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ACADEMIC WRITING LCB 1042

2 credit hours – 1 hour lecture. 2 hours’ tutorial each week

ASSESSMENT

Coursework (60%) comprising:

Quiz and assignment in the first half of the semester (2) 30%

Research paper in the second half of the semester 30%

Final Examination 40%

Students are introduced to the process of writing academically, integrating supporting details into

their own work by using citations and paraphrases.

LEARNING OUTCOMES for the course are to :

apply the process of writing when producing written texts

produce coherent and cohesive written texts

ATTENDANCE:

Please take note that under University regulations, you are required to attend 90% of the

course to qualify for the Final Examination. Failure to meet this requirement will result in

barring.

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WEEK DATE LECTURES TENTATIVE

ASSESSMENT

1

20 – 23/5/2013 Introduction to Academic Writing

(Formal and Informal)

2

27-31/5/2013 Documenting sources within the

text (In-text citation)

3 3-7/6/2013 APA referencing

4 10-14/6/2013 Summarizing/Paraphrasing COURSEWORK 1 -

REFERENCING 10%

12 June afternoon

5 17-21/6/2013 Synthesizing

6 24-28/6/2013 Synthesizing COURSEWORK 2

SYNTHESIS 20%

26 June afternoon

7 01-03/7/2013 Midterm break 04/7 – 07/7 2013

8 8-12/7/2013 Introduction to the Research

Paper

Proposal & References due

15/7

9 15-19/7/2013 Literature Review

Concept Matrix

Concept matrix

presentation

11 29/7-2/8/2013 Report Writing: Methodology First draft due 5/8

13 12-16/8/2013 Report Writing: Abstract

Abstract

First draft due 16/4

14 19-23/8/2013 Report Writing : Collation

Final submission date 23 August

2013

RESEARCH PAPER

30%Due 23/8/13

16 31/8 –

8/9/2013

Final Examination

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FORMAL AND INFORMAL LETTERS

Here are two jumbled letters. One is written to a hotel, and the other to a friend.

Work in pairs.

Decide which sentences go with which letter, and put them in the right order.

a. I would like a single room with a shower.

b. I’m writing to ask you a favour.

c. I don’t mind where you put me. I’ll sleep anywhere!

d. I have a further request.

e. I would like to make a reservation for the nights of 22nd

, 23rd

, and 24th

January.

f. I hope the above is convenient.

g. Write soon and let me know.

h. I’m coming down to London at the end of the month to go to a conference.

i. Could I have a bite to eat when I arrive?

j. I hope you are all well, and that you’ve recovered from the busy Christmas

period.

k. I would be extremely grateful.

l. Could I possibly have a room at the back, as I find front rooms rather noisy?

m. Could you put me up for a few days?

n. Just a sandwich will do.

o. I look forward to your reply.

p. It’s the 22nd

-24th

January.

q. As I will be arriving quite late, could you possibly put a cold buffet in my

room on the 22nd

?

r. I hope that’s all right.

s. There’s something else I’d like to ask you.

(Soars and Soars 1987:53)

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THE MOZART EFFECT: HOW MUSIC MAKES YOU SMARTER

Have you ever noticed how your favorite music can make you feel better? Well, new research

studies now show how music can make you smarter too!

Scientists at Stanford University, in California, have recently revealed a molecular basis for the

―Mozart Effect‖, but not other music. Dr. Rauscher and her colleague H. Li, a geneticist, have

discovered that rats, like humans, perform better on learning and memory tests after listening to a

specific Mozart’s Sonata. Recently, a new book called The Mozard Effect by Don Campbell, has

condensed the world’s research on all the beneficial effects of certain types of music.

Some of the hundreds of benefits are:

Improves test scores

Cuts learning time

Calms hyperactive children and adults

Reduces errors

Improves creativity and clarity

Heals the body faster

Integrates both sides of the brain for more efficient learning

Raises IQ scores 9 points (research done at University of California, Irvine)

In 1996, the College Entrance Exam Board Service conducted a study on all students taking their

SAT exams. Students who sang or played a musical instrument scored 51 points higher on the

verbal portion of the test and an average of 39 points higher on math.

Major corporations such as Shell, IBM, and Dupont, along with hundreds of schools and

universities use music, such as certain Baroque pieces, to cut learning time in half and increase

retention of the new materials.

In my teacher and parent training seminars, I have been using music for years as a strategy to

reduce learning time and increase students’ memory of the material. Music activates the whole

brain and makes you feel more energetic.

Listen to these tapes when you study, work or drive in the car to receive the tremendous benefits.

This is the music of such composers as Mozart, Vivaldi, Pachabel, Handel and Bach. I use these

tapes every day and found them to be extraordinarily effective.

Each CD or tape has specially selected music to enhance learning, spatial intelligence, creativity

and body awareness. Copyright @ 2011 The Center For New Discoveries in Learning, Inc.

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The influence of Mozart’s music on brain activity in the process of learning

Jausovec N. Jausovec K, Gerlic I.

Department of Education, Universza v Mariboru. Pedagoska fakulteta, Koroska 160, 2000

Maribor, Slovenia. Norbert.jausovec@uni-mb.si<norbert.jausovec@uni-mb.si>

ABSTRACT

OBJECTIVE:

The study investigated the influence Mozart’s music has on brain activity in the process of

learning. A second objective was to test priming explanation of the Mozart effect.

