Talent management Essay Example | Topics and Well Written Essays - 1500 words

Talent management - Essay Example For this purpose, HR managers can transform into internal consultants that can align HR strategies to business priorities, develop centers of excellence and make them benchmarks for further performance, and develop HR skills that can assist managers to assess and generate solutions for problems emerging during business processes (Vosburgh, 2007). As an HR director of Media Xavier Ltd which is a leading name in Business Process Outsourcing (BPO) industry globally, first task undertaken by me would be development of an integrated HR function. This HR function would cover main areas of talent management i.e. recruitment, performance, development and retention. Furthermore, management of workforce will be focused on development of creation of Strategic differentiating Capabilities (DiSc) that can result in attaining a competitive advantage. For this purpose, the talent acquired should be: Strategically important (Becker & Huselid, 2006) , rare, inimitable, non-substitutable, appropriable and immobile (Scott-Jackson, 2009) Furthermore, this development of an integrated HR function would be focused on partnering with the management on strategic basis, examine the current needs of organization by forming a liaison with departmental heads and design policies and procedures that can assist these departments in developing and retaining their key players along with recruiting fresh talent. Given below are the key areas of an integrated talent management function: 1) Recruitment 2) Performance 3) Learning 4) Career development 5) Succession planning 6) Compensation 7) Measure and Report (Pageup People Inc., 2008) Recruitment Media Xavier has a total headcount of 3000 permanent employees in 16 countries worldwide with 80 percent workforce employees in Asian zone call centers. Since the main work stations are away from Head Office’s reach therefore expats from local region i.e. New York would be used to train the work force according to company standards. In order to have a competitive advantage over local companies, we will focus on hiring a talent that can adhere to organization’s vision which is â€Å"Facilitating customers with optimum service and partnering with communities†. Local managers will be hired that can act as a middle man between management and the workforce. These local managers will also help Head Office staff to have necessary cultural competence so that workforce diversity can be utilized in an effective manner. Recruitment will be carried out at three different levels: 1) Call Center Agents 2) Managers-Local 3) Call Centre Heads- Expats (who will travelling between head office and Asian work stations) Recruitment can be carried out through conventional channels of online job boards, newspapers advertisement, walk-ins etc. however Media Xavier will switch to recruitment from traditional methods to on-campus drives and employee referrals. The reasons for doing so would be to have better employer branding and acce ss to recommended quality talent. Furthermore, having strategic alliances with universities and colleges can help in recruiting fresh talent that is young, energetic and easily trainable according to organization’s policies. Employee referrals shall also be rewarded so that existing

To an Unborn Pauper Chile Essay Example for Free

To an Unborn Pauper Chile Essay Hardy considers the probable fate of a child soon to be born into poverty. This is a poem which grew from an incident that he probably witnessed in the Dorchester Magistrates Court but Hardys sincerity and compassion for the plight of human beings makes the incident of concern to us all. The poem begins startlingly with an opening line in which Hardy addresses the child as hid heart because it is as yet unborn in its mothers womb, and advises it not to be born to Breathe not and to cease silently. The rest of the verse gives Hardys reason for this advice. It is better to Sleep the long sleep because fate (The Doomsters) will bring the child troubles and difficulties (Travails and teens) in its life, and Time wraiths turn our songsingings to fear, that is our spontaneous feelings of joy and happiness in life are turned to fear by time. Time as usual in Hardys writings is seen as the enemy of man and the unusual conceptions of Fate as Doomsters and Time as Time-Wraiths (Spirits) suggests a conscious and deliberate process at work. STANZA 2 In the second stanza, Hardy develops the idea of the destructiveness of time urging the child to listen to how people sigh, and to note how all such natural positive values as laughter, hopes, faiths, affections and enthusiasms are destroyed by time. Set against these positive nouns are negative verbs suggesting this withering process: sigh, fail, die, dwindle, waste, numb. The verse concludes by stressing that the child cannot alter this process if it is born. In the third stanza, Hardy vows that if he were able to communicate with the unborn before their life on earth began, and if the child were able to choose whether to live or die, he would impart all his knowledge to the child and ask it if it would take life as it is. STANZA 4 Hardy immediately, and forcefully, rejects this as a futile vow, for he nor anyone can explain to the child what will happen to it when it is born (Lifes pending plan). The stanza contains weaknesses of style: the oddity of theeward and the awkward inversion Explain none can. But the last two lines present starkly the inevitability of birth in spite of the most dreadful events Life can bring. This ability to look unflinchingly at unpalatable reality is one of Hardys major strengths as a poet. Â  In contrast to the ending of the fourth stanza, the fifth one opens very gently. Hardy speaks directly and tenderly to the child, in simple monosyllables, wishing that he could find some secluded place (shut plot) in the world for it, where its life would be calm, unbroken by tear or qualm. But with tender simplicity, and the absence of any bitterness, Hardy recognises that I am weak as thou and bare he is unable to influence fate as the child. STANZA 6 The poem ends with the recognition that the child must come and live (bide) on earth, and the hope that in spite of the evidence it will find health, love and friends and joys seldom yet attained by people.

Deviant Behavior Essay -- essays research papers

DEVIANT BEHAVIOR   Ã‚  Ã‚  Ã‚  Ã‚  Just about everyone has done something that someone else disapproves of. In fact, almost all of us have done something we ourselves have reservations or second thoughts about. Perhaps we’ve stolen something, or told a lie, or gossiped about another person in an especially nasty way. Maybe on occasion we’ve gotten drunk, of high, or driven too fast, or recklessly. Have we ever worn clothes that someone else thought was out of style, offensive, or ugly? Have we belched at the dinner table, or did we ever break pick our nose in public? Maybe we failed to show up for an important class or read a crucial assignment, or permitted our eyes to wonder onto a neighbor’s answers during an exam. Do we like a television program that someone else finds stupid and boring? Didn’t we once date someone our parents and friends didn’t like? Maybe our religious beliefs and practices don’t agree with those of some other members of our society; it could be that they would regard us as too religious or not religious enough. For some people we may be too liberal, too conservative, or too much of a loser. Does someone else consider us too short or tall, too plain of exotic, to thin or heavy, too dark or to light skinned? The number of possible ways that what we believe, or do or are, could be judged negatively by others is infinite.   Ã‚  Ã‚  Ã‚  Ã‚  This means that almost any action or characteristic we could do or think of is approved in some social circles and condemned in others. Almost inevitably, we depart or deviate from someone’s rules, simply by acting or being ourselves, since we can’t conform to all the different sets of rules that exist. Sociologists refer to behavior that is regarded as wrongdoing that generates negative reactions in persons who witness or hear about it, as deviant behavior. Many definitions of deviant behavior exist. In the book titled Deviant Behavior by Alex Thio he states that there are many conflicting definitions for deviant behavior.   Ã‚  Ã‚  Ã‚  Ã‚  There are many theories about how the world came to be, was it the big band, evolution or creation? Well just like there are many different theories for this category, there are also different theories to the cause and origin of deviant behavior. I will mention a few and give a brief definition on what they state. Strain theo... ... with another person that thinks totally the opposite from us makes us weird, different, deviant in there eyes. Who are we to say what deviance really is? Maybe there is a lady who killed her children because she thought it was the right things to do because she lives in a third world country and her children were starting to die of huger and thirst. Maybe there is a teenager who goes to school gets perfect grades and works part time and wastes all his money on drugs and in prostitutes. Maybe there is a man who worships God every single second of his life and he will not talk about anything else but God. He has no eyes or ears for anything else but God that’s all he talks about and he refuses to talk about anything else. So my question is which of these persons is considered deviant? Is it the lady who killed her children, the adolescent who gets perfect grades, but is involved in drugs and prostitution, or is it the man who is obsessed by God and won’t talk of list en to anything unless its about God? Maybe the answer to this question may never be answered, because we all have our different opinions on the causes and the origin of deviant behavior.   Ã‚  Ã‚  Ã‚  Ã‚  

Corporate Social Responsibilities Essay

An obligation, beyond that required by the law and economics, for a firm to pursue long term goals that are good for society. The continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as that of the local community and society at large. About how a company manages its business process to produce an overall positive impact on society. About the company Cadbury is the world fourth biggest manufacturer of chocolates. Cadbury is a global confectionery and beverage manufacturer having its presence in more than 200 countries worldwide. The company started its operations in India in 1948 and is the leading manufacturer with 70% volume share of the chocolate market. In India, Cadbury began its operation in 1948 by importing chocolates. The company is also a key player in malted food drinks and sugar confectionery. The company after becoming a founder member of BCF embarked upon social and community development initiatives and attaches a lot of importance to social development initiatives. Core purpose â€Å"creating brands people love† Cadbury Products The market major of Chocolates offers the following products in the market:- Chocolates like Cadbury dairy milk, perk, celebrations, temptations, five star, eclairs, gems, fruit & nut, Cadbury crackle and many more†¦.. Snacks like Cadbury bytes Beverages like Bournvita Cadbury delight Candy like Cadbury halls Gums like Bubbaloo Commitment to the environment Corporate Social Responsibility (CSR) is at the heart of their success. At Cadbury India have always believed that good values and good business go hand in hand. It’s part of their heritage and the way they do things today. CSR is about growing our business responsibly. Migratory birds stop over at Bangalore factory Water is a precious resources. As part of Cadbury India’s effort to continuously increase water conservation Cadbury. Bangalore factory has constructed a check dam to store the rainwater. This dam not only acts as a major ground water replenishing source for the bore wells in the factories and surrounding community, but is also a stopover location for some of the migratory birds. Pioneering cocoa cultivation in India Since 1974 Cadbury has pioneered the development of cocoa cultivation in india. For over two have worked with the Kerala agriculture university to undertake cocoa research and released hybirds that improve the cocoa yield. Cadbury efforts have increased cocoa productivity and touched the lives of thousands of farmers. Commitment to the society The efforts of the Baddi factory team over 50 children of migrant workers living in and around Cadbury Baddi factory will now have daily access to non-formal education. Cadbury has set up a non-formal school as part of Cadbury commitment to create prosperous, inclusive and healthy communities. This is the first phase of project SAHYOG an 18 month project which commenced in January this year in partnership with an NGO RUCHI. The project reaches out to over 400 poor & marginalised families in Sandholi village near Cadbury Baddi factory and apart from education.

Healthy fear Essay

Fear is a feeling; it is a reaction to something we are frightened of, a natural instinct when faced with something we feel may endanger us. However, fear can be healthy and/or unhealthy; for instance, being afraid of spiders is slightly unhealthy as they can not actually do any harm but if a person is afraid of developing cancer and as a result of this they stop smoking, this is a healthy fear. In biological terms, when any fear is experienced, certain areas of the brain such as the amygdala and the hypothalamus are activated which control the initial, physical response to fear. Chemicals such as adrenaline and the stress hormone cortisol are then released into the blood stream causing certain physical reactions such as; a rapid heart rate, increased blood pressure, tightening of muscles, sharpened or redirected senses, dilation of the pupils (to let in more light) and/or increased sweating. (Native Remedies) Having a phobia is a fear of something. Whatever this phobia may be, it creates a feeling of fear and causes irrational and sometimes inexplainable behavior. Being afraid of confined spaces can cause some people to avoid travelling in elevators at all costs, others who are are fearful of flying may never travel abroad. There are fears in everyone, a fear of growing old or a fear of dying is possibly an unhealthy fear as ageing and death comes to us all. Fear can present itself when feeling nervous about something, perhaps before an important occasion or a speech in front of people; there may be a fear of forgetting what to say or a fear of embarrassing oneself. Apprehension is fear and sometimes an apprehensive manner is due to the unknown, expecting something bad will happen creates a sense of apprehension. Anxiety is also fear, having experienced something that created dissatisfaction or dislike, there can be a fear in this feeling recurring, therefore an anxious fear is felt. In some people anxiety can control their lives and medication is necessary, normal worries and healthy fear are less likely to make you feel this way. Fear in children is slightly different to fear in adults. As they are unable to rationalize and compare their fears to anything other than the way they feel, a child feels an actual threat by what they are in fear of, sometimes this can cause inconsolable behavior, only rationalized when they are able to understand they are not in any real danger. Fear can be controlled by the mind. It is the brain that gives the message of something to be afraid of; if that fear is an irrational fear (spiders), then it is possible to overcome this fear by thinking logically. Unless you are faced with a wild tarantula, the tiny spider can do no harm. By telling yourself that the spider is more fearful of humans may put your fear in its place. Fear is completely normal and is a useful tool when recognizing and distinguishing danger; how we respond is according to our fear.

