. The second period begins with a visit to Cappara site, archaeological evidence of the first settlement, and ends with camping at famous east-coast beaches. The third period includes a guided jungle survival tour in El Yunque, a Guánica history tour, a visit to the Art Musuem, scuba diving and wall diving. Celebrations (i.e. shows, concerts, dancing etc.) on the streets conclude the third period with the national holiday Día de la Emancipación where students are going to join in. Special attention is going to be given to the costs and educational activities of the second period to substantiate the claim that the present proposal for a class trip is appropriate and promising. We leave our luggage at the New Island Hostel and walk 2.5 km to the Tren Urbano Sagrado Urazon, the train station, where we buy a day saver ticket for $5 to get to Caparra site. The Spanish settlers made this their...
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...Study Skills for Postgraduate Learning | Planning & Reflecting at Postgraduate Level | [Student Name] [Student ID] [Submission Date] | Table of Contents Abstract 3 Task 1: Development of a Research Strategy 4 Task 2: Development of a Project Plan 7 Task 3: Reflective Piece 10 Effectiveness of My Research Strategy & Project Plan 10 Problems Faced and Learning: 10 Learned Time Management Skills and Reflection Skills: 11 New Learning during the Research Project: Reviewing a Case Study 11 Conclusion from the Case study 13 My Reflections on the Research Questions: 13 References 14 Abstract The point addressed in this research document is the Importance of Planning and Reflection Skills at Postgraduate Level and also an assumption that post graduate students acquire planning and critical reflection skills automatically during their post graduate studies. Planning, critical thinking and reflecting are the pillars of the postgraduate study, managerial work and continuing professional development (CPD). “It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations or concepts can be generated. And it is generalizations that allow new situations to be tackled effectively.” (Gibbs 1988) Reflection is a key element in any successful planning. You are...
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...Relevance to resource kit and topic 5 3.1 Discussion within journal 6 3.3 Weaknesses within the article 6 3.4 Relevance to resource kit and topic 6 Table 2 facts presented within report 7 4.0 Book resource 8 4.1 Discussion in Chapter 8 4.1.1 Movilpiu 8 4.1.2MoBiblio 8 4.1.3 HouseMobile 8 4.1.4 Strengths of Chapter 9 4.1.5 Weaknesses of Chapter 9 4.1.6 Relevance to resource kit and topic 9 Bibliography 10 Appendix A 11 Work completed 11 Roles played by group members 12 Appendix B 13 Appendix C 13 Executive Summary The aim of this report is to critically assess three resources, a book, a website and a peer reviewed journal article. Each resource deals with how mobile devices have changed work and working together. Consideration is given to such issues as discussions within the resource, strengths and weaknesses of the resources, relevance to undergraduate students and relevance to the resource kit and topic. The online report is titled the Expanding Role of Mobility in the Workplace, by Forrester research incorporated; it was commission by and features on the cisco systems website. It is about the expanding role of personal mobile devices in the workplace. The main premises of the report are that the roles of personal mobile devices are growing within organizations. The journal Article is titled Can You Hear Me Now? Is mobile access to learning and performance support a part of your learning architecture? If not, you may want to re-evaluate By Judy Brown...
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...Page 1 Department of Lifelong Learning: Study Skills Series Referencing - The Harvard System (Download pdf version) Introduction As a student, it is important that you identify in your assessment when you are using the words or ideas of another author. The most accepted way of acknowledging the work of another author is to use a referencing system. At the Department of Lifelong Learning you are required to use the Harvard referencing system. The following guide tells you why you need to use a referencing system, shows you how to insert references in the text of your assignments, and shows you how to compile a reference list. While there are many variations on the ‘Harvard’ system, the one presented in this guide is the most simple. It does away with most usages of ‘p’ and ‘pp’ to signify page numbers and it replaces some of the commas with colons. Also, this guide is by no means an exhaustive list of all the referencing conventions that you will require in your academic life. Why you should use a referencing system As a part of an academic community, it is important that you show the reader where you have used someone else’s ideas or words. Failure to properly reference using the Harvard system may make the reader think that you are cheating by claiming someone else’s work as your own. In the academic environment, we call this plagiarism and it is seen as a very serious offence. Please remember that plagiarism is not just when you directly copy words from another...