METHODS:

In Experiment 1 individuals were first trained in how to solve spatial rotation tasks and then

solved similar tasks. Fifty-six students were divided into 4 groups: a control one—CG who prior

to and after taining relaxed, and three experimental groups. MM—who prior to and after training

listened to music; MS—who prior to training listened to music and subsequently relaxed; and

SM—who prior to training relaxed and afterward listened to music. The music used was the first

movement of Mozart’s sonata (K.448). In Experiment 2, thirty-six respondents were divided

into three groups: CG, MM (same procedure as in Experiment 1), and BM—who prior to and

after training listened to Brahms’ Hungarian dance No. 5. In both experiments the EEG data

collected during problem solving were analyzed using the methods of event-related

desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn).

RESULTS:

In the first experiment the respondents of the MM, MS, and SM groups showed a better task-

performance than did the respondents of the CG group. Individuals of the MM group displayed

less complex EEG patterns and more alpha band synchronization than did respondents of the

other three groups. In Experiment 2, individuals who listened to Mozart showed a better task

performance than did the respondents of the CG and BM groups. They displayed less complex

EEG patterns and more lower-1 alpha and gamma band synchronization than did the respondents

of the BM group.

CONCLUSIONS:

Mozart’s music, by activating task-relevant brain areas, enhances the learning of spatio-temporal

rotation tasks.

SIGNIFICANCE:

The results support priming explanation of the Mozart effect.

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FORMALITY AND INFORMALITY: DIFFERENCES IN ARTICLES

ARTICLE A ARTICLE B

Audience

Everyone Researchers; academics

Tone

Enthusiastic, persuasive,

factual

Serious;factual

Vocabulary

Simple verbs Compound complex e.g alpha

and gamma bond

synchronization

Style

Informal, friendly Formal

Language

Personal pronoun eg:

I have been using music

Passive structures e.g,

Fifty-six students were

divided

Content

Benefits listed

Organization

Not a clear

Introduction Body

Conclusion

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FORMAL AND INFORMAL ENGLISH

Does music enhance cognitive performance in healthy older adults?

The Vivaldi effect

Mammarella, N., Fairfield, B. & Cornoldi, C. (2007).

Aging Clinical and Experimental Research, Vol. 19,No. 5.

The following extracts were taken from the above research paper. An experiment was conducted

to test the hypothesis that classical music may improve task performance in elderly people.

Following the example, provide an informal account you would give to your friend. Example:

Classical music significantly increased working memory performance in older adults compared

with the no-music condition.

―If old folks’ are asked to do something to test how well they think, listening to classical music is

better than silence.‖

1. Controversial evidence suggests that music can enhance cognitive performance.

2. During the past decade, several studies have documented the value of using music to

improve memory performance (1) and, more generally, intellectual performance (2).

3. The introduction of music during the reading of a multimedia message (e.g., text and

corresponding figures) seems to damage comprehension, evidencing how the memory

task and the cognitive load are both crucial in order for music to be effective.

4. Researchers also initially agreed that the positive effects of music were not generalizable

to all types of music.

5. In their original paper, Rausher et al. reported that 36 undergraduates increased their

mean spatial-reasoning scores on portions of the Stanford-Binet Intelligence Scale after

listening to a 10-minute excerpt of Mozart’s Sonata for two pianos in D major, K. 448.

6. Twenty-four older adults participated in the experiment. They were community-dwelling

people in the area of Chieti (Italy) and reported being in good health; they were not paid

for their participation.

7. Their mean age was 81 years (SD = 4.5; range between 73 and 86), and their mean level

of education was 10.6 years (SD=3.6).

8. Participants were non-musicians, but they were all very familiar with the Vivaldi excerpt.

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INTRODUCTION TO QUALITATIVE RESEARCH

An interview of 5 minutes maximum to be recorded as an example of INFORMAL SPOKEN

LANGUAGE.

Student A asks B

1. How would YOU define Academic Writing?

Student B asks A

2. How do you think the course is different to other forms of writing you have studied?

Writing tasks:

A) Transcribe word-for-word one of the questions – the question you asked as the

interviewer and include hesitations e.g. ummmms and errrrs and pauses expressed as

……… or [pause].

B) Write as a FORMAL WRITTEN SUMMARY – approximately one paragraph.

Example :

A. Transcript format

Josh: Thomas, how would you define Academic Writing?

Thomas: [PAUSE] I thought it would be…

B. Summary

Thomas, a first year, first semester Mechanical Engineering student of Academic

Writing at UTP, was asked for his opinion on the new subject. He was initially

hesitant but…

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Naming elements after scientists: an account of a controversy*

Abstract Over the last two hundred years, there have been many occasions where the name of a newly-discovered element has provoked controversy and dissent but in modern times, the naming of elements after scientists has proved to be particularly contentious. Here we recount the threads of this story, predominantly through discourses in the popular scientific journals: the first major discussion on naming an element after a scientist (Moseley); the first definitive naming after a scientist (Curie); and the first naming after a living scientist (Seaborg)

Keywords Periodic table - Nomenclature - Elements - Moseleyum - Curium - Seaborgium

Moseleyum

Henry Moseley had shown that each chemical element is characterized by an integer, N, which

determines its X-ray spectrum. He identified this integer with the number of positive charges in the

nucleus. Moseley found known elements to correspond with every element for N = 13–79, except for

three numbers: 43, 61, and 75 (Heilbron,1974)In fact there was a fourth missing element as Moseley had

erroneously assigned the spurious element celtium as N = 72.

The systematic search for element 43 was started in 1924. Bosenquet and Keeley (1924) undertook a

thorough study by X-ray spectroscopy of residuals from manganese ores, following Mendeleev‘s claim

that this element, eka-manganese, would be found in association with manganese. Although they were

unsuccessful, it was believed that discovery of this missing element was imminent. Richard Hamer, of the

University of Pittsburgh, expressed concern that the conflict over naming element 72 as celtium or

hafnium (Weeks and Leicester, 1968) would be repeated with element 43. For this reason, he proposed

that a name be agreed upon before the discovery was actually made (Hamer, 1925):

My suggestion is to call this missing element of atomic number 43

Moseleyum (symbol Ms) in honour of the young British physicist Moseley

who did so much to establish the important facts concerning these

missing elements, their locations in the periodic scheme, with all that this

means, and the limited number of the same.

