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Cosmological argument strengths and weaknesses

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Cosmological Argument Strengths and Weaknesses | Flow Psychology

Cosmological argument strengths and weaknesses

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Mental health worker sample resume. This free sample resume for a mental health worker has an accompanying sample mental health worker cover letter and sample mental health worker job advertisement to help you put together a winning job application. Riversdale NSW 2001. Compassionate and supportive qualified mental health worker with an ability to relate to clients and their families to facilitate a collaborative environment that fosters opportunities for independence and social acceptance. I have three years of experience providing recovery-focused initiatives for clients seeking housing and accommodation and cosmological argument strengths and weaknesses, who are also diagnosed with a mental health condition. I am now seeking a rewarding role in mental health work where I can contribute my knowledge, skills and Essay examples, personal attributes in working with clients to promote mental health recovery within the community setting. Ability to deliver high quality care. And Weaknesses? I have a proven ability to Ethnography provide high standard quality of care that is in line with current evidence-based models of practice and national practice standards. My commitment to continuing professional development, combined with my career experience and qualifications, allows me to and weaknesses confidently and capably develop innovative and responsive health services to meet my clients’ needs. In my current role as Mental Health Outreach Worker I use a recovery-oriented model of service and client participation as an important part of the program activities. Technology? I consistently evaluate interventions and initiatives using outcome measures and adjust my program depending on and weaknesses, changes to my clients’ health, environment and Ethnography, circumstances.

In my current role I develop and maintain strong relationships with a local network of agencies to provide clients with access to the widest range of services available. Internally, I also work within a multidisciplinary team including psychiatrists, nurses and occupational therapists to meet the argument strengths, complex needs of clients. My ability to understand my clients’ needs and work with a broad range of professionals from many different sectors has been key to my success in swanwick centre assisting clients to maximise their personal recovery and capacity to manage their own lives. Strengths And Weaknesses? Mental Health Outreach Worker. Sunnydale Community Health Service (SCHS) Sunnydale Community Health Service is a major provider of Essay on Immunological Function, health and community services in the region with services spanning allied health, drug and and weaknesses, alcohol, mental health, casework, family violence, and sexual and reproductive health. My role as outreach worker is to provide support, information, referral and character, assistance to people who are experiencing difficulties with their mental health and who are homeless, or at risk of becoming homeless. Provide proactive and recovery-focused engagement with people who appear to cosmological argument strengths be experiencing mental illness and who have issues with homelessness. Contribute to relationships with SCHS stakeholders (such as families and carers, housing services and mental health services) to maintain links to recovery and rehabilitation pathways for clients. Provide short- to swanwick centre medium-term case management services including client identification, screening, entry, ongoing assessment, counselling, care planning, care coordination, referral, intervention and support. Provide support, training and cosmological argument strengths and weaknesses, educational services to the community and to staff within the Community Health Service on recovery initiatives and programs.

Successfully developed and introduced a goal development paper-based tool for clients called the Goal Plan Diary to help support the development, implementation and review of personal recovery goals. Clients who used the tool improved their goal achieving targets. Developed safety and on Immunological, wellness plans and interventions for clients, which I would adjust as required in response to changes in the client’s mental health, and communicated these to both the client and the healthcare team. Have helped to support and counsel clients with serious mental health issues in collaboration with other health professionals and organisations. Have been able to and weaknesses use my high level of knowledge and Essay of Microbiota, strong inter-agency relationships to ensure all clients have continued access to specialist services. Social Worker, Riversdale Hospital, Mental Health Services. The Riversdale Mental Health Services Department offers a comprehensive range of strengths, medical and psychiatric services. My role as social worker within the department was responsible for working with clients once discharged as outpatients, to assist them with engaging in social activities, facilitate patient and family/carer support initiatives, and support ongoing recovery. Case management followed up on li cunxin family, outpatients, and identified and reported on any decline in patient mental health.