Problems With the New PSAT Your Questions, Answered

Problems With the New PSAT Your Questions, Answered SAT / ACT Prep Online Guides and Tips The College Board had some issues with the new PSAT, including late score reports from their Fall 2015 test. Here, we’ll talk about whether these problems will affect you, and we’ll point you in the right direction if you still have issues getting your scores. PSAT scores are especially important to high school juniors who are hoping to qualify for the National Merit Scholarship. If you're a high school junior, you’ll want to make sure you read our NMS score section - we’ll answer all your questions about National Merit Semifinalist cutoffs. Finally, we’ll talk a bit about what this means for theCollege Boardin general. This isn’t the first problem that they’ve had with their standardized tests in recent years - could this delay in score reports speak to more serious problems with the maker of the SAT? Read on to find out! Slow Score Reports: What Happened? As you may already know, students who took the October 2015 PSAT had to deal with delayed score reports. These late scores were most frustrating for high school juniors who were hoping to qualify for the National Merit Scholarship. Here's what happened: Over 4 million students took the new PSATin fall 2015and were supposed to get their scores back by the end of 2015. It turns out that scores weren't officially released until January of 2016, about a month later than expected. At the time of release,many students and counselors who were trying to access the site reported that it was running very slowly, probably due to heavy traffic. All in all, it sounds like it was a pretty frustrating experience. Perhaps even more frustrating?It seems that students are still having trouble accessing their scores, even after their official release. OnJanuary 21, some test-takers were told that their scores were still "delayed," and it would be another 5-7 days before they'd have access to them. The College Board explained that additional delays were due to their new online score report system. They claim that scores are indeed available, but new protocols for actually accessing the scores are â€Å"confusing† students and counselors. If you're looking for solutions, you've come to the right place. How Does This Affect You, and What Should You Do About It? This score report delay affected high school students who took the PSAT in October of 2015. If you haven't already, you may be anxious to check your PSAT for a variety of reasons. Here, we'll break down common issues you might run into if you can't get your scores, in addition to the steps you can take to remedy these issues. Problem #1: the Lack of Access to Your Scores Is Frustrating A lack of access to your scores won't affect your scores in any way nor will it affect your eligibility for the National Merit Scholarship. We can’t help you feel better - you’re right to be frustrated! - but knowing that a delay won’t affect any important outcomes might ease some of your frustration. Problem #2: You Were Hoping to Get Score Feedback to Prep for the SAT If you’re still waiting for your scores, try taking a College Board SAT practice test. You’ll end up with a head start in SAT prep! Just rememberthat the College Board switched over to the redesigned SAT starting in March 2016 and make sure to take one of the newpractice tests. Problem #3: You Can't Figure Out If You Qualify for the National Merit Scholarship This delay won’t affect your eligibility for the scholarship, but that doesn’t change the fact that you’re anxious to learn if you qualify. Remember, though, that it's impossible to know if you qualify before the NMSC sends out letters to semifinalists - score cutoffs change from year to year, so all cutoff parameters currently available are just estimates anyway. See our next section about steps to take to get your hands on your scores, and continue reading for more info about NMS score cutoffs. Here's everything you need to know to unlockaccess to that score report. What Can You Do to Get Your Scores? If you're still waiting for delayed PSAT scores, here are the steps you should take: Make sure you have your Access/ID Code for College Board's online score report system. If you don't have this code, you can call PSAT services at 866-433-7728. Some students reported logging into the score report system, only to see a prompt telling them that their scores were delayed or that there was no record of them taking a College Board test. If this happens to you,don’t panic. Either wait a couple of days and try again or call PSAT Services. If you aren't able to access your scores and need them ASAP for a particular reason, call PSAT services (see a pattern yet?) and ask if they can expedite them. Your high school guidance counselor is likely aware of these score issues, and may have more information about how they affect students at your particular school. If you have specific questions or concerns, make an appointment to check in with this counselor. What's the Deal With National Merit Scholarship Score Cutoffs? Now that you know what's going on with PSAT score delays, we can get to the juicy stuff: how can you figure out whether you qualify for the National Merit Scholarship? Just to make it clear again, delays in score reports will not affect whether you qualify for the NMS. In fact, semifinalists won’t be notified of their award status until early September 2016. Even though PSAT-takers won't get official notice of their scholarship status until later this year, you're probably wondering whether you can estimate your eligibility ahead of time. The bad news? Exact score cutoffs change from year to year. This year has been extra special because along with the SAT overhaul, there's been a total change in the PSAT as well - it's scored in a completely new way. The good news is that we've been keeping track of these changes and have come up with estimated score cutoffs for National Merit Scholarship eligibility. See ourestimated PSAT score cutoffs for each state, in addition to how they compare to the â€Å"old† PSAT scoring system cutoffs. What's Going on With the College Board? Should You Avoid the SAT? Hopefully, we’ve helped you plan how to get your hands on your scores, or at the very least, reassured you that you won’t experience any long-lasting consequences as a result of this delay.You may, however, be experiencing some bigger concerns about the maker of the PSAT and SAT after this fiasco. What does this delay say about the reliability of the College Board, if anything at all? First, you should know that the College Board is in the midst of a pretty significant transition -they moved from the SAT that most of you are probably most familiar with to a brandnew version of the test. January 2016 was the last month that the â€Å"old† SAT was administered. It makes sense that if there were to be technical glitches, they’d be happening now - when the College Board is switching over to a new test and new score report system. However,this transition doesn’t necessarily explain other recent issues that that the College Board has had, including: Dropping two sections of the 6/10/15 SAT test because of printing issues, leading to questions about the validity of students’ scores from that day Widespread cheating on the SATin countries where The College Board reuses previously administered tests, and cheating in the US due to a data breach Delays in reporting SAT scores to colleges, which led to issues for students who were hoping to make early application deadlines last fall So what do we think is going on? The College Board as a company might be experiencing general organizational, operational, and technical issues as they attempt to update themselves to stay relevant in the standardized testing business. These issues are major, yes, but they shouldn’t necessarily dissuade you from taking the SAT if it’s the right test for you. That being said, the new SAT is looking a lot more like the ACT than it used to - if you’re very concerned about technological issues and/or delays affecting your test or your scores, you might look into taking the ACT in addition to (or even in lieu of) the SAT. That doesn’t mean, however, that the ACT hasn’t had its fair share of issues and delays. Ultimately, here's our advice about the best approach to the SAT:take the test (or tests) that’s right for you. At a certain point, it seems that a degree of technological and organizational issues is unavoidable, but the College Board and the ACT do try to mitigate the effects their mistakes have on test takers. For example, during one of the last SAT crises (the printing issues in the 6/10/15 test), the College Board analyzed all viable options for responding, which included: A) Adjusting the curves on the exam B) Canceling all scores for the test C) Dropping the particular sections that were affected, and calculating scores based on students' performance on the other sections In this particular case, The College Board chose Option C - students didn't have to retake the test, and their scores weren't "docked" or otherwise affected. Each situation will be different, but in general, the College Board wants to make its test-takers happy - if students are suspicious of the SAT or think the College Board isn't reliable, fewer students will choose to take the test, and that's bad for business. What's Next? Chances are you're pretty interested in the National Merit Scholarship - perhaps you could use some more guidance when it comes to getting your hands on some of that college cash. Read about how to become a National Merit semifinalist and National Merit finalist. Check in on updated score cutoff estimates for the award. If you're looking for a one-stop read, you should definitely read our complete guide to the National Merit Scholarship competition and how to win it. Got your PSAT score, but not sure what to do with it? Check out our guide to understanding your PSAT score. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Free Essays on Jane Addams Hull House

When Jane Addams was born, females were likely and expected to turn out to be wives and mothers, or perhaps a nurse or a schoolteacher. Women did not have the power or right to vote or any real political rights. One of Addams' earliest memories was being appalled by the effects of poverty, which made her determined to help the waves of immigrants flowing into the country (Jackson, 1967 p 14). Together with Ellen Starr, she founded Hull House, the first â€Å"settlement† house in the US. Patterned after a British settlement house (Jackson 1967 p 18). Addams enlarged greatly on this model and offered Chicago immigrants around Hull House services that included everything from day care to acting as an employment bureau. As this implies, â€Å"Addams, with her colleagues at Hull House, more or less, invented what today is referred to as a community center† ( Jackson p 21), that is, a place where residents of a neighborhood can come for social services. While today the idea that certain services should be available is taken for granted, when Addams opened Hull House, it was a radical notion. The following examination of Addams' account is very interesting. I am going to tell you the ideas of how the Hull House got started, to the events that went on in the Hull House. Although the sociological influence part of this paper does not quite go along with Addams’ Hull House events, I fill that it is a very essential topic that needs to be addressed. Aspects of Jane Addams’s Biography Jane Addams was born in Cedarville, Illinois, on September 6, 1860. Her father was a wealthy miller and a local political leader who served for sixteen years as a state senator and fought as an officer in the Civil War; he was a friend of Abraham Lincoln whose letters to him began â€Å"My Dear Double D-‘ed Addams† (Davis 1973, p. 7). Because of a spinal defect that was given to her at birth, Jane was not physically vigorous when young nor truly robust even... Free Essays on Jane Addams Hull House Free Essays on Jane Addams Hull House When Jane Addams was born, females were likely and expected to turn out to be wives and mothers, or perhaps a nurse or a schoolteacher. Women did not have the power or right to vote or any real political rights. One of Addams' earliest memories was being appalled by the effects of poverty, which made her determined to help the waves of immigrants flowing into the country (Jackson, 1967 p 14). Together with Ellen Starr, she founded Hull House, the first â€Å"settlement† house in the US. Patterned after a British settlement house (Jackson 1967 p 18). Addams enlarged greatly on this model and offered Chicago immigrants around Hull House services that included everything from day care to acting as an employment bureau. As this implies, â€Å"Addams, with her colleagues at Hull House, more or less, invented what today is referred to as a community center† ( Jackson p 21), that is, a place where residents of a neighborhood can come for social services. While today the idea that certain services should be available is taken for granted, when Addams opened Hull House, it was a radical notion. The following examination of Addams' account is very interesting. I am going to tell you the ideas of how the Hull House got started, to the events that went on in the Hull House. Although the sociological influence part of this paper does not quite go along with Addams’ Hull House events, I fill that it is a very essential topic that needs to be addressed. Aspects of Jane Addams’s Biography Jane Addams was born in Cedarville, Illinois, on September 6, 1860. Her father was a wealthy miller and a local political leader who served for sixteen years as a state senator and fought as an officer in the Civil War; he was a friend of Abraham Lincoln whose letters to him began â€Å"My Dear Double D-‘ed Addams† (Davis 1973, p. 7). Because of a spinal defect that was given to her at birth, Jane was not physically vigorous when young nor truly robust even...

LAnse aux Meadows - Evidence for Vikings in Canada

L'Anse aux Meadows - Evidence for Vikings in Canada LAnse aux Meadows is the name of an archaeological site that represents a failed Viking colony of Norse adventurers from Iceland, in Newfoundland, Canada and occupied for somewhere between three and ten years. It is the first identified European colony in the new world, predating Christopher Columbus by nearly 500 years. Key Takeaways: L'Anse aux Meadows   LAnse aux Meadows is an archaeological site in Newfoundland, Canada, where the first evidence was discovered of Vikings (Norse) in North America.The colony only lasted three to 10 years before it failed.  There are at least a half-dozen other brief occupations in the Baffin Island region that appear to also be Norse sites of the same age, 1000 CE.  The ancestors of the First People of Canada had been living in the region since at least 6,000 years ago and were using Newfoundland island for summer homes at the time the Vikings landed.   Climate and Pre-Norse Occupations The site is located in Newfoundland on the edge of the Strait of Belle Isle, across which lies the southern Labrador coast and the lower North Shore of Quebec. The climate is largely arctic, a forest-tundra, and it is regularly locked in by ice over the long winters. Summers are foggy, short, and cool. The region was first occupied about 6,000 years ago, by Maritime Archaic people who practiced a broad subsistence strategy, hunting both land and sea animals. and plants. Between 3,500 and 2,000 years ago, people primarily dependent on hunting marine mammals lived in the Belle Isle straits region, and about 2,000 years ago, the region was shared by both terrestrial hunting Recent Indian and Paleoeskimo populations. When the Norse arrived, the Paleoeskimos had left: but the Recent Indian people were still using the land. These Straits residents probably visited the region for brief periods of time during the summers, hunting birds (cormorant, guillemot, eider and black ducks), and living in tents heated with stone hearths. The Historic Tale of lAnse aux Meadows Around the turn of the 19th century, Canadian historian W.A. Munn pored over medieval Icelandic manuscripts, reports by the 10th century CE Vikings. Two of them, the Greenlander Saga and Eriks Saga reported on the explorations of Thorvald Arvaldson, Erik the Red (more properly Eirik), and Leif Erikson, three generations of a rather cranky family of Norse mariners. According to the manuscripts, Thorvald fled a murder charge in Norway and eventually settled in Iceland; his son Erik fled Iceland under a similar charge and settled Greenland; and Eiriks son Leif (the Lucky) took the family westward still, and circa AD 998 he colonized a land he called Vinland, Old Norse for land of grapes. Leifs colony remained at Vinland for between three and ten years, before they were chased away by constant attacks from the residents, ancestors of the First People of Canada called Skraelings by the Norse; and Recent Indians by archaeologists. Munn believed that the most likely site for the colony was on the island of Newfoundland, arguing that Vinland did not refer to grapes, but rather to grass or grazing land, since grapes dont grow in Newfoundland. Rediscovering the Site In the early 1960s, archaeologists Helge Ingstad and his wife Anne Stine Ingstad undertook a close survey of the coastlines of Newfoundland and Labrador. Helge Ingstad, a Norse investigator, had spent the majority of his career studying Northern and Arctic civilizations  and was following up on research into the Viking explorations of the 10th and 11th centuries. In 1961, the survey paid off, and the Ingstads discovered an indisputably Viking settlement near Epave Bay and named the site LAnse aux Meadows, or Jellyfish Cove, a reference to the stinging jellyfish found in the bay. Eleventh-century Norse artifacts recovered from lAnse aux Meadows numbered in the hundreds  and included a soapstone spindle whorl and a bronze-ringed pin process, as well as other iron, bronze, stone, and bone items. Radiocarbon dates placed the occupation at the site between ~990-1030 AD. Living at LAnse aux Meadows LAnse aux Meadows was not a typical Viking village. The site consisted of three building complexes and a bloomery, but no barns or stables that would be associated with farming. Two of the three complexes consisted solely of a large hall or longhouse and a small hut; the third added a small house. It appears that elites resided in one end of the large hall, ordinary sailors slept in sleeping areas within the halls and servants, or, more likely, slaves resided in the huts. The buildings were constructed in the Icelandic style, with heavy sod roofs supported by interior posts. The bloomery was a simple iron smelting furnace within a small subterranean hut  and a pit charcoal kiln. In the large buildings were sleeping areas, a carpentry workshop, a sitting room, a kitchen, and storage. LAnse aux Meadows housed between 80 to 100 individuals, probably up to three ship crews; all of the buildings were occupied at the same time. Based on the reconstructions accomplished by Parks Canada at the site, a total of 86 trees were felled for posts, roofs, and furnishings; and 1,500 cubic feet of sod was required for the roofs. LAnse aux Meadows Today Since the discovery of lAnse aux Meadows, archaeological research has found additional evidence of Norse settlement in the area, a handful of sites on Baffin Island and in Labrador. Artifacts pointing to Norse occupations includes yarn, bar-shaped whetstones, wooden tally sticks, and a broken stone crucible which contained traces of copper and tin for bronze working. Only one building has been found, a rectangular foundation of boulders and turf, and a stone-lined drainage basin. LAnse aux Meadows is now owned by Parks Canada, who carried on excavations at the site during the mid-1970s. The site was declared a UNESCO World Heritage site in 1978; and  Parks Canada has reconstructed some of the sod buildings and maintains the site as a living history museum, complete with costumed interpreters. Sources and Further Reading A great source of information about LAnse aux Meadows is the  official Parks Canada site, in French and English.Foster, Aidan. Hierophanies in the Vinland Sagas: Images of a New World. Culture and Cosmos 16.1 and 2 (2012): 131–38. Print.Ingstad, Anne Stine. The Viking Discovery of America: The Excavation of a Norse Settlement in LAnse Aux Meadows, Newfoundland, 1961–1968. Oslo: Norwegian University Press, 1977.Kristensen, Todd J., and Jenneth E. Curtis. Late Holocene Hunter-Gatherers at L’anse Aux Meadows and the Dynamics of Bird and Mammal Hunting in Newfoundland. Arctic Anthropology 49.1 (2012): 68–87. Print.Renouf, M.A.P., Michael A. Teal, and Trevor Bell. In the Woods: The Cow Head Complex Occupation of the Gould Site, Port Au Choix. The Cultural Landscapes of Port Au Choix: Precontact Hunter-Gatherers of Northwestern Newfoundland. Ed. Renouf, M.A.P. Boston, MA: Springer US, 2011. 251–69. Print.Sutherland, Patricia D., Peter H. Thompson, and P atricia A. Hunt. Evidence of Early Metalworking in Arctic Canada. Geoarchaeology 30.1 (2015): 74–78. Print. Wallace, Birgitta. Lanse Aux Meadows, Leif Erikssons Home in Vinland. Journal of the North Atlantic 2.sp2 (2009): 114–25. Print.