The journal Science supported this proposal (Anon.1925):

Hitherto, no chemical element has been named after an individual (we

exclude mercury, tantalum, thorium and titanium for an obvious reason),

and opinion may be divided on the advisability of making the innovation.

It is, however, a mistake to be bound by precedent in such a matter.

According to Masson (1925), the precedent was element 64, which had been named gadolinium after the

Swedish chemist Johan Gadolin. In addition, the editor of Sciencestated that the mineral samarskite was

named after the Russian mining engineer, Samarskii-Bykovets, and that the name of element 62,

samarium, derived directly from the mineral. The editor felt the precedent had been set for naming

minerals after individuals and hence the proposal to name element 43 after Moseley was acceptable.

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Unfortunately, the discovery of element 43 was not imminent and it did not happen until 1937 (Zingales,

2005). There had been so many claimed discoveries and corresponding names for element 43,

thatFriedrich Paneth suggested that the right of naming a new element should lie with the first researcher

to give definite proof of the existence of one of that element‘s isotopes (Koppenol, 2005; Paneth, 1947).

Furthermore,Paneth argued against all previous names and element 43 was named technetium.

In fact, there had been several earlier suggestions to name elements after famous scientists (van der

Krogt, 2007) but each claim was proven to be doubtful or illegitimate. Table 1 gives an insight into which

individuals were considered to be famous enough for the honour.

Table 1 Spurious elements named after scientists (from van der Krogt,2007)

Scientist Spurious element claim

Humphry Davy Davyum

Martin Heinrich Klaproth Klaprothium

Carl Gustav Mosander Mosandrum

Isaac Newton Newtonium

Carl Wilhelm Scheele Scheelium

Curium

The next element to be named after a person—or more correctly—persons, was curium. Glenn Seaborg

had been the first to announce that the trans-uranium elements formed a parallel sequence to the

lanthanoids rather than being the start of the next transition metal series. He suggested that the newly-

discovered actinoids, elements 95 and 96, should be named according to the corresponding lanthanoids:

europium and gadolinium. According to Seaborg‘s autobiography, ―I suggested that 95 and 96 be named

‗americium‘ and ‗curium‘ by analogy to the naming of their lanthanide homologs ‗europium‘ and

‗gadolinium‘.‖ (Seaborg and Seaborg, 2001): The naming of curium was therefore based on the

assumption that gadolinum had indeed been named after Gadolin and set the precedent for naming

elements after individuals.

Seaborgium

In 1974, a Berkeley research team led by Albert Ghiorso, reported creating an isotope of element 106

which was later confirmed in 1993. Glenn Seaborg recounted the story of the name proposal in his

autobiography (Seaborg and Seaborg, 2001):

The eight members of the Ghiorso group suggested a wide range of

names honouring Isaac Newton, Thomas Edison, Leonardo da Vinci,

Ferdinand Magellan, the mythical Ulysses, George Washington, and

Finland, the native land of one member of the team. There was no focus

and no frontrunner for a long period. Then one day, Al [Ghiorso] walked

into my office and asked what I thought of naming element 106

―seaborgium.‖I was floored.

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The name Seaborgium and its corresponding symbol, Sg, was announced at the American Chemical

Society (ACS) meeting in 1994 (Anon., 2007). However, it is the International Union of Pure and Applied

Chemistry (IUPAC) which has the international authority to assign a name to a chemical element

(Brown,2001; Fennell, 1994). IUPAC‘s rules for the provisional naming of new elements involving

combinations ofhybrid Greek-Roman numeric prefixes followed by ―–ium‖. The symbols were three-letter

combinations, to distinguish them from the one- or two-letter conventional symbols (Fernelius et al.,1975).

As a result of repeated usage in the USA and other English-speaking countries, the Berkeley-proposed

names of four of the elements: mendelevium (101), lawrencium (103), rutherfordium (104), and hahnium

(105) had become accepted.

The recommendations for the definitive names of the elements were made by a meeting of twenty

international members of the Commission on Nomenclature of Inorganic Chemistry (CNIC) in 1994.

(Anon., 1995; Freemantle and Dagani, 1994) (Table 2). All the names were chosen from those submitted

by the three laboratories and a secret ballot took place. A special vote was taken before the regular vote

to decide whether an element should be named after a living person, contending that a living person‘s

accomplishments cannot be assessed from ―the perspective of history‖ (Dagani, 1994a,b). The 16-4 vote

against naming elements after living people ruled out seaborgium for element 106. The Committee‘s

recommendations and the vote are shown in Table 2. As Anthony Arduengo, one of the American

Committee members, pointed out (Freemantle and Dagani, 1994): ―Discoverers don‘t have a right to

name an element. They have a right to suggest a name. And, of course, we didn‘t infringe on that at all.‖

Table 2 The Recommendations of IUPAC-CNIC 1994 (from Freemantle and Dagani, 1994)

Atomic number Proposed name Voting in favour (out of 20)

101 Mendelevium 20

102 Nobelium 20

103 Lawrencium 20

104 Dubnium 19

105 Joliotium 18

106 Rutherfordium 18

107 Bohrium 20

108 Hahnium 19

109 Meitnerium 20

The choice of names was accepted unanimously by IUPAC‘s Executive Body in 1994, subject to

ratification by the IUPAC Council in 1995. However, opposition rallied in the USAwith the rejection of the

name seaborgium. Seaborg argued, ―In the case of element 106, this would be the first time in history that

the acknowledged and uncontested discoverers of an element are denied the privilege of naming it‖

(Freemantle and Dagani, 1994). Seaborg and his colleagues maintained the precedent had been set by

einsteinium and fermium, however, Committee members countered Einstein and Fermi were both

deceased before the element names were actually approved.