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...JOURNAL ENTRY NO.1 THE SCHOOL ENVIRONMENT The term environment refers to the place where we able to move freely and safety, for the learning process to be effective, the learning environment or the school environment must be conducive and safe for the learners. The Cooperating school where I was assigned is Digos City national High School. In my first time in Digos City National High School I was confused because I saw the police officer the guard house, the school provides police officer it just because of the safety and protection of the learners from bad elements and also to control the gangsters and fraternity of the school. Much have changed with the school, now, it provides more facilities for students and teachers to make use of. There are more classrooms, to accommodate more students. The Digos City National High School develop learning environment where the safety and resourceful is demonstrated among students, teachers, parents and financial community. The school they maintain the allocation of physical and financial resources in li8ne with the goals and improvement of the environment of the school. The schools implement management policies that support efficient learning and effective administration. The schools establish a school structure which support the students a good quality to learn that makes physical environment safe and conducive for learning. Their learning facilities like the library is the most important facility it just because it provides learning...
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...The International Journal of Language Society and Culture Editors: Thao Lê and Quynh Lê URL: www.educ.utas.edu.au/users/tle/JOURNAL/ ISSN 1327-774X Investigating Reading Habits and Preferences of Student Teachers at Foreign Language Departments Muhlise Coşgun Ögeyik & Esin Akyay Trakya University Faculty of Education Edirne, Turkey Abstract This study investigates reading habits and general views on reading of the students attending teacher training departments. Since reading is one of the principal skills while teaching and learning a second or foreign language, it is assumed that the gathered data in this sample study will highlight educators to get a general profile about reading habits and preferences of students. The participants of the study are the students attending English Language Teaching and German Language Teaching Departments of the Faculty of Education at Trakya University, Turkey. For data collection, a questionnaire with 40 items was designed and administered on 187 students. The questionnaire investigated the students’ general attitudes towards reading and their preferences of reading. The research findings revealed that the students from both departments had positive attitudes towards reading and were widely involved in reading activities. Another optimistic outcome was that the students read both in native and foreign languages. Key words: Reading habit, attitudes towards reading, reading preferences, foreign language education Introduction Reading...
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...KEY LEARNING - SUMMARY Reflect on, and identify below, what you have learnt since your last submitted development plan (if this is the first development plan you have submitted for the programme, then ignore this box on this occasion). Your learning might encompass both what you have taken from your study on the programme as well as wider learning from work-related activities. Your reflection could reflect all or some of these suggestions: What I have learnt and understand better; What I knew already that has been reinforced; What I need to reflect on further or think more about; What I can do now or do better; What I'm going to do differently in future back at the workplace. We recommend that you maintain a full Development Record (Learning Log) (available on the VLE) for CPD purposes as you go through the programme (this does not have to be submitted with your assessments). The box below simply asks you to reflect on your key learning drawn from that and how it links (i.e. new development needs that you have identified as a result of your learning) subsequently to your updated Development Plan below that you are submitting with your unit assessment. Development Plan | NAME: | ZARINA ZHUSSUPOVA | MEMBERSHIP NUMBER: | 42818953 | COVERING THE PERIOD FROM: | JANUARY | TO: | JUNE | Planned outcome What do I want/need to learn? | What will I do to achieve this? | What resources or support will I need? | What will my success criteria be? | Target dates for review...