Corporate Responsibility and Marketing Strategies of Apple Inc Assignment - 3

Corporate Responsibility and Marketing Strategies of Apple Inc - Assignment Example The researcher states that in this era of globalization and international trade where rapid technological progression and cutthroat competition has become immensely important, priority has been exceedingly shifted towards corporate social responsibilities so that the companies can align their production and distribution process with social and environmental norms. The mastermind behind Apple Inc. was Steve Jobs who had founded the company in 1976. The company is famous for its iPod media player, iPad tablets; Mac line of personal computers, iPhone etc. iCloud, iTunes, App Stores etc. online services and iWork creativity, iTunes media browser etc. services has helped the company to achieve the leading position in the market. In terms of revenue, Apple is the second largest Information Technology Company only after Samsung and in the mobile phone manufacturing segment, it is third largest. According to the reports on 2014, Apple is having 437 retail stores in more than 15 countries wor ldwide and appoints more than 72,800 permanent employees. Strong research and development, innovation and customer orientation of Apple Inc. have resulted from the high degree of brand loyalty for the company which has aided to achieve world’s Most Valuable Brand Award in 2014. Clearly, practices of corporate social responsibility of such huge brand as Apple Inc. must be exemplary for all other corporations operating in the multinational platform. Apple Inc. is well known for its ethical and corporate responsibilities which the company has continued practicing since its inception and improved over time. Apple’s ethical practices are reflected in the code of conduct followed by all its employees irrespective of situations.

Joe Breen's Personal Propaganda Machine Essay Example | Topics and Well Written Essays - 2500 words

Joe Breen's Personal Propaganda Machine - Essay Example in Espar). In 1934, Hays was joined by Joe Breen, a strict Catholic moralist, and assigned to run the Production Code Administration (PCA). Today's movie codes grew out of these early efforts to classify and render movies safe for children and general public consumption. But was this an effort to make our movie houses safe for women and children Or was there something more sinister than a few obscenities at work In fact, Hays cared little about keeping pornography away from children. His self-serving interest had been to keep the government away from the movies. His misguided attempts would backfire years later as the PCA would evolve into the center of cultural warfare. The Legion of Decency, headed by Breen, joined alliances with Hays, not to regulate morality, but to create an agency who's purpose was to control society, further their personal political ideals, and shape the mind of America. There is little room for controversy over the need to protect our children from the vast array of products and influences available today. There are good reasons why alcohol, tobacco, and pornography are well regulated by society and kept from the hands of children, and it is nothing new. Censorship has existed in every society since the Athenians arrested Socrates for "... corrupting the children and offending the Gods" (Riley 4). Yes, the world has censorship and censorship is here to stay. In fact, without the modern movie code system of PG, PG-13, and XXX that was spawned by the PCA, it would be impossible for responsible parents to adequately screen the volume of content available today. In spite of the problems within the PCA, the Codes have turned out to be a workable solution to a very complex problem. However, there is a wise old adage that says, "The good is found in the intentions, but the bad is in the unintended consequences". In the case of the PCA, it may be exactly t he opposite. The PCA may have resulted in good consequences, in spite of the worst of intentions. Peering 75 years into the past to measure the intentions of men long passed is not an easy task. Yet, we can examine the things they said and the things they did. We can read their quotes and read their writings. We can evaluate what was cut out, what was left in, and try to see if there is a common thread that runs throughout that might re-stitch the fabric of their thoughts. Putting this information in context with the cultural and social setting of the time, the depression, the looming war, bigotry, and racism can give us a glimpse inside the mind of the PCA. The original PCA codes were adopted from the Catholic Movie Code and were very specific as to what they deemed a transgression. In part they stated that a film could never "...lower the moral standards of those who see it. Hence the sympathy of the audience should never be thrown to the side of crime, wrong-doing, evil or sin"(Heins). What was considered wrong-doing, evil, and sin varied far and wide and was almost always at the mercy of Breen's interpretation. Semi nudity, lustful kissing, and sexual innuendo were all forbidden. Brutality, drinking, bathrooms, double beds, extra-marital affairs, and other transgressions of Catholic Doctrine have all fallen victim to the censor's ax at one time or another. Yet, the PCA went further to dictate that, "Government and

The History of Racism in Australia Essay Example | Topics and Well Written Essays - 2500 words

The History of Racism in Australia - Essay Example In the Australian learning environment, the issue of racial discrimination has affected the way aboriginal students are treated. As a teacher, I feel the war against racial discrimination in Australia should begin in the education sector. The PDHPE teachers should be committed to implementing the various efforts that have been put forward to eliminate racial discrimination in this country. I feel that creating a fair learning environment that empowers the aboriginal students and establishes equity in activities such as sports will work well in the war against racial discrimination. Â  In Australia, the sports sector has been dominated a by a great manifestation of racial discrimination. Shannon (2013) points out that if the sport was a litmus test for racism the results would be pretty damning. The idea of Shannon is that Australian sports sector has shown the highest level of racial discrimination. This racial xenophobia in sports is a factor that has a long history in Australia and still persists today. One of the ways that racial discrimination is dominated is through the absence of aboriginal players within the existing sports teams. For instance, the first Aborigine to play cricket in Australia was seen as a great asset to the society. Shiney was the first person to play Cricket in 1835 in Australia and he became a historical icon. When he died, his head was kept in a museum to signify the rarity of such an aborigine icon. Between the year 1850 and 1987, after the death of Shiney, only 10 Aborigines has made it into the cricket teams in the country. The s tatistical coverage of the involvement of Aborigines in the Australian sports environment shows that racial discrimination in the sports sector was severe and affected the aborigines negatively. Â  Secondly, there were many stereotypical references to the Aborigines who enrolled in the sports teams.

International human resources Essay Example | Topics and Well Written Essays - 2000 words

International human resources - Essay Example patriate managers are given the responsibility of synchronizing different cultures while managing human resource for a multi-national corporation in a foreign country. The culture and business environment of a multi-national corporations vary with regions and countries. ‘International human resource management’ deals with the HRM activities of a multi-national corporation. It assists the expatriate HR managers of multi-national corporations to understand the organizational culture of the MNC and the local culture of that particular country. The functions and responsibilities of domestic human resource management and international human resource management are different in many aspects. The latter requires greater responsibility as it necessitates greater level of coordination, risk, involvement in personal lives of employees. This paper will attempt to analyze the human resource of Ford Motor Company of United States of America (USA). In the next section, the cultural context of USA MNC and the local culture will be discussed and the challenges faced by the expatriate managers will be analyzed. The overall findings will be concluded and some essential recommendations will be provided to overcome those challenges. The core functions of the human resources management are similar irrespective of countries and organizations. However, the difference in cultures poses certain hindrances for the expatriate managers. Differences existing between Asia Pacific, Middle East and USA are difficult to assimilate. The culture of USA is an immigrant one, along with the Native Americans many immigrants from different countries have been residing in USA. Greet Hofstede has identified six dimensions of the cultures that vary from country to country. These dimensions are â€Å"power distance index (PDI), individualism (IDV), uncertainty avoidance index (UAI), masculinity (MAS) and long-term orientation (LTO)† (Falkenreck, 2009, p.59). Figure 1 depicts the ‘Greet Hofstede

Economic Policie for the Monetary and Fiscal Policy Coursework - 1

Economic Policie for the Monetary and Fiscal Policy - Coursework Example According to the paper losed economy is algebraically represented as Y = C(I,Y)+I(i)+G(t),while the LM curve is represented by L(i, Y) = Ms.When the Is curve is vertical the monetary policy tends to be most effective since the key parameters in this case include interest rate and income. In a closed economy, IS curve is the interest rate at which the commodity market is at equilibrium at a given income level. This can be expressed algebraically as Y = C + I + G, where Y is the equilibrium income is the level of consumption, I is the level of investment and G is the government expenditure. It is worth to note that consumption is a function of income while investment is a function of interest rate and government expenditure is a function of tax. Using the equation given above, Y = C + I + G, but C = 100 + 0.4(Y – T) and when this is substituted into the IS equation we obtain Y = 100 + 0.4(Y – T) + I + G, since I = 1000 + 0.1Y – 20i which when replaced to the equati on gives Y = 100 + 0.4(Y – T) + 1000 + 0.1Y – 20i + G,note that T= 300 finally the value of G = 100 which when replaced into the equation yield Y = 100 + 0.4(Y – 300) + 1000 + 0.1Y – 20i + 100. When this equation is simplified to give the IS curve we obtain 0.5Y = 1080-20i and the IS curve will be represented by the equation below; Y = 2160 – 40i. This stude highlights that LM curve is the interest rate at which the money market is in equilibrium at a given level of income. In this case Money demand equals money supply and this is algebraically presented as L (i, Y) = MS where L is the demand for money which is a function of income and interest rate, MS is money supply. Using the empirical figures given above, 5Y – 10i= 300 and this can be rearranged into 5Y=300+10i, this yields the LM curve of Y=60+ 2i. IS-LM curve can be attained where there is equilibrium in the commodity market and money market. Using the IS and LM equations and combining them we obtain i= 50 and Y = 160.

AD campaign Essay Example | Topics and Well Written Essays - 1000 words

AD campaign - Essay Example These reports are majorly based and founded typically on psychological insights. A real campaign regularly assists brands in avoid commoditization the pressure of competing with the only the only price. Goodwill and loyalty are increased and encouraging buying of across more items within the umbrella brand. Finding of the relevant secret message behind the brand is not easy to be found broadly, and its productions will be done well. The database used in the report is the document-oriented and public domain. The validity found in the assessment of the presented reports revealed that in the campaign, there is a production of the metrics needed by the end user so that the campaign will be well understood (Belch, 2004). In document-oriented database format, the campaigns in most circumstances, store and retrieve their information on the computer. Compared to a relational database, text-oriented has a bigger difference. The encoding of some information that is readable to the user through the sense of English is a central concept of this database. In the other perspective, public domain uses a principal that the information available can be used by anyone in any form and for the user’s desired purpose (Belch, 2004). Complying with relevant rules is a requirement for the proper attribution of the author. Along these reports, there are some disadvantages. The operation of sending out the unidirectional message to the entire audience at the same time through general advertising and sustainability advertising is created. Ability to connect with a consumer and the changes for the response incurred is somehow limited. From this connection inability, generation of feedback relationships and cooperation to the consumers is also disadvantaged. Another challenge faced in these reports is the complexity of the risk message that needs

Economic Policie for the Monetary and Fiscal Policy Coursework - 1

Economic Policie for the Monetary and Fiscal Policy - Coursework Example According to the paper losed economy is algebraically represented as Y = C(I,Y)+I(i)+G(t),while the LM curve is represented by L(i, Y) = Ms.When the Is curve is vertical the monetary policy tends to be most effective since the key parameters in this case include interest rate and income. In a closed economy, IS curve is the interest rate at which the commodity market is at equilibrium at a given income level. This can be expressed algebraically as Y = C + I + G, where Y is the equilibrium income is the level of consumption, I is the level of investment and G is the government expenditure. It is worth to note that consumption is a function of income while investment is a function of interest rate and government expenditure is a function of tax. Using the equation given above, Y = C + I + G, but C = 100 + 0.4(Y – T) and when this is substituted into the IS equation we obtain Y = 100 + 0.4(Y – T) + I + G, since I = 1000 + 0.1Y – 20i which when replaced to the equati on gives Y = 100 + 0.4(Y – T) + 1000 + 0.1Y – 20i + G,note that T= 300 finally the value of G = 100 which when replaced into the equation yield Y = 100 + 0.4(Y – 300) + 1000 + 0.1Y – 20i + 100. When this equation is simplified to give the IS curve we obtain 0.5Y = 1080-20i and the IS curve will be represented by the equation below; Y = 2160 – 40i. This stude highlights that LM curve is the interest rate at which the money market is in equilibrium at a given level of income. In this case Money demand equals money supply and this is algebraically presented as L (i, Y) = MS where L is the demand for money which is a function of income and interest rate, MS is money supply. Using the empirical figures given above, 5Y – 10i= 300 and this can be rearranged into 5Y=300+10i, this yields the LM curve of Y=60+ 2i. IS-LM curve can be attained where there is equilibrium in the commodity market and money market. Using the IS and LM equations and combining them we obtain i= 50 and Y = 160.