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The ACS Committee on Nomenclature voted unanimously to reject the IUPAC recommendations and to

reaffirm its support for its own choice of names. In a letter to Chemical and Engineering News, Huheey

supported the ACS position, commenting that ―… IUPAC does not have the authority, rules, nor

necessary procedures to arrogate unto itself such decisions.‖ (Huheey, 1995) In a following letter, Tripathi

(1995) provided a voice of reason :

I do not think that we are setting a good example by disputing the

recommendation of IUPAC, a body that we all agreed would settle such

disputes. For this reason alone, we should all come together and accept

the recommendations of the commission without much argument-even if

it hurts some of our sentiments and even egos.

IUPAC bowed to pressure, announcing the recommendations were provisionaland subject to a final

decision by the General Assembly in 1997 (Zamaraev, 1996). A compromise list was put forward (see

Table 3) in 1997 and rapidly ratified by the IUPAC Council (Freemantle, 1997) The precedent had been

accepted: from now on, newly-discovered elements could be named after contemporary scientists.

Table 3 A comparison of the three sets of names for elements 104–109

Element U.S. proposal IUPAC 1994 IUPAC 1997

104 Rutherfordium Dubnium Rutherfordium

105 Hahnium Joliotium Dubnium

106 Seaborgium Rutherfordium Seaborgium

107 Nielsbohrium Bohrium Bohrium

108 Hassium Hahnium Hassium

109 Meitnerium Meitnerium Meitnerium

Commentary

Fortunately, the route for naming newly-synthesized elements is now clear and internationally accepted.

Each decision will abide by the following procedure (Kaesz, 2007):

1. Analysis of the claim by IUPAC/IUPAP; 2. Publication of the analysis in Pure and Applied Chemistry; 3. Invitation of the credited group to propose a name; 4. Provisional recommendation presenting the proposed name; 5. Public review; 6. Final approval by the IUPAC Council;

7. Final publication in Pure and Applied Chemistry

The only injustice that remains is the lack of an element named after Moseley.

*Abridged from an article in Foundations of Chemistry, Vol. 10, No. 1. (18 April 2008), pp. 13-18.

by: Geoff Rayner-Canham, Zheng Zheng

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REFERENCES

Anon: Scientific events: moseleyum and the names of elements. Science 61, 510 (1925)

Bosenquet, C, Keeley, C: Note on a search for the missing element no. 43. Phil. Mag. Ser. 6 48, 154–157 (1924)

Brown, S.S: History of IUPAC 1988–1999, IUPAC (2001)

Dagani, R. Heavy-element nomenclature:ACS panel rejects names chosen by IUPAC.Chem.

Eng.News 72, 8 (21 November 1994a)

Dagani, R. Shuffling of heavy-element names by IUPAC panel provokes outcries. Chem. Eng. News.

72, 8 (5 December 1994b)

Fennell, R.W. History of IUPAC 1919–1987. Blackwell Science (1994)

Fernelius,WC.,Loening,K.,.Notes on nomenclature: names for elements. J. Chem. Educ. 52, 583–584 (1975)

Adams, R.M

Freemantle,M, Dagani,R. Heaviest elements named: IUPAC rejects ‗seaborgium‘ for element 106. Chem. Eng.

News. 72, 4–5 (10 October 1994)

Hamer, R: Mosleyum. Science 61, 208-209 (1925)

Heilbron, J.L.: H. G. J. Moseley. University of California Press, Berkeley (1974)

Huheey, J.E.: Heavy-element nomenclature. Chem. Eng. News. 73, 4 (16 January 1995)

Kaesz, H.: The synthesis and naming of elements 110 and beyond. Chem. Int. 24 (2)

http://www.iupac.org/publications/ci/2002/2402/elements110.htmlCited 23 September

2007

Koppenol,W.H. : H.Paneth, IUPAC, and the naming of elements. Helvetica Chimica Acta 88, 95-99 (2005)

Paneth, F.A.: The making of the missing chemical elements. Nature 159, 8–10 (1947)

Seaborg,G.T.,Seaborg, E. Adventures in the atomic age: from Watts to Washington, p. 254.

Farrar, Straus and Giroux, New York (2001),

Tripathi, S.K.: Heavy-element nomenclature. Chem. Eng. News 73, 5 (16 January 1995)

van der Krogt ,P: Elementymology & elements multidict: names that did not make it.

http://www.elements.vanderkrogt.net/didnot index.html Cited 9 March 2007

Weeks,ME, Leicester,HM Discovery of the chemical elements (7th

ed.) J.Chem. Educ., pp 820-823. Easton, PA

(1968), together with the cited references 16 and 24, p.828

Zamaraev, K.I.: IUPAC recommendations on names and symbols of transfermium elements. Chem. Int. 18, 34 (1996)

Zingales, R From masurium to trinacrium:the troubled story of element 43. J.Chem.Educ. 82, 221-227

(2005)

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Naming elements after scientists: an account of a controversy

Tasksheet

In pairs :

a. Provide the following in-text citations for the following sentences.

b. Highlight its corresponding reference on the previous page.