Home visits provided information, support and advice to families and carers, and strengths, delivered carer programs. Undertook supportive counselling and therapeutic interventions. Assessed psychosocial needs of Essay on The Roles of Microbiota on Immunological Function, clients in accordance with professional practice standards and Code of Ethics. Advocated for cosmological, clients and coordinated services with other departments. Assisted clients to find long-term housing.

Identified clients at risk of homelessness and lady macbeth, successfully implemented interventions such as working with the client to develop personal budgets and support plans, and organising respite services to avoid loss of accommodation. Successfully worked with hospital psychiatrists and nurses to develop multidisciplinary care plans for and weaknesses, clients who I’d identified as suffering from substance abuse. Built up excellent relationships with all clients and Ethnography, their families and was commended by clients for my ability to make them feel comfortable and safe. Member of the Australian Counselling Association and Australian Association of Social Workers.

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How to Write an Effective Nursing Resume Summary. Writing an argument strengths and weaknesses effective nursing resume summary is Essay Roles of Microbiota on Immunological Function, easier said than done. Studies show that recruiters spend mere seconds reviewing a resume and these days that’s after the argument strengths and weaknesses resume has made its way through the applicant tracking system. An effective nursing resume summary is concise and easy to read. It correlates the Essay Roles of Microbiota candidate’s experience with the job description in cosmological argument, question. And it piques the reader’s interest to the point that they will continue reviewing the resume in greater detail.

How long do recruiters spend reviewing a nursing resume? A 2012 study conducted by swanwick centre, the Ladders found that recruiters spend 6 seconds reviewing a resume. That’s right, 6 seconds. Cosmological Argument Strengths And Weaknesses. You maybe wondering why you’d even bother writing a resume summary at all. Well, this particular study only studied the initial review of the resume. Initially, recruiters typically go straight to a review of the last two jobs held by the candidate. Reliant Technology. They want to know immediately if they are working with a candidate that has experience in and weaknesses, the particular job capacity in question. So they look at the job title and the dates of Essay on The employment. Recruiters also focused on the employers and education of the cosmological strengths and weaknesses candidates. Of course, this study was conducted on recruiters reviewing the resumes of general professionals as opposed to professionals in the healthcare field. We’d expect slight variations from recruiters in the healthcare field.

They may look for specialties, licenses and certifications in addition to these other attributes. But that doesn’t change the fact that candidates have a very limited amount of time to catch a recruiter’s attention. If recruiters see some or all of what they’re looking for Ethnography Essay in an initial review, then they may give the strengths and weaknesses resume a closer look. Even then, the resume may only Essay of Microbiota, receive 20 seconds total. You’re probably wondering how anyone could read your summary in cosmological strengths and weaknesses, 20 seconds let alone your entire resume.

Well, they’re actually reviewing it as opposed to reading it. And that’s important because it sets the tone for formatting your summary. How should your nursing resume summary be formatted? Like the rest of your resume, your summary should be concise and easy to read. The reader should be able to review it quickly and pick up on the keywords and concepts that they’re looking for.

This is why we recommend using bullets and stand-alone snippets in your summary. By doing this, you’re playing to the realities of the review process. Most summaries are written in paragraph form. This is reliant, fine for conveying large volumes of information in a more compact space, but it assumes that the cosmological strengths reviewer is Essay of Microbiota Function, actually going to take the time to read it. Unfortunately, they will not do this in the vast majority of argument cases. Therefore, a summary written as a big, long paragraph may prevent the lady macbeth character reviewer from picking up on the key points or distract them from even reviewing it at all. By contrast, a summary written with bullets and stand-alone snippets allows the reviewer to strengths and weaknesses, quickly scan this section and easily pick up on the keywords and family points you’re making. You might include a quick snippet from an online evaluation or professional endorsement and provide a link to the site where the rest of the information can be reviewed. You may also provide a brief overarching summary of your skills in bold print and then provide bullets for the rest of the information you’re seeking to convey. What should be included in your nursing resume summary? There are many possibilities for argument and weaknesses your summary and there is macbeth, no exact science as to what to include.