How important were responses to the Antique in the development of Essay

How important were responses to the Antique in the development of Italian late medieval sculpture - Essay Example The sculptural styles within Italy received significant transformation during the late medieval period. This period remained critical in the production of some of the most famous architectural styles applicable in the modern world2. Three dimensional sculptures were introduced in church statue, as well as life size symbolic representations of numerous political and religious figureheads. During the late medieval period numerous sculptors arose, significantly contributing to the development of Italian sculpture designs. Nicola Pisano (c1220/1225-c1284) remains to be one of the most notable sculptors to have existed during this period. His profundity in understanding classical roman sculpture style contributed to it being identified as the father of modern sculpture3. One of his most notable works today is the Pulpit of the Pisa baptistery, which utilised different sculpture styles4. This was one of his first works in which he displayed profound understanding and knowledge of classical roman sculpture style. Having travelled widely across the country, Nicola possessed immense knowledge of different cultural sculpture styles displayed in his sculptures. Giovanni Pisano, another notable Italian sculptor also emerged during the transformational period of late medieval times5. Giovanni continued and worked together with Nicola Pisano and completed some of the works left unfinished by Nicola6. The elegant sculptures within the faà §ade of Siena Cathedral were architectural designs of Giovanni. These possessed a blend of classical roman style with gothic style, a style commonly employed and developed by predecessor, Nicola. The continuity of Giovanni’s works appeared to display increased elaboration of Gothic style and less of classical roman style. The numerous works designed by Giovanni displayed his immense skill, leading to it being named â€Å"the first modern sculptor†. Through many of his later works, Giovanni represented the transformation from