1. Moseley failed to find a correspondence for elements 43, 61 and 75 (Heilbron,1974)

2. Element 43 was thought to be located within manganese ore residuesBosenquet and Keeley (1924)

3. ―My suggestion is to call this missing element of atomic number 43 Moseleyum (symbol Ms) in honour of the young British physicist Moseley….‖ (Hamer, 1925): as cited in (Weeks & Leicester, 1968)

4. Element 43 was not discovered until 1937 (Zingales, 2005)

5. (Paneth, 1947)maintained element 43 should only be named by the first scientist to provide evidence of its existence.

6. Seaborgclaimed naming elements 95 and 96 americium and curium had been his suggestion (G.T.Seaborg &E.Seaborg, 2001):

7. Only IUPAC has international jurisdiction to name chemical elements ______________________________________________.

8. IUPAC‘s rules for temporarily naming new elements combined a Greco-Roman prefix with the suffix ―-ium‖ _________________________________________.

9. The extraordinary ballot was staged to determine whether an element could be named after a living person ____________________________.

10. Seaborg argued that the discoverer of an element had always had the power to name the element _____________________________________.

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11. According to ______________________________, IUPAC does not have the right it claims to possess.

12. _____________________________ reasoned that IUPAC was ―a body that we all agreed would settle such disputes‖.

13. There are now clear, internationally-acknowledged guidelines for naming new elements. ______________________________________.

Now discuss :

Which sentences are examples of plagiarism and why have you made this decision?

Which sentence do you prefer to use as an in-text citation and why?

(Page 11)

a. Arduengo stated that discoverers lack the authority to name an element.

b. Arduengo said discoverers don‘t have a right to name an element.

c. According to Arduengo, ―Discoverers …have a right to suggest a name‖

(Page 9)

a. A scientist at Pittsburg University suggested the name of an element should be decided prior to actual discovery (Hamer, 1925).

b. Richard Hamer,of the University of Pittsburg, proposed that a name be agreed upon before the discovery was actually made (Hamer,1925).

c. Hamer (1925) proposed the naming of an element prior to actual discovery.

(Page 11)

a. Anon (1995) and Freemantle and Dagani (1994) reported twenty international members of the CNIC or Commision on Nonmenclature of Inorganic Chemistry, recommended the definitive names for scientific elements.

b. Based on Anon (1995) and Freemantle & Dagani (1994), the recommendations for the definitive names of the elements were made by a meeting of twenty international members of the Commission on Nomenclature of Inorganic Chemistry (CNIC) in 1994.

c. The definitive names of the scientific elements were recommended by twenty international members of the CNIC, or Commission on Nomenclature of Inorganic Chemistry (Anon.1995; Freemantle & Dagani, 1994).

IN-TEXT CITATIONS

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Paraphrase and summarise this information in 2 ways:

(a) Where the researchers are given prominence i.e. subject position

(b) Where the research or information is considered more important

From Malcolm Smith, Noorlaila Ghaali and Siti Faitimah Noor Minhad

There were 1,409 candidates in the program on that date and a sample of around 20 per cent of

the student body was contemplated in order to provide a sufficient number for statistical

comparisons.

80.4 per cent of the respondents acknowledged the source of information in the reference list of

the assignment, but the majority of these (1`30) made no specific citation of authorship

elsewhere in the assignment.

Most seriously 27 students (9.4 per cent of the total) did not state their source of information

anywhere in the assignment, even in the reference list, the incidence of plagiarism among this

group of undergraduate accounting students was perceived as significant

From Niall Hayes and Lucas C.Introna

Carroll (2002) has suggested that as most students are unsure what plagiarism is, they do not

plagiarise with the intent to deceive.

Fear of failure generally, especially when students are funded by their family, their government,

or a particular company, also places considerable pressure on the students to do well.

Yet there are some students who feel they cannot improve upon what is already written and

prefer to use the original text rather than their own.

Most students from exam-oriented learning cultures plagiarize intentionally and unintentionally

due to their lack of experience in essay writing as they are still used to relying exclusively on

exams.

There is also a lack of clarity across the university about what constitutes plagiarism and a

discrepancy in the way plagiarism is detected and enforced.

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There are SIX (6) in-text citation errors in this Introduction adapted from an article.

Identify the errors and rewrite the complete text with the correct in-text citations using

the APA format.

Student retention has attracted steady attention from scholars and practitioners in the higher

education community (Austin 1993, Bean 1980, Cabrera et al. 1993 & Braxton 2000, Tinto

1993). As such, the literature on college student retention is full with scholarship advancing our

knowledge of what contributes to a student’s ability or inability to complete college. Researchers

have evaluated retention from a student perspective and shown that high school academic

achievement, socioeconomic status, gender, commitment to earning a degree, and social

academic involvement all influence degree completion (Austin 1993; Cabrera and Nora 1996;

Tinto 1993). In particular, we know that students who are socially disadvantaged, academically

less prepared, and who experience a lack of resources and support from significant others, are

less likely to stay in college (Austin 1993; Seidman 2005; Braxton 2000). We also know that

those who feel isolated or lack a sense-of-belonging during their early years of college are more

likely to leave (Hurtado and carter 1997; Hausmann et al., 2007). We have a wealth of research

available to explain college student retention from an individual, student perspective.

From an institutional perspective, according to (Oseguera 2005; Sjoberg 1999) while there is

information on institutional context factors and their effect on degree completion, organizational

analyses are limited by the fact that they mainly tend to evaluate the influence of structural

aspects of an institution and until recently, the organizational culture of an institution. For

example, size, control, and interactions influence persistence behavior but know less about these

groups’ collective influence on persistence decisions. What is lacking then is institutional

analyses of degree completion is an attendant emphasis on peer and faculty climates as

suggested by (Berger 2000 & 2001; Braxton 2000 and Kuh 2001). In other words, what affects

do peer and faculty attitudes and behaviors in the aggregate (i.e. institutional climates) have on

student degree completion?