Different people will have different cards to play based on their level of experience and the specifics of their job search. The only certainty is argument strengths, that you should always due your best to match your skills and Essay examples the information you convey on your resume with the and weaknesses qualifications and job description in Roles Function, question. You might include the cosmological strengths following in your summary: Years of mystique, relevant experience. A summary of your qualifications for the job in question. Argument. A sense of your work or management style. Ethnography Essay Examples. Personal characteristics that make you a good fit for the job and/or company. Professional achievements. Education, certifications or special experience that might make you unique. Cosmological Argument And Weaknesses. Measurable improvements that you’ve made for previous employers.

Accolades or awards that you’ve received from previous employers. When considering what to write in your summary, do your best to avoid stand-alone cliches like “team player” or “results oriented”. Family. Instead, try to cosmological argument, convey these concepts with concrete examples. Friedan:. You might state that as a team player you accomplished X, or as a results oriented professional you accomplished Y. Finally, you’ll want to ensure that the rest of your resume supports your summary. Remember, your goal is to cosmological and weaknesses, convey as much information that’s pertinent to the job in question.

So you don’t necessarily want to repeat information throughout your resume. As a healthcare professional, you have no shortage of highly technical skills and diverse job duties to convey so making sure your resume isn’t repetitive shouldn’t be a problem. Below is one example of a summary: Registered Nurse with over 7 years of critical care experience. Specialized practice in in the feminine betty friedan:, cardiovascular surgery, post-operative recovery, and intensive care. Extensive experience and thorough understanding of pathophysiology and pharmacology of critically ill patients. Honored with several merit awards as a highly effective patient/family educator. Promoted to Charge Nurse as a respected team-player with demonstrated leadership skills. Current member of the American Association of cosmological argument Critical Care Nurses (AACN) since 2008. AACN Ambassador since 2011.

5 Things that New Grad RNs and Experienced RNs Should Know About the Job Market A New Grad RN recently shared their frustration with us. How to Ethnography Essay examples, Write the Best Nursing Cover Letter A well crafted nursing cover letter can be just as. 8 Things Every Nurse Ought to Know About Online Nursing Job Applications Applying online is the norm for nursing jobs. Cosmological Argument Strengths And Weaknesses. We provide. Hello, I just recently graduated from a BSN program last week so I haven’t taken the NCLEX-RN yet; I have been an LPN for 20 years. How do I highlight my previous healthcare experience but still tailor my resume as a new grad? Now that my scope of practice will be different, which skills or attributes from my experience as an LPN would be best to feature as a new grad without listing basic nursing skills? Also, how should I word the fact that I don’t have a license yet? Is it appropriate to say “license pending?” Also, should I list my name followed by BSN or LPN?

Congratulations, Brandee! There are no right or wrong answers to these questions, but here are my recommendations. Assuming you’re looking for RN jobs, list your name followed only by on The Roles, BSN until you get your RN license and strengths then add the mystique, betty friedan: RN. In the Licenses and Certifications section of your resume, list the RN license as Pending and provide a status, ie. scheduled for NCLEX 5/31-2017, or passed NCLEX 5/31/2017, or Applied for License 6/7/2017. As for argument the summary, I would indicate that you’re a new grad with experience as an LPN (Recent BSN graduate with 20 years experience as an LPN in various settings).

From there, try your best to character, highlight how your experience relates to the qualifications and requirements for cosmological the specific job your applying for. And remember, always be looking for ways to explain why you’re the Roles of Microbiota solution to their problems….rather than explaining what they can do for you. Cosmological Argument. I hope this helps! At what point is a nurse considered a New Nurse/ New Grad versus an Ethnography Essay examples Experienced Nurse? I am working on my resume and do not know how to tailor it in regards to the two options.

I graduated Dec 14? and worked my first nursing position in May 15?. I have had one other job since then and currently seeking another. So in total, I would say I have about 1 1/2 years of nursing experience. I would say that 1 year or more of experience makes you experienced. However, how you approach your resume would depend on whether or not that experience was in the same specialty that you’re applying for.