General psychology Essay Example for Free

General psychology Essay Introduction ALMOST CERTAINLY YOU WILL PROBABLY HAVE COME ACROSS THE IDEA OF PLAGIARISM ALREADY. PLAGIARISM IS ABOUT THE PRESENTATION OF OTHER PEOPLES’ WORK AS IF IT IS YOUR OWN, FOR YOUR GAIN. THE IDEAS AROUND PLAGIARISM ARE PRESENTED TO STUDENTS IN MANY DIFFERENT WAYS SOMETIMES PLAGIARISM IS SEEN AS A DREADFUL CRIME. WE WANT TO PRESENT IT HERE IN THE CONTEXT OF AN UNDERSTANDING OF ACADEMIC HONESTY AND WHAT IS TERMED ‘ACADEMIC MISCONDUCT’. YOU NEED TO KNOW ABOUT THESE THINGS BECAUSE THEY SHOULD GUIDE YOUR MANNER OF WORKING IN HIGHER EDUCATION. PLAGIARISM AND CHEATING ARE SERIOUS ISSUES IN HIGHER EDUCATION, AND PLAGIARISM, IN  PARTICULAR, IS INCREASING A GREAT DEAL AT PRESENT. WE WANT YOU TO HAVE THE KNOWLEDGE AND SKILLS AND THE GOOD WORKING HABITS THAT ENABLE YOU TO MAKE EFFECTIVE AND APPROPRIATE JUDGEMENTS IN YOUR WORK. THIS UNIT IS DESIGNED FOR STUDENTS NEAR THE STARTING POINT OF HIGHER EDUCATION STUDIES. IT PROVIDES THE INFORMATION AND SKILLS THAT YOU NEED AT PRESENT – AND YOU WILL HAVE MORE MATERIAL ON THIS TOPIC AT A LATER STAGE, WHEN YOU NEED TO KNOW MORE ABOUT IT. The aim of this unit is to: -HELP YOU TO GET A CLEAR IDEA OF ACADEMIC HONESTY AND ACADEMIC MISCONDUCT -CLARIFY THE MEANINGS OF ACADEMIC MISCONDUCT CHEATING AND  PLAGIARISM AND COLLUSION -PROVIDE YOU WITH INFORMATION THAT YOU NEED IN ORDER TO BE ACADEMICALLY HONEST; -IDENTIFY AND HELP YOU TO ATTAIN THE SKILLS THAT YOU NEED FOR ACADEMIC HONESTY AND GOOD PRACTICE 1 AS WELL AS PROVIDING SOME EXERCISES TO HELP YOU TO LEARN FROM THIS MATERIAL, THIS UNIT IS INTENDED TO BE A RESOURCE TO WHICH YOU MAY WISH TO RETURN FOR GUIDANCE. THE ANSWERS TO THE EXERCISES ARE AT THE END OF THE UNIT. Some points to think about AS A STUDENT YOU SHOULD LEARN ABOUT ACADEMIC HONESTY BECAUSE IT IS AN IMPORTANT ELEMENT OF HIGHER EDUCATION BEHAVIOUR. THERE ARE SEVERAL ASPECTS TO IT. IT INVOLVES: -ENSURING FAIRNESS TO THOSE WHO HAVE PRODUCED NEW KNOWLEDGE AND IDEAS; -ENSURING THAT THE WORK THAT A PERSON SAYS IS HER OWN IS INDEED HER OWN; -THE DISCOURAGEMENT FROM CHEATING TO GAIN UNFAIR PERSONAL ADVANTAGE. THE INTENTION TO DECEIVE STAFF OR THE INSTITUTION IS CENTRAL TO THE ACTIVITY OF THE PLAGIARIST OR CHEAT. HOWEVER, IT IS NOT FAIR ON YOU, AS A STUDENT, IF YOUR FELLOW COLLEAGUES CHEAT AND PLAGIARISE AND THEREBY GET BETTER MARKS. SAM, SUZANNE, IZZY, AND KATRINE ARE IN A LEVEL 1 CLASS AT SOMOUTH UNIVERSITY. THEY ARE ALL STUDYING PSYCHOLOGY AND ARE IN A CLASS OF OVER A HUNDRED AND EIGHTY STUDENTS. THEIR SEMINAR SESSIONS ARE THIRTY IN NUMBER AND SO FAR THEY DO NOT FEEL KNOWN AS INDIVIDUALS BY STAFF. SUZANNE HAS BEEN STRUGGLING BECAUSE SHE, UNLIKE THE OTHERS, DID NOT STUDY PSYCHOLOGY AT SCHOOL. SHE HAS BEEN QUITE DEPRESSED ABOUT IT AND HAS ASKED THE OTHERS FOR HELP. THEY DID WHAT THEY COULD, BUT SHE DID NOT SEEM TO BE ABLE TO TAKE IT IN. AT TIMES SHE TALKS ABOUT LEAVING UNIVERSITY. THEY COME TO THE COURSEWORK ASSESSMENT AT THE END OF LEVEL 1 AND TO EVERYONE’S SURPRISE, SUZANNE COMES OUT WITH ONE OF THE HIGHEST MARKS IN THE CLASS. THE TUTOR PRAISES HER WORK AT THE NEXT SEMINAR AS BEING WELL CONSTRUCTED, AND PARTICULARLY WELL WRITTEN. SUZANNE IS CLEARLY HAPPY AND THEY ALL GO OUT FOR A DRINK IN THE EVENING. UNDER THE INFLUENCE OF A FEW PINTS SHE LETS SLIP THAT SHE PAID ANOTHER STUDENT IN HER HOUSE (FROM LEVEL 2) TO WRITE IT. AFTER THE TIME AND EFFORT THE OTHERS HAVE PUT INTO HELPING SUZANNE, AND DOING THEIR OWN WORK, THE OTHERS FEEL CHEATED BY HER ACTION. THE ATTITUDE TO PLAGIARISM CAN DIFFER IN DIFFERENT CULTURES, FOR EXAMPLE SOMETIMES IT CAN BE CONSIDERED TO BE AN HONOURABLE ACT TO REPRODUCE THE EXACT WORDS OF THE EXPERT TEACHER. IN THE UK THE NORM IS TO EXPECT STUDENTS TO PRODUCE THEIR OWN WORK. THEY WILL, OF COURSE, USE THE WORK OF OTHERS WITHIN THEIR WORK AND WHERE  THIS OCCURS THE OTHERS’ WORK NEEDS TO BE CITED AND WHEN QUOTED, MARKED AS A QUOTATION. SOME INTERNATIONAL STUDENTS MAY NEED TO ADJUST TO UK NORMS WHEN STUDYING HERE. 2 LAU COMES FROM SOUTH EAST ASIA. HE WAS ENCOURAGED TO GIVE GREAT RESPECT TO HIS TEACHERS, THERE AND TO REGARD THEM AS EXPERTS WHOSE WORK WAS TO BE EMULATED. HE IS VERY TAKEN ABACK WHEN HE IS TOLD THAT HIS EXAMINATION PAPER SHOULD EXPRESS MORE OF HIS OWN IDEAS AND SHOULD NOT CONTAIN MATERIAL THAT HE MUST HAVE LEARNT BY HEART FROM HIS LECTURE NOTES. HE FINDS IT HARD TO UNDERSTAND HOW HE, HIMSELF COULD HAVE ANYTHING WORTHWHILE TO SAY AT THIS STAGE. IF YOU ARE AN INTERNATIONAL STUDENT AND FEEL THAT YOU DO NOT UNDERSTAND THE MATERIAL IN THIS UNIT, ASK A TUTOR OR STUDY ADVISOR FOR MORE HELP. Some definitions and explanations WE HAVE SAID THAT THE AVOIDANCE OF CHEATING AND PLAGIARISM IS A MATTER OF HAVING INFORMATION AND A SET OF SKILLS THAT BECOME GOOD HABITS OF WORKING. WE START BY LOOKING AT A SET OF EXPLANATIONS AS PART OF THE INFORMATION, AND THEN YOU WILL BE GIVEN SEVERAL DEFINITIONS. YOU DO NOT NEED TO MEMORISE THESE DEFINITIONS, BUT YOU ARE EXPECTED TO HAVE A WORKING KNOWLEDGE OF THEM. TO START WITH, WE INTRODUCE THE TERM ‘ACADEMIC MISCONDUCT’ TO MEAN THE USE OF  DISHONEST ACADEMIC BEHAVIOUR TO ONE’S OWN BENEFIT. THE TERM INCLUDES CHEATING, PLAGIARISM AND COLLUSION. CLEARLY, SUZANNE ILLUSTRATES ACADEMIC MISCONDUCT IN HER BEHAVIOUR – AND THAT WAS PLAGIARISM. CHEATING IS OFTEN SEEN AS A BEHAVIOUR THAT OCCURS IN EXAMINATIONS, BUT IT IS BROADER THAN THAT. HERE ARE SOME EXAMPLES OF CHEATING BEHAVIOUR. SIMON KNEW THAT OTHERS NEEDED A BOOK IN ORDER TO COMPLETE THE ESSAYS THAT THEY HAD BEEN SET. HE USED THE LIBRARY BOOK HIMSELF, THEN HANDED IT BACK IN (IT WAS A SHORT-TERM LOAN) AND THEN WHEN HE WAS IN THE LIBRARY THE NEXT DAY, TOOK THE BOOK FROM ITS PROPER LOCATION AND PUT IT IN ANOTHER AREA OF THE  LIBRARY. JAMIE WENT INTO THE EXAMINATION WITH TEN KEY NAMES WRITTEN ON HIS ARM IN BALLPOINT PEN JULIETTE WAS DOING A CHEMISTRY DEGREE. HER EXPERIMENT IN CLASS DID NOT GO TOO WELL AND THE DATA SHE ACHIEVED WAS INCOMPLETE. SHE HAD A LOOK AT HER FRIEND’S BOOK AND GOT AN IDEA OF THE APPROPRIATE KIND OF DATA AND MADE SOME UP. CHRISTINA HAD NOT DONE ENOUGH REVISION FOR THE CLASS TEST. SHE TOOK THE DAY OFF, SAYING THAT SHE HAD ‘FLU AND KNOWING THAT SHE WOULD THEN HAVE A BIT MORE TIME TO LEARN FOR THE TEST WHICH SHE WOULD DO LATER. 3 ED HAD A PROJECT IN ENGLISH TO WRITE UP, TO BE HANDED IN AT A PARTICULAR TIME. THERE WAS OTHER ACADEMIC WORK TO BE HANDED IN AT THE SAME TIME AND HE KNEW HE COULD NOT DO ALL OF IT. HE LEFT THE ENGLISH PROJECT UNTIL LAST. AFTER A SESSION IN THE GYM HE COMPLAINED OF A VERY SORE WRIST, PUT A BANDAGE ON IT AND WENT TO SEE HIS TUTOR TO ASK FOR MORE TIME TO COMPLETE THE PROJECT ON THE BASIS THAT HE COULD NOT WRITE VERY QUICKLY AT PRESENT. HIS TUTOR TOLD HIM TO GO TO THE MEDICAL CENTRE AND GET A NOTE. HE CAME BACK TWO DAYS LATER WITH THE PROJECT NOW COMPLETED AND THE WRIST UNBANDAGED AND ‘HEALED’. THE TWO DAYS HAD BEEN VERY USEFUL. ABI WAS ONE OF A GROUP OF STUDENTS WHO WERE WORKING TOGETHER ON A PROJECT  THAT WAS TO BE SUBMITTED JOINTLY. SHE HAD GONE INTO HIGHER EDUCATION PARTLY BECAUSE SHE WANTED TO ENJOY A GOOD SOCIAL-LIFE, AND THE PROJECT WAS NOT GOING TO GET IN HER WAY. WHEN THE OTHER STUDENTS IN THE GROUP MET TO WORK ON THE PROJECT, SHE WOULD CONSTANTLY SAY THAT SHE COULD NOT MAKE IT. THEY GOT ON WITH THE PROJECT, COMPLETED IT AND HANDED IT IN WITH ABI’S NAME ON IT AS WELL. THEY RESENTED HER BEHAVIOUR, BUT BEING IN THE EARLY STAGES OF THEIR PROGRAMME, DID NOT KNOW EACH OTHER VERY WELL AND DID NOT KNOW HOW TO INDICATE ABI’S LACK OF CONTRIBUTION. PLAGIARISM, AS WE HAVE SAID, IS ANOTHER FORM OF ACADEMIC MISCONDUCT AND IT  REQUIRES A RATHER SPECIAL EXPLANATION WHICH IS AS FOLLOWS: THOSE WHO WORK IN HIGHER EDUCATION AND RESEARCH CAN BE SEEN AS WORKING IN A COMMUNITY – THE ACADEMIC COMMUNITY. THIS COMMUNITY HAS A SET OF RULES TO WHICH IT WORKS. ACADEMIC CONVENTIONS ARE THESE RULES AND ACADEMIC MISCONDUCT IS THE BEHAVIOUR THAT CONTRAVENES THESE AGREED RULES. THESE RULES, OBVIOUSLY IDENTIFY CHEATING AS A CONTRAVENTION HOWEVER, THERE ARE ASPECTS OF THESE RULES THAT REFER TO THE ‘OWNERSHIP’ OF IDEAS. ACCORDING TO THESE RULES OR CONVENTIONS, NEW IDEAS ARE TREATED LIKE PROPERTY THAT SOMEONE OWNS. ONE REASON FOR THIS IS THAT THERE ARE REWARDS AND AWARDS (GRANTS, PRIZES, QUALIFICATIONS, DEGREES ETC) GIVEN TO PEOPLE FOR THE QUALITY OF THEIR IDEAS. FOLLOWING FROM THE NOTION OF NEW IDEAS AS PROPERTY, WE CAN CONSIDER THE USE OF UNATTRIBUTED IDEAS FOR THE GAIN OF ANOTHER PERSON, AS A FORM OF THEFT. BY ‘UNATTRIBUTED’, WE MEAN THE LACK OF ATTACHMENT OF A NAME AND SOURCE TO THE IDEA SO IT IS AS IF THE IDEA IS THAT OF THE WRITER. OTHER WORDS FOR ‘ATTRIBUTE’ ARE REFERENCE, ACKNOWLEDGE AND CITE. YOU USUALLY REFERENCE THE IDEA OF ANOTHER IN THE TEXT (WHERE YOU HAVE REFERRED TO THE IDEA, OR QUOTED FROM IT) AND IN A REFERENCE LIST AT THE END OF YOUR WORK. PLAGIARISM IS THE TERM FOR PASSING OFF ANOTHER’S WORK AS ONE’S OWN FOR ONE’S OWN BENEFIT. IT USUALLY THAT OTHERS’ IDEAS HAVE BEEN ‘BORROWED’ WITHOUT BEING REFERENCED TO THE ORIGINAL CREATOR OF THE IDEA. PLAGIARISM OCCURS WHETHER THE ‘PASSING OFF OF THE WORK AS ONE’S OWN’ IS INTENTIONAL OR UNINTENTIONAL. WE HAVE TO SAY THAT PLAGIARISM MAY BE UNINTENTIONAL BECAUSE ANYONE CAN ALWAYS CLAIM THAT ‘S/HE HE DID NOT KNOW ABOUT PLAGIARISM’. 4 CORRESPONDINGLY THEREFORE, TEACHERS AND INSTITUTIONS HAVE TO BE CLEAR THEMSELVES THAT THEY HAVE ENSURED THAT STUDENTS HAVE RECEIVED APPROPRIATE OPPORTUNITIES TO  UNDERSTAND ACADEMIC MISCONDUCT AND TO HAVE LEARNT THE NECESSARY SKILLS TO BEHAVE WITH ACADEMIC HONESTY. BELOW ARE SOME EXAMPLES OF PLAGIARISM: EMMA WAS DOING A LAW DEGREE AND FOUND THAT HER FLAT-MATE HAD DONE THE SAME MODULE THE YEAR BEFORE AND WAS WILLING TO LET EMMA LOOK AT HER ESSAYS – BUT INSISTED THAT SHE SHOULD NOT COPY ANY OF IT. EMMA COPIED A LARGE CHUNK OF ONE OF THEM BECAUSE SHE DID NOT UNDERSTAND THE SUBJECT AND ALTERED A FEW WORDS HERE AND THERE. UNFORTUNATELY FOR HER, SHE DID NOT NOTICE THE FONT WAS DIFFERENT ON THE COPIED CHUNK AND HER PLAGIARISM WAS DETECTED. ANNA HAD WORK TO DO IN CHEMISTRY THAT SHE DID NOT UNDERSTAND. IT WAS ABOUT THE NATURE OF A PARTICULAR REACTION. SHE LOOKED ON THE INTERNET AND FOUND A PIECE OF WRITING THAT WAS EXACTLY WHAT SHE NEEDED – AND CUT AND PASTED IT, ADDING A FEW WORDS OF INTRODUCTION AND CONCLUSION. ANTONIO PHONED HOME TO HIS FRIEND FOR HELP WITH AN ASSIGNMENT IN CIVIL ENGINEERING. HIS FRIEND FOUND A PIECE OF WRITING IN SPANISH. ANTONIO HAD IT TRANSLATED FROM THE ORIGINAL AND SUBMITTED THAT. BILLIE FOUND THAT AN OLD TEXTBOOK ON MODERN HISTORY AT HIS HOME THAT SAID EXACTLY WHAT HE NEEDED TO SAY IN AN ESSAY. HE COPIED IT. THE CHANGE IN STYLE WAS NOTICED BY HIS TUTOR, WHO CHALLENGED HIM. COLLUSION IS A FORM OF PLAGIARISM TOO. SOME EXAMPLES OF COLLUSION ARE: JOANNE WAS STRUGGLING IN HER EDUCATION DEGREE. HER FRIEND WAS DOING A SIMILAR DEGREE AT ANOTHER UNIVERSITY. THEY DECIDED TO CHOOSE THE SAME TOPIC FOR THEIR DISSERTATION AND TO WORK TOGETHER ON IT ASSUMING THAT THEY WOULD NOT BE FOUND OUT BECAUSE THEIR RESPECTIVE DISSERTATIONS WOULD NEVER BE SEEN TOGETHER. STUDENTS IN BUSINESS STUDIES WERE ASKED TO DEVELOP MARKETING STRATEGIES FOR A GIVEN PRODUCT. THEY WERE TOLD THAT THEY SHOULD WORK TOGETHER TO DO THE NECESSARY RESEARCH AND TO DEVELOP A PRESENTATION, BUT THAT THEY SHOULD THEN WORK ALONE IN THE PREPARATION OF THE WRITTEN WORK THAT THEY WOULD HAND IN. KAY WAS IN ONE OF THE GROUPS. SHE HAD NOT DONE HER FAIR SHARE OF THE INITIAL RESEARCH, AND WHEN IT CAME TO THE WRITTEN WORK SHE ASKED ONE OF HER GROUP TO HELP HER. THE COLLEAGUE LEANT KAY HIS COMPLETED WRITTEN WORK, AND SHE COPIED IT, THEN WROTE HER ACCOUNT, VERY HEAVILY BASED ON HIS. SHE SHOWED HIM HER VERY SIMILAR ACCOUNT BEFORE SHE HANDED IT IN – AND THANKED HIM BEFORE HE COULD OBJECT. BOTH OF THEM WERE DEEMED TO HAVE COLLUDED. 