Source: ―The influence of institutional retention climates on student persistence to

degree completion: A multilevel approach‖ by Leticia Oseguera and Byung Shik

Rhee in Research in Higher Education journal and was published in 2009, volume

50, pages 546-569.

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APA REFERENCING PRACTICE

1. It was written by Abraham Pais, it is called Subtle is the Lord….,the Science and the life

of Albert Einstein. It was published in New York by Oxford University Press in 1982

2. It was written by Herman Bondi and called Relativity and Common Sense: A New

Approach to Einstein. It was published in Mineola, N.Y., By Dover Publishing in 1980

3. The book is called Introducing Einstein’s Relativity and was written by R.A.D’Inverno. It

was published by Oxford University Press in New York, N.Y., in 1992

4. The article was called Einstein in Love and written by Dennis Overbye. It was published

in Time magazine on April 30,1990 on page 108

5. The article was written by Martin C.Gutzwiller called ―Einstein‖ and published in

Scientific American, volume 266 number 1 on pages 78 to 85 in 1992

6. The article, called A ―Challenge to Einstein‖ was written by T.Bethell. It was published

in National Review on November 5th

1990 on pages 69-71

7. It was written by Ronald W.Clark and called ―Einstein:The Life and Times‖ It was

published in 1971 by Avon Books in New York

8. Entitled Closing in on Einstein’s Special Relativity Theory, the paper was written by

Robert Pool and published in Science in 1990. It can be found in volume 250, edition

number 4985 pp 1207-1209

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SUMMARISING AND PARAPHRASING

Summarise and paraphrase the following short article

Selling a product successfully in another country often requires changes in the original product.

Domino’s Pizza offers mayonnaise and potato pizza in Tokyo and pickled ginger pizza in India.

Heinz varies its ketchup recipe to satisfy the needs of specific markets. In Belgium and Holland,

for example, the ketchup is not as sweet as it is in the United States. When Haagen-Dazs served

up one of its most popular American flavors, Chocolate Chip Cookie Dough, to British

customers, they left it sitting in supermarket freezers. What the premium ice-cream maker

learned is that chocolate chip cookies are not popular in Great Britain, and children do not have a

history of snatching raw dough from the bowl. For this reason, the company had to develop

flavours that would sell in Great Britain. Because dairy products are not part of Chinese diets,

Frito- lay took the cheese out of Chee-tos in China. Instead, the company sells Seafood Chee-tos.

Without a doubt, these products were so successful in these foreign lands only because the

company realized that it was wise to do market research and make the fundamental changes in

the products.

Source: BLUEPRINTS – COMPOSITION SKILLS FOR ACADEMIC WRITING

Authors: Keith S Folse, M Kathleen Mahnke, Elena Vestri Solomon, Lorraine

Williams,BOUNCEE OUTLAWZ

Year of publication: 2003

Publisher: Thomson Heinle

Page: 208-209

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GUIDELINES FOR EFFECTIVE SUMMARISING AND PARAPHRASING

Good Summary (31 words) Comments

C

ompanies must adapt their products if they want to do

well in foreign markets. Many well-known companies,

including Domino‘s Heinz, Haagen-Daz, and Frito-Lay,

have altered their products and proved this point.

1. It covers the main ideas. 2. It is a true summary, not an exact repetition of

the specific examples. 3. It includes some new grammar, for example:

Original text: often requires changes

Summary: modal is used: ‗companies must adapt‘

4. It includes some new vocabulary, for example: Original text: Specific country names

Summary: ‗many well-known companies‘

Poor Summary (174 words) Comments

Changes in a product are important if a company wants

to sell it successfully in another country. For example,

Domino‘s Pizza offers mayonnaise and potato pizza in

Tokyo and pickled ginger pizza in India. In addition,

Heinz has changed its ketchup recipe to satisfy the

needs of specific markets. In Belgium and Holland the

ketchup is less sweet. When Haagen- Dazs served up

one of its most popular Chocolate Chip Cookie Dough,

to British customers, the British customers left it sitting

in supermarket freezers. The luxury ice-cream maker

learned that chocolate chip cookies are not popular in

Great Britain, and children do not take uncooked dough

from the bowl. For this reason, the company developed

flovors to sell in Great Britain. Since dairy products are

not usually eaten in China, Frito-Lay removed the

cheese from Chee-tos in China. In its place, the

company has Seafood Chee-tos. Certainly, these items

were so successful in these countries only because the

company was smart enough to do market research and

implement fundamental changes in the products.

1. It is almost as long as the original and, therefore, not really a summary.

2. It includes almost the same vocabulary, for example:

Original text: the premium ice-cream maker

Summary: the luxury ice-cream maker (this is

plagiarism)

3. It includes almost the same grammar, for example:

Original text: For this reason, the company had to

develop flavours that would sell in Great Britain.

Summary: For this reason, the company developed

flavours to sell in Great Britain. (this is plagiarism)

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SUMMARISING AND PARAPHRASING

LIE DETECTOR

A new form of lie detector that works by voice analysis and which can be used without a

subject‘s knowledge has been introduced in Britain. The unit is already widely employed by the

police and private industry in the US, and some of its applications there raise serious worries

about its potential here. The Dektor psychological stress analyser (PSE) is used by private

industry for pre-employment screening, investigating thefts, and even periodic staff checks.