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...BIBLIOGRAPHY A. BOOKS Arrends, RichardI. Learning to Teach, 3rd Edition McGraw-Hill, 1994 Boiser, D.C. Teaching Made Easy: Strategies and Styles, Phoenix Publishing House Inc., 2004. Guimbatan, Kathleen L.and Francisco M. Zuleta, Teaching Strategies and Educational Alternatives V.1, Academic Publishing Corporation, 2002. Roger and David W. Johnson, Driven to Discover, University of Minnesota, 2002 Rosenshine, B., & Stevens, R. Teaching functions. In M. C. Wittrock (Ed.), Handbook Of Research On Teaching (3rdEdition) New York: Macmillan, 1986. Rosewal, G. M., Mims, A. A., Evans, M. D., Smith, B., Young, M., Burch, M., Croce, R., Access Center Using Peer Tutoring To Facilitate Access. Washington, DC, 2004. . Salandanan, Gloria. “Methods of Teaching”, Lorimar Publishing, Inc. Cubao Quezon City, 2009. Spencer, V. G. Peer Tutoring and Students With Emotional or Behavioral Disorders: Behavioral Disorders, 31(2), 204-222, 2006. Topping, K. Peer-assisted Learning: A Practical Guide for Teachers. Newton, Mass.: Brookline Books, 2008 Zulueta, Fracisco M. “Principles and Methods of Teaching”, National Book Store,Inc. Mandaluyong City, 2006. B. PERIODICALS American Institutes for Research An Educator's Guide to School Wide Reform. Arlington, VA: Educational Research Service, 1999. Bicknell-Holmes, T. & Hoffman, P. S. Elicit, Engage, Experience, Explore: Discovery Learning In Library Instruction, 2000. ...
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...help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success. Directions: Each step of this assignment will ask you to navigate and explore different components of the GCU Fleming Library. There are seven steps, each containing a question. Record your answers to the questions in the appropriate sections. Before starting this Scavenger Hunt, review the short walk-through tutorial on the GCU Fleming Library. This tutorial consists of five short segments: http://tutorials.gcumedia.com/libraryWalkThrough/vp02.swf If you have time, you can also attend the GCU Library Introduction Webinar. Sign up on this page: http://www.gcu.edu/Student-Life/Library/Webinar-Sign-Up.php Step 1: How to Access the Library There are a number of ways to access the library’s website. Use one of these to reach the Library Research & Resources page: 1. Go directly to the GCU Library Research & Resources page by typing http://www.gcu.edu/Student-Life/Library.php into your Internet browser and clicking “Enter”. 2. Under the “Access Library Resources” section on the right, select the “Library Research and Resources Page”. Question 1: List three ways you can contact the library for assistance, as listed on the Library Research & Resources page. Step 2: How to Find Books Books have increasingly become available electronically. Unfortunately, these are rarely...
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...Martin-Misener, A., & Kolotylo, C. (2010). A questionnaire for assessing community health nurses' learning needs. Western Journal of Nursing Research, 32(8), 1055-1072. This journal covers the important stages of the Learning needs assessment and how it impacts every educational process that is aimed to inform changes in practice and policy for continuing professional development. Professional opportunities have been widely used as a basis for the development of learning needs assessment. This article reports on the development of a learning needs assessment questionnaire for Community Health Nurses (CHNs). Exploratory and confirmatory factor analyses were conducted to examine the consistency of factors underpinning the Canadian Community Health Nursing (CCHN) Standards. Also, validity and reliability of the questionnaire were evaluated using appropriate techniques. This process resulted in a valid and reliable CHN learning needs assessment questionnaire to measure learning needs of large groups of practitioners, where other forms of measurement cannot be feasibly conducted. Aydin, A.K., & Karadaq, A. (September-October 2010). Assessment of nurses knowledge and practice in prevention and management of deep tissue injury and stage 1 pressure ulcer. Journal of Wound, Ostomy, and Continence Nursing, 37(5), 487-494. This is a good overview from a well-known nursing journal that focuses on a descriptive study on how to determine a nurses knowledge and usual practice and...