5 THE DEFINITION OF COLLUSION STARTS THE SAME AS FOR PLAGIARISM. COLLUSION IS THE  PASSING OFF OF ANOTHER’S WORK AS ONE’S OWN FOR ONE’S OWN BENEFIT AND IN ORDER TO DECEIVE ANOTHER. HOWEVER, IT GOES ON TO SAY THAT WHILE IN THE USUAL DEFINITION OF PLAGIARISM, THE OWNER OF THE WORK DOES NOT KNOWINGLY ALLOW THE USE OF HER WORK, IN A CASE OF COLLUSION, THE OWNER OF THE WORK KNOWS OF ITS USE AND WORKS WITH THE OTHER TOWARDS DECEPTION OF A THIRD PARTY. ON OCCASIONS, TWO PEOPLE MIGHT COLLUDE IN PLAGIARISING ANOTHER PIECE OF WORK. WHEN WE DEFINE COLLUSION, WE NEED TO BE CLEAR WHERE THE BOUNDARIES OF UNACCEPTABLE AND ACCEPTABLE CO-OPERATIVE OR COLLABORATIVE WORK ARE. CO-OPERATION IS SEEN AS OPENLY WORKING WITH ANOTHER OR OTHERS FOR MUTUAL BENEFIT WITH NO DECEPTION OF THE OTHER(S) INVOLVED. CO-OPERATIVE BEHAVIOUR IS A COMMON AND IS USUALLY WELCOMED PRACTICE IN HIGHER EDUCATION. RESEARCH TEAMS RELY ON IT. OFTEN YOU WILL BE TOLD THAT YOU SHOULD WORK TOGETHER TO THE POINT OF WRITING UP AN ASSIGNMENT, AND THEN WRITE IT UP SEPARATELY. HOWEVER, THERE MAY BE LOCAL ‘RULES’ OR DESIGNATIONS OF ACCEPTABLE PRACTICE AND OCCASIONALLY VOCABULARY USE WITH REGARD TO COLLUSION, COOPERATION AND COLLABORATION MAY VARY. IT IS IMPORTANT TO FIND OUT FROM YOUR TUTORS JUST WHAT IS  EXPECTED IN YOUR LOCAL CONTEXT. WHAT IS ACCEPTABLE MAY DIFFER FROM ASSIGNMENT TO ASSIGNMENT. IT IS POSSIBLE THAT ON OCCASIONS YOU WILL BE ASKED TO WORK JOINTLY ON A PIECE OF WRITING – AND CLEARLY, THAT IS ALL RIGHT. RATHER THAN TALKING IN THE NEGATIVE ABOUT THE AVOIDANCE OF COLLUSION OR PLAGIARISM, IT IS USEFUL TO USE THE IDEA OF WORKING WITH ACADEMIC HONESTY. ACADEMIC HONESTY IS WHERE YOU UNDERSTAND ACADEMIC CONVENTIONS AND WORK WITHIN THEM. IN THIS INDEPENDENT STUDY UNIT, WE PUT THE STRESS ON PLAGIARISM. THIS IS BECAUSE PLAGIARISM TAKES MORE EFFORT IN UNDERSTANDING THAN OTHER FORMS OF ACADEMIC MISCONDUCT. THIS IS NOT BECAUSE PLAGIARISM IS NECESSARILY MORE SERIOUS. THE FABRICATION OF DATA – OR MAKING UP OF EXPERIMENTAL RESULTS CAN BE FAR MORE SERIOUS AND HAVE FAR GREATER CONSEQUENCES THAN PLAGIARISM. SO THAT YOU CAN RETURN TO THIS MATERIAL EASILY ON FUTURE OCCASIONS, WE GATHER UP THESE IDEAS AS A SERIES OF DEFINITIONS AND PUT THEM INTO A GLOSSARY IN APPENDIX 1 OF THIS UNIT. Exercise 1: Thinking that you know about plagiarism does not mean that you can always decide what is right YOU HAVE NOW LOOKED AT THE EXPLANATIONS OF ACADEMIC HONESTY AND MISCONDUCT AND HAVE READ ABOUT THE JUSTIFICATION FOR CITATION. IT IS TIME TO TEST YOUR UNDERSTANDING. YOU WILL FIND, IN THE NEXT EXERCISE, THAT THINKING THAT YOU KNOW WHAT PLAGIARISM IS MAY NOT MEAN THAT YOU ACTUALLY KNOW WHAT IT IS WHEN IT COMES TO THE DISTINCTIONS OF RIGHT AND WRONG IN YOUR WORK OR THE WORK OF ANOTHER. SOME 6 OF THE EXAMPLES ARE PLAGIARISM, SOME ARE COLLUSION, SOME ARE CHEATING AND SOME ARE ALL RIGHT. REMEMBER THAT PLAGIARISM OCCURS WHEN THE WORK OF SOMEONE ELSE IS PRESENTED AS ONE’S OWN AND IS NOT ATTRIBUTED TO THE OTHER. ONE OF THE THREE ANSWERS GIVEN (A, B AND C) IS CLOSEST TO THE ANSWER. THE ANSWERS ARE AT THE END OF THE UNIT. 1. JOE HAS AN ESSAY TO PREPARE. HE METICULOUSLY READS BOOKS IN THE LIBRARY, BUT IS NOT SURE FROM WHICH TEXT THE IDEAS HAVE COME, AND WHICH IDEAS WERE HIS OWN. HE LISTS THE RANGE OF BOOKS HE THINKS HE USED IN HIS REFERENCE LIST. a) Not plagiarism but he should have cited the books in the text b) Plagiarism – he should have cited the books in the text c) Not a problem – he cited the books in the reference list 2. JAYNE DOES NOT KNOW HOW TO GET STARTED WITH AN ESSAY – SHE IS IN HER FIRST SEMESTER. SHE DELAYS STARTING IT AND THEN PANICS AND HER FRIEND SHOWS HER HOW SHE CAN BUY AN ESSAY FROM A PAPER MILL WEBSITE. SHE BUYS ONE AND SUBMITS IT (‘ONLY THIS TIME’ SHE SAYS). a) This is not all right but it is cheating, not plagiarism b) Plagiarism – and it is not all right c) Plagiarism but it is all right at this stage, but not later in the programme 3. TERRY AND FRAN LIVE IN THE SAME HOUSE. THEY ARE ON THE SAME COURSE AND HENCE HAVE TO PUT IN THE SAME ASSIGNMENTS. FRAN HAS DIFFICULTIES WITH WRITING BUT SHE REALLY WANTS TO DO WELL IN HER DEGREE. TERRY WOULD LIKE TO GET TO KNOW FRAN BETTER AND SEES THIS AS A WAY OF INCREASING THEIR FRIENDSHIP. HE SUGGESTS THAT SINCE THE CLASS IS LARGE, THEY COULD PUT IN THE SAME ESSAY AND NO-ONE  WOULD NOTICE – AND IN THIS WAY HE ‘HELPS’ OUT FRAN, WHO IS VERY GRATEFUL. a) Fran colluded. Terry did not. b) Terry colluded and Fran did not c) They colluded. 4. MIKE USES THE LIBRARY TO FIND THE RELEVANT LITERATURE TO THE ESSAY THAT HE HAS TO WRITE, THEN, USING ONE OF THE ESSAY SITES, BUYS A SIMILAR ESSAY AND INTEGRATES INTO IT THE MATERIAL THAT HE HAS READ. a) It is certain that Mike plagiarised b) Mike did not plagiarise if he cited the sources and paraphrased appropriately c) Mike has plagiarised because he bought the essay 5. MALACHY FOUND THAT HER FRIEND, WHO HAD DONE THE MODULE LAST YEAR, HAD DONE THE SAME EXPERIMENT. HER FRIEND SUGGESTED THAT MALACHY COULD READ THROUGH 7 WHAT SHE HAD WRITTEN BUT SHE WARNED HER NOT TO COPY IT AS THAT WOULD BE COLLUSION. WITHOUT HER FRIEND KNOWING, MALACHY DID COPY PART OF IT AND PRESENTED IT AS HER OWN. a) Malachy plagiarised her friend’s work b) Malachy and her friend colluded c) Malachy and her friend plagiarised 6. DAMION FINDS THAT AN ESSAY THAT HE HAS DONE IN SCHOOL IS VERY SIMILAR TO ONE HE HAS TO WRITE AT UNIVERSITY. HE USES HIS SCHOOL ESSAY – BUT UNFORTUNATELY HE DOES NOT HAVE THE REFERENCES PROPERLY RECORDED. HE HAS NAMES CITED IN THE TEXT, BUT NOT DETAILS OF THE SOURCES. HE MAKES UP ONE OR TWO AND THINKS THAT  HIS TUTOR WILL PROBABLY NOT WORRY ABOUT THE REST. a) Because it was school work – from a different place, it was all right b) It was all right because it had already been marked c) Damion plagiarised 7. SUE IS A LECTURER. SHE GIVES A LECTURE TO FIRST YEAR STUDENTS ON CELL BIOLOGY AND TALKS A LOT ABOUT CURRENT DEVELOPMENTS IN RESEARCH, BUT DOES NOT GIVE THE REFERENCES TO THE RESEARCH IN THE LECTURE OR ON HANDOUTS. a) Technically Sue plagiarised b) It is all right. If this had been written work, Sue should have cited correctly – but it was oral c) It is all right not to cite if your are a teacher / lecturer in the process of teaching. 8. TIM AND OONAGH ARE WORKING ON THE SAME ESSAY FOR THEOLOGY. OONAGH FINDS A GOOD WEBSITE THAT IS VERY HELPFUL. IT PROVIDES GOOD MATERIAL ON THE SUBJECT ON WHICH THEY ARE WRITING. SHE TELLS TIM ABOUT IT. THEY BOTH DOWNLOAD CHUNKS OF IT. OONAGH CUTS AND PASTES INTO HER ESSAY AND PUTS A REFERENCE TO THE SITE IN HER REFERENCE LIST. TIM PARAPHRASES FROM THE MATERIAL, ACKNOWLEDGES IT IN THE TEXT AND IN HIS REFERENCE LIST. THE TUTOR WOULD NOT HAVE NOTICED THE SIMILAR MATERIAL BUT FOR THE FACT THAT THE TWO ESSAYS WERE ADJACENT TO EACH OTHER IN THE PILE. a) Tim and Oonagh colluded b) Tim and Oonagh plagiarised. c) Only one of them plagiarised 9. IN STATISTICS, GEMMA HAS A PROJECT THAT INVOLVES USE OF A QUESTIONNAIRE TO FIND OUT WHAT TELEVISION PROGRAMMES HER FRIENDS WATCH AT A PARTICULAR TIME IN THE EVENING. THIS WILL GENERATE DATA FOR STATISTICAL ANALYSIS. SHE IS ILL FOR A FEW DAYS AND IS RUNNING LATE. SHE MAKES UP SOME OF THE RESPONSES AND USES THEM. a) Gemma plagiarised 8 b) Gemma cheated c) Gemma colluded 10. HARRY INTEGRATES INTO HIS ESSAY, A CHUNK OF HANDOUT MATERIAL FROM HIS LAST YEARS WORK. HE ALTERS SOME WORDS TO FIT BETTER AND SPLITS THE MATERIAL WITH TWO SECTIONS OF HIS OWN WRITING. a) Harry plagiarised. b) It is all right to quote from handout material without citation c) It would have been all right if Harry had rewritten it more in his own words 11. JAMIE HAS AN ESSAY TO WRITE IN PHILOSOPHY. HE IS NOT VERY GOOD AT WRITING AND HAS DEVELOPED A STYLE WHEREBY HE COPIES DOWN APPROPRIATE QUOTATIONS (CITING THEM APPROPRIATELY) AND THEN PARAPHRASES THE CONTENT OF THE QUOTATION IN THE NEXT PARAGRAPH AS A KIND OF SUMMARY, STEERING THE MEANING TOWARDS ANOTHER QUOTATION AND SO ON. a) So long as Jamie paraphrases appropriately, he is not doing anything wrong b) Jamie is plagiarising c) Jamie should be using appropriate methods of referencing 12. FOR SOPHIA, ENGLISH IS A SECOND LANGUAGE. SHE WANTS TO SUCCEED AND GOES TO A FRIEND WHO SPEAKS BETTER ENGLISH. HER FRIEND GOES THROUGH HER WHOLE ESSAY, CORRECTING THE LANGUAGE ALL THE WAY THROUGH. a) What Sophia is doing is understandable. It is all right b) What Sophia and her friend are doing is not all right. It is a form of collusion c) What Sophia is doing is not all right. It is cheating 13. BILLIE, ED AND JAKE LIVE ARE FOLLOWING THE SAME MODULE. THEY HAVE A PIECE OF WORK TO DO AND GET TOGETHER TO DISCUSS IT. THEY TALK ABOUT THE CONTENT AND DECIDE EACH TO FOLLOW UP TWO REFERENCES AND THEN TO MEET AGAIN TO TALK ABOUT. WHAT THEY HAVE FOUND. THIS REDUCES THE VOLUME OF READING THEY WILL HAVE TO DO. THEY MEET AGAIN, LISTEN TO EACH OTHER’S DESCRIPTIONS AND WRITE NOTES AND THEN WRITE THE ESSAY SEPARATELY. THEY REFERENCE THE MATERIAL, WHETHER IT IS WHAT THEY HAVE READ OR WHAT THEY HAVE HEARD DESCRIBED. a) Billie, Ed and Jake are colluding b) They are not doing anything wrong if co-operative study is acceptable to the tutor c) Billie, Ed and Jake are deceiving their tutor and therefore cheating 14. LUI FINDS SOME INFORMATION AT A WEBSITE THAT SAYS EXACTLY WHAT HE WANTS TO SAY. IT IS SIX LINES OF TEXT WHICH HE PUTS INTO QUOTATION MARKS. HE CUTS AND PASTES IT BUT BY MISTAKE LEAVES THE ORIGINAL FONT. HE CITES IT IN THE TEXT AND PUTS THE WEBSITE ADDRESS IN THE REFERENCE LIST WITH THE DATE OF ACCESS. HIS TUTOR CALLS HIM IN†¦ 9 a) Lui cheated b) He plagiarised c) What Lui did is all right. 