Although at least 600 of the devices are used in the US, there are apparently only three in

Britain. Burns International Security Services showed its PSE at the International Fire and

Security Exhibition in London last week. Philip Hicks, assistant manager of Burns‘ Electron

Division and the Burns official trained to use the PSE, said that one of the other two units was

being employed by a private firm for pre-employment checks.

In addition to the normally understood voice generation mechanisms - vibrations of the vocal

chords and resonance of cavities inside the head - there is a third component caused by

vibration of the muscles inside the mouth and throat. Normally, but not under stress, these

voluntary muscles vibrate at 8-12 Hz, and this adds a clearly noticeable frequency-modulated

component to the voice. The PSE works by analysing this infrasonic FM component. Dektor

claims that the muscle tightening occurs very quickly, and can change from one word to the

next, so that it is possible to pick out a word or phrase that caused stress. Dektor emphasises

that the device shows only stress, not dishonesty. Three steps are suggested to overcome this

difficulty. First, the subject is supposed to see a full list of the questions in advance. Second,

there are ‗neutral‘ questions and one to which the subject is specifically asked to lie. Third, if an

individual shows stress on a vital question (such as Have you stolen more than £100 in the last

six months?), then additional questions must be asked to ensure that this does not reflect an

earlier theft or the subject‘s knowledge of someone else responsible.

The standard report recommended by Dektor is simply the statement ‗After careful analysis, it is

the opinion of this Examiner that the Subject‘s chart did contain specific reaction, indicative of

deception, to the relevant questions listed below.‘ And Hicks admitted that if a person showed

stress and Hicks was unable to ascertain just what caused the stress, he would assume that the

stress was ‗indicative of deception‘. In the US, the device is used for pre-employment

interviews, with questions such as ‗Have you used marijuana?‘ and for monthly checks with

branch managers, asking questions like ‗Do you suspect any present employees of cheating the

company?‘- which at least prevents a manager from setting his own pace to investigate possibly

suspicious behaviour. Finally, US insurance investigators are now using the PSE. They need

not carry it with them - only tape record the interview, usually with the permission of the

unsuspecting claimant. Not only does an assessor go through the claim form to look for false

claims (a questionable practice, because a person is just as likely to stress over being reminded

of a lost or damaged object as to lying), but he also offers less money than requested. The

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claimant‘s response can, apparently, be analysed to show if he is, in fact, likely to eventually

accept.

The potential application of the PSE in Britain is extremely disquieting, especially as there

seems no law to prevent its use. The most serious problem is that its primary application will be

in situations where people may not object - such as pre-employment interviews. But it can also

be used to probe a whole range of personal issues totally unrelated to job - union and political

affiliations, for example. And, of course, the PSE can be used without the subject even knowing;

its inventors analysed the televised Watergate hearings and told the press who they thought

was lying. Finally, the device is not foolproof but depends on the skill of the investigator, who

receivesonly a one-week course from Dektor.In the US, where lie detectors of all sorts are much

more widely used, Senator Sam J. Ervin has introduced a bill to virtually prohibit their use by

private companies. There may be a privacy bill from the UK government this summer, and

hopefully it will include the use of lie detectors. In the interim, trade unions and consumer

groups should prevent their use before they become widespread.

(Article by Joseph Hanlon in New Scientisthttp://www.uefap.com/writing/exercise/report/lie.htm )

Task :

Work in groups of 4. Each group member is to summarise and paraphrase one

paragraph from Lie Detector.

Then combine to produce a short, comprehensible and interlinked paragraph.

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Read the passage below on Rural Tourism, then summarise / paraphrase the advantages

and disadvantages in two sentences

Rural Tourism: For and Against

Johnson (1971) has listed two major advantages of tourism in rural areas. The first is economic:

tourism creates employment. The jobs are mainly in the travel industry, hotels, guest houses,

restaurants and cafes. However, visitors spend their money in a variety of ways which affect

other jobs indirectly. For example, by buying local souvenirs and gifts, tourists help to support

local shops. The second advantage of tourism is the support that the income provides for local

services and amenities. As large numbers of visitors use the local buses etc. it makes it possible

to keep these buses running for local people.

As well as advantages there are also three main disadvantages of tourism (Walker, 1982). The

first is erosion of the countryside by so many people: paths, grass and other areas of vegetation

and woodland get worn away. In addition, tourist traffic causes congestion and obstruction and

delays local people doing their work. Finally, an influx of tourists causes pollution problems in

many areas. The pollution can take many forms but the main ones are the exhaust fumes of

vehicles which pollute the atmosphere, and the litter that people leave behind, such as tin cans,

plastic and paper, and bottles.

Author: R.R.Jordan

Source: Academic Writing Coursed: Study Skills in English (3rd

Edition)

Year: 1999

Publisher: Longman, London

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SYNTHESISING 1

Anna-Marie Nasrallah ―Make Time for Reading‖ Perseus Books, Cambridge MA 2007

People save their books to use them as reference materials. People whose job training includes

studying a lot of textbook material may save some of these books for future reference. A doctor,

for instance, may keep his Gray’s Anatomy and his pharmacology books: an English teacher will

hold on to The Norton Anthology of English Literature and other anthologies and novels for

reference: a lawyer usually keeps her case books. But it isn’t only the professionals who save

their books. Those interested in electronic equipment hold onto their books about stereo,

computers, videotape machines, and the like. Many families keep encyclopedias and almanacs

handy for their children to use for school. Having your own reference book available is so much

more convenient than running to the library every time you want to check a fact.