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...the most of their learning experience it is important for them to be aware of their preferred learning style. A great tool used in determining learning style preferences is the VARK (visual, audio, read/write, kinesthetic) questionnaire. The VARK learning style assessment was developed by Neil Fleming in 1987. The questionnaire consists of 16 questions with multiple answer options. Respondents are allowed to skip a question or pick multiple answer choices if necessary (Barman, Jaafar, & Rahim, 2009). Those taking the questionnaire find the questions easy to relate to since they are based on real life situations (Rogers, 2009). Once the questionnaire is completed a score will be provided along with the corresponding learning preference and identified learning strategies. It is necessary for students to be aware of their learning style preference and to know the best way to study in order to reach their full learning potential. This paper will discuss the VARK questionnaire results of the author of this paper. After completing the VARK questionnaire, results for this author showed a multimodal learning preference. Those falling into this category have no defined preference. According to the VARK website, “If you have multiple preferences you are in the majority, as approximately 60% of any population fits that category” (http://www.vark-learn.com). This author finds using different combinations of the VARK modes to be most effective when learning and presenting material...
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...READ WRITE LEARNING: ANALYSIS OF MY LEARNING Read Write Learning: Analysis of my Learning Strategy using the VARK Questionnaire Claudette Bryson Grand Canyon University Read Write Learning: Analysis of my Learning VARK is the acronym used to represent, Visual, Aural, Read/Write and Kinesthetic sensory learning strategies that are used to detect the learning style that is best for an individual. Each individual has a specified style of learning which can easily be identified with the use of the VARK technique. The VARK learning strategy was developed by Fleming (1997) to measure the difference in learning styles. The VARK technique can easily be identified by completion of a questionnaire provided online. Four different learning strategies reflected the experiences of teachers and students. Read/Write is the participant’s or learner’s learning style (VARK Questionnaire, 2006). The analysis that will be explored by the participant is the Read/Write learning style along with the multimodal techniques that are intertwined within the participants learning strategy. A contrast will be outlined by the learner to compare between the strategies outlined by VARK analysis and that currently being used by the learner. Sayles states that, Read/Write preference, that is, “information displayed as words, many teachers, and students have a strong preference for this mode” (Sayles...
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...contributing factor towards the fast and easy researching method my colleagues, myself and other learning colleagues are using widely in the twenty-first century. Fortunately, online resources have created essential communication skills between me and my colleagues, tutors and other acquaintances around the universe. This method has enabled me interact via online through discussing and exchanging learning information. However, the effect has not only made it easy for the general public and myself to access accurate and non-accurate information, but has also contributed in developing and improving social development/network. Most importantly, it has given me the privilege to search more than one database to enable obtaining a successful research project. Furthermore, the aspect of locating the right source is an enormous issue. Example is researching using Google and Google scholar. The difference is that, Google scholar is peer-reviewed but Google is not. Based on this evidence, not all information is academically evaluated or peer-reviewed before it is made public on the internet. Database searching enable me learn different techniques in acquiring successful research. Examples are: I get the privilege to access both old and new online journals, books, and newspapers. Most importantly, it enables learning to be more flexible and convenient. In addition to that, I am able to book an appointment, counselling...
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...Running head: V.A.R.K. LEARNING STYLE ANALYSIS V.A.R.K. Learning Style Analysis Grand Canyon University Family-Centered Health Promotion: NRS 429v Melanie Escobar, RN MSN March 11, 2012 V.A.R.K. Learning Style Analysis Introduction From the time of birth, individuals are constantly learning. Individual learning styles vary from person to person. It is essential to the education of the individual to learn the particular style of learning that best serves them. One particular analysis tool is the visual, aural, read/write, kinesthetic or V.A.R.K. tool (VARK, 2011). This tool allows the individual to identify their particular learning style which will better prepare them throughout their education. My Learning Style Upon completion of the online questionnaire with scores of visual: ten, aural: two, read/write: fourteen, and kinesthetic: eight, it was determined that this student’s learning preference is multimodal. It is estimated that 60 percent of individuals belong to this class of learning styles (VARK, 2011). Being aware of one’s learning style will better equip the individual with an understanding of how to communicate and how to assimilate information which will enhance learning (Mestre, 2010, p.814). The read/write category concentrates on what is in the written word. The individual absorbs more information from books, handouts, notes or anything that can be physically seen. Visual learners concentrate on graphs, diagrams, power point presentations, and pictures...
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