15. CHARLIE KNOWS A REALLY GOOD WEBSITE THAT WILL HELP HIM A GREAT DEAL IN THE PROJECT WORK THAT HIS HAS BEEN SET. HE IS WORKING IN A TEAM, BUT THE WORK THAT THE TEAM DOES MUST BE WRITTEN UP SEPARATELY. INITIALLY HE MENTIONS THE WEBSITE, BUT GIVES NO ADDRESS – AND THEN REALISES THAT HE WOULD PREFER TO USE IT AS A REFERENCE FOR HIS INDIVIDUAL WORK. WHEN THE OTHERS ASK FOR DETAILS OF THE SITE, HE IS VAGUE AND THEN GIVES THE WRONG WEB ADDRESS TO THEM. a) Charlie is rightly not colluding with his team b) Charlie is not working co-operatively in his team c) Charlie is plagiarising – and it is just as well he did not pass on the information 16. AARON IS WRITING UP A REPORT. HE FINDS A TEXT BOOK THAT IS NOT THE ONE USED IN CLASS AND USES IT TO GET MUCH OF THE INFORMATION THAT HE REQUIRES. HE REFERS TO THE WORK OF JONDA (1998) THAT IS DESCRIBED AND REFERENCED IN THE TEXTBOOK. ARON CITES JONDA IN THE TEXT AND THEN REFERENCES IT TO THE TEXT BOOK IN HIS LIST OF REFERENCES. a) Aaron is behaving with academic honesty, his citations are fine b) Aaron is technically plariarising – he should have cited the original source, not the textbook c) Aaron is colluding with the writer of the textbook 17. TOM FINDS A HELPFUL ARTICLE IN A JOURNAL. HE PHOTOCOPIES IT AND COPIES FROM IT INTO HIS ESSAY, ALTERNATING SENTENCES OF THE ARTICLE WITH HIS OWN WORDS, AND NEVER COPYING MORE THAN A LINE WITHOUT ADDING HIS OWN WORDS OR ALTERING WORDS FROM THE TEXT. HE CITES THE ARTICLE IN HIS BIBLIOGRAPHY, BUT NOT IN THE TEXT BECAUSE HE DOES NOT FEEL THAT HE MAKES A SUFFICIENTLY SPECIFIC REFERENCE TO IT. a) Tom is cheating. b) Tom is plagiarising c) Tom is writing a good essay. He has properly cited the reference in his bibliography 18. AMY OMITS TO ACKNOWLEDGE THE MATERIAL THAT SHE HAS QUOTED. IT WAS A MISTAKE. a) Amy made a mistake and because she is a first year that is all right b) Amy plagiarised. c) Amy did not plagiarise because not referencing was unintentional 10 Exercise 2: What reasons do students give for academic misconduct? THINK OF FIVE EXCUSES THAT STUDENTS MIGHT MAKE FOR PLAGIARISING, COLLUDING OR CHEATING. SOME EXCUSES ARE UNDERSTANDABLE BUT THEY ARE AGAINST THE ACADEMIC CONVENTIONS THAT WE MAINTAIN WITHIN AN ACADEMIC COMMUNITY. THERE IS A LIST OF POSSIBLE RESPONSES AT THE END OF THE UNIT – THOUGH YOU MAY HAVE THOUGH OF OTHERS. The further information and skills that you need for academic honesty WE HAVE SAID THAT YOU NEED SOME INFORMATION, A SET OF SKILLS AND ASSOCIATED GOOD HABITS FOR YOUR ACADEMIC WORK. WE HAVE DESCRIBED ABOVE THE BASICS OF WHAT YOU NEED TO KNOW ABOUT ACADEMIC MISCONDUCT, PLAGIARISM AND COLLUSION BUT BEFORE WE LOOK AT THE SKILLS AND GOOD HABITS, THERE IS MORE TO SAY ABOUT WHY WE REFERENCE MATERIAL (REMEMBER REFERENCING, ACKNOWLEDGEMENT AND CITATION MEAN THE SAME THING). Further reasons for referencing. WE SAID ABOVE THAT WHEN WE USE THE IDEA OF ANOTHER, WE REFERENCE IT AND INDICATE THE SOURCE OF IT. IN TERMS OF PLAGIARISM, THIS IS IN ORDER TO DEMONSTRATE THAT IT IS AN IDEA THAT WAS GENERATED BY ANOTHER PERSON – AND TO ACKNOWLEDGE THAT PERSON FOR THE IDEA. HOWEVER IT IS ALSO IMPORTANT TO REFERENCE AN IDEA IN ORDER TO SHOW ANOTHER PERSON HOW TO FIND THAT IDEA SHOULD S/HE WANT TO SEEK READ MORE OF IT. IN ACADEMIC WRITING, IN ORDER TO FURTHER YOUR OWN THINKING, IT IS USUAL TO FOLLOW UP REFERENCES THAT SOMEONE ELSE HAS GIVEN IN THEIR REFERENCE LIST. SEEKING AND FINDING INFORMATION BECOMES A KIND OF TRAIL. SO A SECOND REASON FOR REFERENCING IS TO ENABLE OTHERS TO FIND THE IDEAS FOR THEMSELVES IN ORDER TO SEEK MORE INFORMATION. THE THIRD REASON FOR REFERENCING IS SO THAT ANYONE READING YOUR WORK (SUCH AS A TUTOR) CAN SEE HOW YOUR THINKING HAS BEEN DEVELOPED. WHEN YOU DO ACADEMIC WRITING YOU WORK WITH YOUR OWN IDEAS AND THOSE OF OTHERS IN ORDER TO RESPOND TO THE TASK SET. IT IS NOT USUALLY JUST A MATTER OF ‘WRITE AS MUCH AS YOU CAN ABOUT†¦(SOMETHING)’ IN HIGHER EDUCATION, BUT THE QUESTION OR TASK WILL REQUIRE YOU TO ‘MANIPULATE’ WHAT YOU KNOW – TO EXPLAIN, TO COMPARE OR COMPARE AND CONTRAST AND SO ON. WHEN YOU USE THE IDEAS OF OTHERS, IT IS IMPORTANT FOR YOUR TUTOR TO BE ABLE TO SEE HOW MUCH YOU HAVE READ, WHAT YOU HAVE READ AND HOW YOU HAVE USED AND MANIPULATED THE IDEAS IN ORDER TO MEET THE TASK SET IN THE ASSIGNMENT. LOOKING AT A REFERENCE LIST FOR THIS PURPOSE IS A FORM OF EVALUATION 11 YOU MAY THINK THAT SUCH EVALUATION ONLY HAPPENS WHEN YOU ARE A STUDENT. THIS IS NOT THE CASE. ACADEMIC AND RESEARCH WRITING IN JOURNALS AND BOOKS IS ALSO SUBJECTED TO EVALUATION – THIS TIME BY PEERS. SUCH RESEARCH WRITING USUALLY DEVELOPS NEW KNOWLEDGE. ONE OF THE WAYS IN WHICH THIS NEW KNOWLEDGE CAN BE. JUDGED BY THOSE WHO MIGHT USE IT, IS BY LOOKING AT THE LIST OF REFERENCES TO SEE WHAT KIND OF IDEAS HAVE FORMED THE BASIS TO THE NEW KNOWLEDGE. SOMETIMES THIS ‘BASIS’ IS IN THE FORM OF WHAT WE WOULD CALL ‘EVIDENCE’. MANY ACADEMICS WILL TURN TO THE REFERENCE LIST AS SOON AS THEY ARE GIVEN SOMETHING TO READ – IN ORDER TO SEE WHAT WORK THIS IS BASED ON. What do you not have to reference? NOT ALL IDEAS ARE CONSIDERED TO BELONG TO OTHERS. MOST OF WHAT WE KNOW IS ‘COMMON KNOWLEDGE’. THIS IS KNOWLEDGE THAT IS IN ‘EVERYDAY’ USE, OR IS IN THE COMMON DOMAIN OR IT IS KNOWLEDGE ABOUT WHICH WE COULD SAY THAT MOST PEOPLE. AGREE. IT IS THE SORT OF KNOWLEDGE THAT IS FOUND IN REFERENCE BOOKS IN ENCYCLOPEDIAS OR DICTIONARIES. WE DO NOT NEED TO REFERENCE COMMON KNOWLEDGE, THOUGH USUALLY, IF YOU DO TAKE A DEFINITION FROM A DICTIONARY, YOU WILL CITE ITS SOURCE SO THAT OTHERS CAN FIND IT. WE DO NOT NEED TO REFERENCE IDEAS THAT ARE GENUINELY OUR OWN EITHER. IF THE IDEA IS ONE GENERATED BY YOU, BUT THAT YOU HAVE DESCRIBED IN YOUR OWN WORK ELSEWHERE, THEN IT IS GOOD PRACTICE TO REFERENCE IT TO THE FIRST OCCASION ON WHICH IT HAS BEEN USED (IE TO YOUR OWN NAME). THIS MAY BE MAINLY SO THAT OTHERS CAN FIND IT FOR INFORMATION PURPOSES. THE RULES ABOUT CITATION OF LECTURE AND HANDOUT MATERIAL ARE MORE FUZZY – TECHNICALLY YOU SHOULD SAY WHERE YOU HEARD ABOUT AN IDEA AS MUCH AS WHERE YOU READ ABOUT IT. HOWEVER, SOMETIMES THAT WOULD GET RIDICULOUS. IMAGINE HOW YOU WOULD MANAGE A QUESTION IN AN EXAM THAT ASKS YOU TO DESCRIBE SOMETHING THAT HAS BEEN DESCRIBED IN THE LECTURE. IT COULD BECOME VERY DIFFICULT. YOU NEED TO ASK YOUR LECTURERS AND TUTORS WHAT PRACTICE TO FOLLOW HERE. THEY MAY FEEL THAT YOU DO NOT NEED TO CITE LECTURES, BUT THAT YOU SHOULD CITE HANDOUT MATERIAL – AND THEY MAY NOT ALL AGREE ON THE SAME RESPONSE. IN ALL OF THIS YOU MAY NOT ALWAYS BE SURE WHETHER OR NOT TO CITE. A RULE BY WHICH TO WORK IS – IF IN DOUBT, CITE! SO – TO SUMMARISE: THERE ARE AT LEAST THREE REASONS WHY WE REFERENCE MATERIAL – -TO DEMONSTRATE THAT WE HAVE USED ANOTHER’S IDEA; -TO SHOW ANOTHER WHERE TO FIND THE SOURCE OF THE IDEAS USED; -TO ALLOW ANOTHER TO EVALUATE THE QUALITY OF OUR REASONING. The skills that you need 12 IN TERMS OF SKILLS, YOU NEED TO BE ABLE TO: -DIFFERENTIATE MATERIAL THAT NEEDS CITATION FROM THAT THAT DOES NOT NEED CITATION; -USE IN-TEXT REFERENCING; -WRITE AN APPROPRIATE REFERENCE LIST AND UNDERSTAND THE DIFFERENCE. BETWEEN THIS AND A BIBLIOGRAPHY; -DEVELOP GOOD HABITS OF RECORD-KEEPING; -WORK APPROPRIATELY WITH QUOTATIONS; -MANAGE THE PRESENTATION OF OTHERS’ IDEAS IN WRITTEN WORK. (THE LIST IS MODIFIED FROM CARROLL, 2002) The ability to differentiate material that needs attribution from that that does not need attribution; YOU NEED TO KNOW AND TO BE ABLE TO DISTINGUISH BETWEEN WHAT DOES AND DOES NOT REQUIRE CITATION – THE FOLLOWING DO NOT NEED TO BE CITED: -COMMON KNOWLEDGE – WHICH WE HAVE DEFINED AS THAT IN EVERYDAY USE, IN THE COMMON DOMAIN; -FACTS THAT ARE GENERALLY AGREED, OR THAT ARE COMMON TO A VARIETY OF SOURCES; -PERSONAL IDEAS, SUGGESTIONS ETC. THE FOLLOWING NEED TO BE CITED: -DIRECT QUOTATIONS; -REFERENCES TO OTHERS’ IDEAS EXPRESSED ORALLY OR ON PAPER OR WEB-BASED MATERIALS ETC; -REFERENCES TO A REFERENCE ALREADY CITED BY ANOTHER IN A TEXT; -PARAPHRASES, PRECIS AND SUMMARIES OF OTHERS’ QUOTATIONS OR IDEAS; -OTHERS’ STATISTICS, FIGURES, CHARTS, TABLES, PICTURES GRAPHS ETC; -REFERENCES TO MATERIAL WITHIN AN EDITED TEXT. CLEARLY IT REQUIRES JUDGEMENT TO DECIDE WHAT DOES AND DOES NOT NEED TO BE CITED – AND IF IN DOUBT, CITE! Use of in-text referencing THIS IS A MATTER OF UNDERSTANDING HOW TO CITE IN TEXT AND HOW TO CONSTRUCT A  REFERENCE LIST. THERE ARE DIFFERENT CONVENTIONS, AND SOMETIMES THERE ARE VARIABLE INTERPRETATIONS OF THE CONVENTION ADOPTED. SOME USE REFERENCE LISTS AT THE END OF THE TEXT, SOME WORK WITH FOOTNOTES OR ENDNOTES THAT ARE LINKED FROM THE TEXT BY NUMBER OR LETTER. 13 E. G. (1) OR (A). IN THESE CASES, THE DETAILS OF NAME, DATE AND SOURCE ARE EITHER AT THE BOTTOM OF THE PAGE OR LISTED BY NUMBER OR LETTER SEQUENCE AT THE END OF THE ARTICLE OR BOOK. REFERENCES MAY BE MIXED WITH NOTES. HARVARD IS A VERY COMMON SYSTEM IN HIGHER EDUCATION INSTITUTIONS. E. G. †¦IN THE HARVARD SYSTEM THE NAME AND DATE IS PUT IN THE TEXT (E. G.DIPPIDY, 1999) AND IN THE REFERENCE LIST AT THE END OF THE ARTICLE OR THE BOOK, THE REFERENCES ARE LISTED ALPHABETICALLY WITH THE FURTHER DETAILS OF SOURCE. DIFFERENT DISCIPLINES TEND TO ADOPT DIFFERENT CONVENTIONS, AND ACADEMIC JOURNALS AND PUBLISHERS OFTEN DIFFER IN THE CONVENTIONS ADOPTED, SO YOU WILL COME ACROSS DIFFERENT STYLES IN YOUR READING. USUALLY IN UNDERGRADUATE STUDIES, YOU WILL BE TOLD TO WORK TO A PARTICULAR CONVENTION BUT YOU MAY NEED TO LEARN TO BE MORE FLEXIBLE. IT IS NOT WORTH REBELLING IN THIS MATTER. THERE ARE USUALLY HANDOUTS OR BOOKLETS THAT PROVIDE ILLUSTRATION OF THIS. IF YOU DO NOT KNOW WHAT SYSTEM OF REFERENCING TO  USE, ASK. MAKE SURE THAT WITHIN THE SYSTEM YOU USE, YOU KNOW HOW TO DEAL WITH THE FOLLOWING: QUOTATIONS (SEE BELOW ALSO); DIRECT REFERENCES TO WRITTEN AND SPOKEN WORD; REFERENCES CITED WITHIN ANOTHER TEXT – TO WHICH YOU WANT TO REFER; PARAPHRASES OR SUMMARIES OF OTHERS’ IDEAS; THE CITATION OF STATISTICS AND FIGURATIVE MATERIAL; REFERENCES WITHIN EDITED TEXTS, WEB-BASED MATERIALS, CD-ROMS. THERE MAY BE OTHER SOURCES THAT YOU WANT TO CITE. YOU DO NOT NEED TO KNOW ALL THIS ‘BY HEART’, BUT HAVE ACCESS TO A GOOD GUIDE TO REFERENCING AS YOU WORK AND MAKE SURE THAT IT USES THE APPROPRIATE STYLE. IF YOUR FEEL THAT YOUR GUIDE-BOOK IS  NOT HELPFUL, LOOK AT STUDY SKILLS BOOKS OR LOOK ON THE WEB FOR THE SYSTEM YOU NEED. THE AMERICAN UNIVERSITIES OFTEN HAVE USEFUL MATERIAL The layout of a reference list and its distinction from a bibliography A REFERENCE LIST IS A LIST OF THE REFERENCES TO WHICH YOU HAVE REFERRED IN YOUR TEXT. A BIBLIOGRAPHY IS A REFERENCE LIST TO WHICH IS ADDED ANY EXTRA MATERIAL THAT MIGHT PROVIDE GENERAL OR FURTHER INFORMATION ABOUT THE TOPIC. IN ACADEMIC WORK, MOSTLY IT WILL BE REFERENCE LISTS WITH WHICH YOU WORK.