Elizabeth Johnson, Franco San Giorgio, Katrine Schengen, Alaister MacDonald ―Libraries‖

Viking Press, Edinburgh 2003

Some people save books to make a good impression. Some think that a library full of the literary

classics, dictionaries, and books about art, science, and history makes them look well read and

therefore, sophisticated. Of course, this impression may be inaccurate. Some have never bothered

to read the majority of those books at all! In fact, a few people even have libraries with fake

books. Also, some people like to reveal to visitors their wide range of tastes and interests. They

can subtly reveal their interests in economics, art, politics, philosophy, or animals without saying

a word.

Muhammad Ahmed Al-Khoury ―The Enchantment of the Literary World‖ Penguin Books,

London 2008

People who enjoy reading have discovered the magic of books. Each book has transported the

reader to another place. Therefore, each book really represents an experience from which the

reader may have grown or learned something. When I sit in my study, I am surrounded by my

whole adult life. The Standard First Aid and Personal Safety manual, in addition to providing

information, reminds me of the first-aid course I took and how more assured I felt as a result.

Bullfinch’s Mythology brings the oral history of Western civilization to my fingertips, reminding

me of my link with other times and people. Of course, all of the novels have become part of the

mosaic of my life. In short, saving books makes me feel secure as I hold on to what they have

given me.

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SYNTHESISING 2

Below are THREE (3) articles about nanotechnology. Write an informative balanced report of at

least FIVE (5) paragraphs, stating the issues raised for someone with little knowledge of the

subject. Your review should include:

a title,

a thesis statement and supporting information from the articles,

FIVE (5) proper in-text references for information obtained from the articles

using the APA method of documentation and,

an APA reference list for the information you have cited at the end of the review.

Cosmetics companies are taking insufficient steps to ensure face creams and other products that

contain nanoparticles are safe, according to a report by leading consumer magazine Which? The

report, responding to advice from nanotechnology experts, warns that untested particles, which

can be 1,000 times smaller than the width of a human hair, are being used in products without

sufficient safety testing.

Nanoparticles are used in sun screens to block ultraviolet radiation, in emulsions to contain

vitamins in face creams, and in other moisturizers to kill off bacteria. However, of the 67 firms

approached by Which? only eight submitted information on the use of nanotechnology in their

products.

Nanotechnology, the science of manipulating matter on the molecular level, generally raises no

new safety issues, but the tiny particles can behave in unusual ways, in some instances becoming

toxic. Existing safety rules do not take into account materials posing risks at the nano scale. A

common use of nanotechnology is the addition of titanium oxide or zinc oxide particles to sun

screens, and European experts have demanded more safety tests to investigate the effects of these

lotions on damaged skin.

Source: The Guardian

Date of Publication: 5 November 2008

Author: Ian Sample, Science Correspondent

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Title: Use of nanoparticles in cosmetics questioned

Page: 16

While there are some published studies that suggest that solid lipid nanoparticles penetrate the

skin better than conventional creams, overall it is difficult to find studies showing nano-

engineered products are more effective than regular ones or that they are effective at all. The

highly competitive world of cosmetics may have something to do with the lack of published

studies. Publishing the results of scientific tests requires full disclosure of the method by which

the formulation being tested was produced, therefore companies wishing to protect

nanotechnology rights are understandably not anxious to do so. The bottom line is that nano-

engineered cosmetics may work well, but we do not have easily available proof that they do

because large-scale studies of them have not yet been made public.

Some experts have voiced concerns about the safety of nanotechnology. For instance, some

sunscreens use nanoparticles of titanium dioxide, and there are experts who have raised the

question of whether these substances remaining in the skin can age it prematurely. According to

the U.S. Food and Drug Administration, “At the present time, the FDA does not have any

evidence that ingredients manufactured using nanotechnology, as used in cosmetics, pose a

safety risk.” However, the FDA and other government agencies are still studying

nanotechnology to see if the products produced with it – including cosmetics – pose health risks.

So as of yet, there seem to be no definitive answers.

Source: Nanowerk News http://www.scrippsnews.com/node/25586

Date of publication: 24 July 2007

Author: Paige Herman and Marie Kuechel

Title: Nanotechnology Skin Deep

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Nanotechnology is the general term for a large number of different scientific disciplines dealing

with the characterisation and development of materials on the nanometer scale – 1 nanometre is

1 billionth of a metre. The nanos used in cosmetics differ from nanos used in other industrial

sectors in structure; use and environmental interaction. They are nanoemulsions and

nanopigments.

Nanoemulsions are widespread in nature, such as milk. In cosmetics, they are macroscopic

preparations containing oil and water droplets reduced to nanometric size to increase nutritious

oil content while preserving the transparency and lightness of the formulas. Sometimes fragile

active ingredients e.g. vitamins are protected from air inside nanometer-sized bubbles which

release the ingredient upon contact with the skin. Nanoemulsions therefore do not cross the skin

barrier and public health agencies worldwide acknowledge that they are safe. Nanopigments i.e.

titanium oxide and zinc oxide, are minerals already present in our environment. They are used

in sunscreens for their ability to reflect and scatter UV light, thus protecting the skin against

negative effects of UV radiation, including skin cancer.

Numerous studies, including those undertaken within NANODERM, the European Union

research programme, concluded that nanoparticles do not cross the skin barrier, even when the

skin is damaged. Furthermore, recent studies carried out by the US FDA and in Europe, have

demonstrated that no adverse effects are observed, even where titanium dioxide nanopigments

are injected into the bloodstream.

Source: Food and Chemical Toxicology Vol 45, Issue 11

Date of Publication: November 2007

Author: B.Hall, S.Tozer, B.Safford, M.Coroama, W.Steiling,

M.C.Leneveu-Duchemin, C.McNamara and M.Gibney

Title: European consumer exposure to cosmetic products, a framework for

conducting population exposure assessments (abridged)

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Pages: pp 2097-2108