Economic Issues in Mineral Based Economies

Economic Issues in Mineral Based Economies Why do Mineral-Based Developing Economies Face Economic Problems? The Case Study of Nigeria and Botswana 1. Introduction. Mineral-based economies have been defined as â€Å"those developing countries which generate at least 8 percent of their GDP and 40 percent of their export earnings from the mineral sector†. (Auty, 1993: p. 3). Two main categories of mineral-based economies have been identified. These include hydrocarbon producers and hard mineral exporters (producers of ores such as copper and tin). (Auty, 1993). Although one may reasonably expect developing mineral-based economies to witness tremendous economic development owing to their rich mineral resources, this has hardly been the case. According to Davis (1995: p. 1766) â€Å"mineral-based economies rather have development problems than development advantages†. In addition, Davis (1998) notes that economists and political scientists have recently proposed that mineral economies’ growth is below par, despite the mineral windfalls (rents) generated from mineral extraction. The mineral sector has even been classified as a ‘loser’ sector in the economic development race. (Shafer, 1994) cited by Davis (1998). Citing from a recent World Bank conference on mining and economic development, Davis (1995: p. 1765) states that several invited experts noted with concern the historical poor per capita economic growth of the mineral-exporting nations. In particular, participants from mineral-based developing economies were justly anxious about their fate. (Davis, 1995: p. 1765). In addition to fears of the â€Å"Dutch disease† and the â€Å"resource curse thesis† (explanations of these terms follow in subsequent sections), delegates were also concern about the appropriate policy response measures to these issues. (Davis, 1995). This paper aims at explaining why mineral-based developing economies rather face economic problems rather than economic development as one would expect. In meeting with this objective, the paper makes use of two case studies of mineral-based developing economies which include Nigeria (A hydrocarbon exporter) and Botswana (a hard mineral exporter). The rest of the paper is organized as follows: section two presents a literature review on why mineral-based economies rather face economic problems rather than economic development with particular emphasis on the Dutch Disease and the resource curse thesis; section 3 presents a discussion of the case studies making reference to their GDP growth, export revenue from mineral resources and per capita GDP; and section 4 presents some conclusions and recommendations. 2. Literature Review. Much of the literature has attributed underdevelopment of mineral-based developing economies to the Dutch disease. (Roemer, 1985) cited by Davis (1998) The Dutch disease is defined as a situation where an economy highly dependent on natural resources witnesses a decline in economic development as a result of a depletion of the natural resource or a sudden drop in the price of the resource. (Auty, 1993: p. 3). According to Davis (1995: p. 1768), the Dutch disease is a ‘morbid’ term that denotes the coexistence of booming and lagging sectors in an economy due to temporary or sustained increase in earnings. Mineral economies have been identified to generate an ideal environment for the disease given their notable minerals booming sector. (Davis, 1995). Mineral-based economies are characterized by a booming minerals sector at the expense of the manufacturing and agricultural sectors. (Davis, 1995). Ross (2003) suggests that mineral exports may cause economic volatility, inco me inequality, and crowding out of productivity growth in the manufacturing sector, which effects could increase poverty and reduce social welfare. Cordon and Neary (1982) cited in Auty (2001) explain the role of the Dutch disease on the deterioration of mineral-based economies using a three-sector model composed of a resource sector such as oil or other primary product exporting industry, a sector of tradeables, such as the manufacturing and agricultural sectors and non-tradeables. According to the model, a boom in the resource sector has three effects: a spending effect; a relative price effect and a resource movement effect. Looking at the spending effect, Auty (2001) suggests that the increased export revenues increases the demand for both tradables and non-tradables although spending on tradables fails to raise their domestic prices because prices in an open economy are determined in international markets. Consequently, any excess demand is met by imports. (Auty, 2001). Looking at the relative price effect, Auty (2001) suggests that failure to sterilize the increase in foreign exchange will result to an appreciation of the currency, which will in turn reduce the domestic prices of exports as well as those of imports competing with domestic products. In addition, a currency appreciation will lead to a reduction of the rents of the booming sector but may not be sufficient to reduce the sector’s output. (Auty, 2001). Domestic prices of non-tradables will rise with the rise in demand and these prices will neither be affected by the currency appreciation nor competitive imports. This will therefore result to an increase in the prices of non-tradables relative to the prices of tradables, as well as a reduction in exports and an increase in imports. (Auty, 2001). Macroeconomic theory suggests that the national income of a country is positively related to exports and negatively related to imports. The net increase in imports therefore leads to a reduction in the national income of the mineral-based State, which in turn hurts its economic development. Finally, as concerns the resource movement effect, Auty (2001) suggests that the movement of resources between sectors will also affect capital accumulation. Assuming a relatively labour-intensive non-tradable sector and a capital-intensive tradable sector, the movement in favour of the non-tradable sector will tend to raise wages and lower returns to capital thereby reducing capital accumulation. (Auty, 2001). In addition, assuming manufacturing is favourable to growth and that mineral resource booms cause it to decline, the mineral-based economy could experience slower long-term growth than the case would be if it had no mineral resources. (Auty, 2001). To support this view, Auty (2001) cites a number of studies that argue in favour of the fact that mineral resource booms tend to limit the growth of developing mineral based economies. For example, Matsuyama (1993It has also been sugges ted that mineral windfall facilitate irresponsible fiscal and trade policies. (e.g., Gelb, 1988; Ranis, 1991; Ranis and Mahmood, 1992) cited by Davis (1988). The issue as to why mineral-based economies remain underdeveloped is somehow controversial. (Auty, 2001). On the one hand, Mainstream economists have argued that primary commodity exports are the only way that countries in the early stages of development can generate the foreign exchange necessary to pay for essential imports and to service foreign debt. (Auty, 2001). On the other hand, Structurist economists (e.g., Presbish, 1950) cited by Auty (2001) argued that a long-run decline in prices for primary exports is an inevitable result of the increasing use of synthetics, shrinking raw material content of finished products and low elasticity of demand for raw materials. In addition Auty (2001) argues that oligopolistic markets in developed countries indicated that productivities increases there were captured in the form of higher income by workers and owners, while in the developing countries productivity gains were passed on to (northern) consumers in the form of lower prices. What the structurists economists are saying in effect is that mineral-rich developing countries because they lack the capacity to transform their raw materials into finished products often supply these products to developed or industrialized countries at very low prices. Industrialised countries in turn transform these raw materials into finished products and sell them to developing countries at very high prices, which do not match the prices for which they supplied their raw materials. By so doing mineral-rich developing countries continue to face declining levels of economic developing at the expense of developed countries. This idea is consistent with dependency theory[1]. For example, Presbish (1950) cited by Auty (2001) projected a downward trend in the terms of trade for primary products in relation to manufactured goods imported by developing countries from developed countries. In addition, Abubakar (1989: p. 19) describes Africa as a continent locked in an unequal exchange with t he developed world. Being perhaps the richest continent in the world, Africa has been transformed into undeniably the poorest continent. The following is a quote from Julius Nyerere, a prominent leader in Africa: â€Å"Every morning I listen to the B.B.C. to learn the price of the cotton and coffee with which Tanzania earns its foreign exchange. The prices of tractors and other goods we need to buy are not announced; they are fixed by the manufacturers in the Developed World, and we learn what they are when we go to buy†. (Abubakar, 1989: p. 19) quoting Julius Nyerere. 3. Case Studies of Nigeria and Botswana 3.1 Nigeria Nigeria falls in the first category of mineral-based economies identified by Auty (1993) as hydrocarbon producers. Minerals constitute 62.3% of the country’s merchandise exports and 9.6% of GDP and its mineral dependence index is 36 (the mineral dependence index is defined as the mean percentage contribution of minerals to GDP, merchandise exports, and government revenues). (Davis, 1995) citing Kuburshi (1984); United Nations (1974, 1976, 1987, 1993a, 1993c); World Bank (1993). Nigeria’s mineral dependence index of 36 indicates that it is highly dependent on minerals. This is following from Auty (1993) who considers a mineral dependence index of 20% or more to indicate mineral dependence. Nigeria was ranked 19th among developing countries that depended on minerals in 1970. This was based on the ranking of countries according to mineral dependence index in 1970. Based on 1991 rankings, Nigeria still maintained the 19th position and its minerals as a percentage of merchan dise exports had increased to 86.0 percent, minerals as a percentage of GDP stood at 7.6 percent and its mineral dependence index was 46.8 percent. (Davis, 1995). According to Eifert et al. (2002) oil represents an estimated 37 percent of GDP in Nigeria, and 63 percent of consolidated government revenues. The political economy of Nigeria has had an important role to play on how oil resources are managed in Nigeria. The public sector is the principal controller of these resources, which has fuelled the functioning of an extensive machinery of rent seeking a political patronage. (Eifert et al., 2002). Nigeria is characterised by a fragile ‘political coalition’ of diverse ethnic and religious groups with diverse interests. Eifert et al. (2002) asserts that public expenditures in Nigeria are always ratcheted out of control during oil booms, leading to macroeconomic instability owing to the diverse number of ethnic and religious interests that characterise the country. For e xample Eifert et al. (2002) suggest that an estimated amount of $300billion constituting oil revenues has enriched a small group politically and socially influential elite during the last 2 to 3 decades at the expense of the majority of Nigerians who have become impoverished. This indicates that Nigeria has failed to benefit from a general economic welfare from its oil boom because of the selfish desires of a small political influential minority. This situation is consistent with Gelb (1988); Ranis (1991); Ranis and Mahmood (1992) cited by Davis (1998) who attribute poor economic development of mineral-based developing economies to mineral windfalls’ facilitation of irresponsible fiscal and trade policies. Nigeria’s case is also consistent with Karl (1997); Mahon (1992); and Shafer (1994) cited by Davis (1998) who attribute mineral-based economies’ failure to achieve substantial economic development to the entrenched socio-political rigidity and rent-seeking ass ociated with an extended period of mineral extraction. According to Eifert et al. (2002) Nigeria’s economic growth has been stagnant and it is estimated that its per capita income has fallen from approximately $800 in the early 1980s to approximately $300 as at 2002. Nigeria’s failure to grow can be attributed to its government structure. Throughout the military regime described by Eifert et al. (2002) as a period of military dictatorship, the manner in which the oil cycle was managed was solely determined by the federal executive. Government spending was so high that in 1976 it accounted for more than the entire increase in oil revenue. (Eifert et al., 2002). Nigeria therefore faced rising fiscal and current account deficits following a failure of the 1975 oil price rise to bring the budget back into a surplus. By 1981, Nigeria had accumulated huge amounts of external debt, accompanied by capital flight. (Eifert et al., 2002). Increase government spending therefore fa iled to accelerate growth and there was little evidence of an increase in overall welfare that would have been expected during the sharp real appreciation that followed the spending binge. (Eifert et al., 2002). Eifert et al. (2002) attribute Nigeria’s failure to develop to the fact that its potential gains were rather absorbed in the sharply growing inefficiency of a corrupt and progressively more wasteful and distorted economy. Nigeria has made some efforts to adopt a democratic State but Eifert et al. (2002) conclude that the outcomes in the management of Nigeria’s oil cycle in the new democracy are thus so far not very different from the past pattern. This indicates that Political institutions in Nigeria are therefore shaped by a longer history than the current political regime. There is still an excessive an unsustainable increase in public expenditure, with considerable macroeconomic instability, and little to show in the growth and economic development. (Eifert, 2002). 3.2 Botswana. Botswana was ranked 35th in the mineral dependence index for developing countries in 1970. It had 0 percent for minerals as a percentage of merchandise exports, 19.6 percent for minerals as a percentage of GDP and 9.8 for mineral dependence index. (Davis, 1995). Following the ranking based on the minerals dependence index for developing economies in 1991, Botswana was ranked 8th with an 83.0 percent of minerals as a percentage of merchandise exports. Its minerals as a percentage of GDP had also increased to 41 percent and its mineral dependence index was 62.0. (Davis, 1995). Unlike Nigeria, Botswana falls in the second category of mineral-based economies with diamond, copper, nickel and coal constituting the principal hard minerals that it exported. (Curry, 1985). According to Curry (1985), Botswana, unlike other mineral-based economies in Africa that suffer from economic stagnation and political turmoil, Botswana has recorded an economic growth and political stability as a result of its fortuitous endowment of mineral wealth and sound macroeconomic management. Despite this development, Curry (1985) suggests that this growth strategy has produced underdevelopment and economic stagnation in rural agriculture, as well as increasing economic dependency on the republic of South Africa. Increases in mineral revenue has enriched the elite who have joined white farming families as the country’s large scale cattle owners, purchasing land and cattle from savings of relatively high salaries in the mining and public sectors. This situation has created two factions in Botswana. One rich and the other poor and there is an emerging clash between the rich and the poor that could destabilise and threaten an African success story as described by Curry (1985). In effect, mineral revenue in Botswana while it has helped to fuel economic development is threatening the growth of the agricultural sector and has also helped to widen the gap between the rich and the poor. Botswa na’s case is consistent with the Dutch disease which is consistent with the idea that a boom in one sector threatens a recession of other important sectors of the economy. The boom in the mineral sector has helped to fuel a recession in the agricultural sector in Botswana. 4. Conclusions and Recommendations This paper aimed at studying why mineral-based developing economies have witnessed more of economic problems than economic development. Nigeria’s case indicates that the country has suffered from autocratic and fractional democracies that have resulted to a poor management of the revenues from oil booms. As a consequence, mineral revenue has been spent without any fiscal discipline. This has led to the satisfaction of the desires of an influential minority at the expense of the welfare of the greater majority. Nigeria has basically not witnessed any economic development throughout boom in its oil sector. On its part, Botswana has witnessed growth and development as a result of its mineral resources. However, the boom in the mineral sector is hurting the agricultural sector and the situation has only benefited the rich who are using the mineral revenue to take over all land in Botswana for cattle rearing. Like Nigeria, Botswana’s mineral revenue has to some extent benefi t an influential minority. Based on the above, this paper recommends a more democratic regimes in mineral-based economies as well as an emphasis of the importance of all sectors in the economy. Governments in developing countries need to understand the importance of the manufacturing industry. Nigeria for example should be more concern about building its own oil refineries so as to boost its manufacturing industries. In Botswana, the government should implement high taxes on the rich elite so as to help redistribute the mineral income to the poor. Subsidies should be provided to the poor farmers. By so doing, there can be an equitable distribution of land, which will in turn boost the agricultural sector. Bibliography Abubakar A. (1989). Africa and the Challenge of Development: Acquiescence and Dependency Versus Freedom and Development. Praeger Publishers. New York. Auty R. M. (2001). Sustaining Development in Mineral Economies: The Resource Curse Thesis. Routledge. Auty R. M. (2001). The Underperformance of resource-abundant economies. Resource Abundance and Economic Development. Edited by R.M Auty. UNU/WIDER studies in Development Economics. Oxford. Curry R. L (1985). Mineral-based growth and development-generated socioeconomic problems in Botswana: Rural Inequality, Water scarcity, food insecurity, and foreign dependence challenge governing class. American Journal of Economics and Sociology, vol. 44, No. 3, pp. 319-336. Davis G. A. (1998). The minerals sector, sectoral analysis, and economic development. Resource Policy, vol. 24, No. 4, pp 217-228. Davis G. A. (1995). Learning to Love the Dutch Disease: Evidence from the Mineral Economies. World Development, vol. 23, No. 10, pp. 1765-1779. Eifert B., Gelb A., Tallroth N. B. (2002). The Political Economy of Fiscal Policy and Economic Management in Oil-Exporting Countries. Policy Research Working Paper, No. 2899. The World Bank, Africa Regional Office. Lievesley G. (2003).DependencyThe Concise Oxford Dictionary of Politics. Ed. Iain McLean and Alistair McMillan. Oxford University Press, Oxford Reference Online. Tà ©treaul M. A., Abel C. F. (1986). Dependency Theory And The Return Of High Politics. Greenwood Press. New York. Footnotes [1] Dependency theory built upon the United Nations Economic Commission for Latin America (ECLA) which characterized the world as divided into centre (the developed, inudstrialised North) and periphery (the underdeveloped agricultural South). (Tà ©treaul and Abel, 1986; Lievesley, 2003). Dependency theory tries to explain the external mechanisms of control exerted by the centre on the periphery. The centre maintained the periphery in a state of underdevelopment for purposes of super exploitation. (Tà ©treaul and Abel, 1986; Lievesley, 2003). Dependency theory therefore indicates that underdevelopment was not an original or inherent condition, it could rather be explained by the historical relationship between the developed and developing world.