For example, if you have 1 year of experience in argument strengths and weaknesses, Long Term Care, but your applying for jobs in a hospital’s ICU, then you might want to family, include details about clinical rotations in cosmological strengths, the ICU during your schooling, in Essay, addition to your experience in cosmological strengths and weaknesses, LTC. I hope this helps! I am also having difficulties creating a resume. I have two years experience working in a nursing home setting and only recently graduated from the LPN program. I’m concerned that my few years of overall experience is swanwick centre, going to effect me finding a good job.

I have tried to construct a resume, but I do not feel confident in cosmological argument strengths and weaknesses, what I have so far. Any suggestions/references would be greatly appreciated! I am struggling in writing my resume. I am not sure how to present myself. My most recent jobs included the Program Nurse head for a Life Skills Program for macbeth medical fragile children and cosmological strengths the nurse in charge of all the medical needs for reliant technology a camp, including managing all aspects of the cosmological argument and weaknesses clinic. I also have worked at several doctor clinics and in swanwick centre, the early days of my career, I was an ICU nurse at several hospitals.

I would like another position in some type of cosmological argument and weaknesses nurse management. Swanwick Centre. Suggestions on how to summarize myself? Thanks for the inquiry, Jean. There’s no easy way to summarize your experience when attempting to transition into a new area of the argument field. My recommendation would be to review each job posting for hints about qualifications and requirements that you may be able to equate to Ethnography examples, your past experience. You can also research the employer posting the job to see if there is some larger initiative they are pursuing or challenge they are facing that your past experience might line up with. You can also review the job descriptions for similar jobs of many different employers to find hints about the argument qualifications that are being sought for Ethnography Essay examples the type of position you’re interested in. Strengths And Weaknesses. There’s a good chance that if a qualification is important to one employer, it’s important to others.

The main goal is to reliant, convey how you are going to help solve the cosmological argument strengths problems an employer is swanwick centre, facing; how you are the cosmological argument best solution for their hiring need. It appears as though you have a broad set of experience to Essay on The on Immunological, draw on, and that’s a good thing. The tasks are 1) equating your experience with the cosmological argument qualifications of the new job and/or 2) conveying how your experience will help you solve an employer’s problem and 3) succinctly distilling this into 2 to li cunxin family, 4 bullet points in and weaknesses, your resume summary. I hope this helps! I’m a former travel nurse of many years inclusive of interim nursing leadership positions and staff nurse positions.

Honestly, my Resume’ would look more like a “rap sheet” if I listed 10+ years of family contract work, especially as I always worked 2 jobs concurrently. Now that I have my BSN and will complete my MSN: Nurse Executive specialty track degree within 6 months, I am looking to move from cosmological argument, Director roles into the C-Suite. Any suggestions how to summarize or should I list each contract job? Congratulations or your recent and upcoming achievements! In your particular situation, it might be best to display your travel nursing experience as one entry in your work history. For example: Worked for various agencies completing short term assignments across the swanwick centre country, gaining proficiency with a diverse set of charting systems, processes, procedures, organizational structures and cosmological and weaknesses management approaches. Then, go on lady macbeth character, to list some highlights that pertain to the job posting for which you are applying. Donna Cardillo recommends this approach.

Typically, we recommend listing out the hospitals, but in your case it might be too much. That said, you should definitely be prepared to list out each and every hospital you worked with as some employers require it. I hope this helps!! Thank you for this article! Helps a lot =) Thanks for and weaknesses letting us know; we’re glad to hear it’s useful! Great advice, thank you so much for getting back to Ethnography examples, me! #128578;

Any advice for a New Grad RN looking for a 1st job? Preceptorship in pediatrics but I am going to cosmological argument and weaknesses, apply to medsurg positions as well. What should I highlight in my executive summary? Thanks in reliant technology, advance! Thanks for the question.

Here is an article dedicated to cosmological strengths, new-grad nursing resumes. There’s a bit about summaries there. In addition to what’s covered there, you might consider adding pertinent volunteer work, conferences attended, any honors or awards you achieved, or a stellar GPA among other things. As always, review the job listing, learn about the employer and the challenges the employer faces. Reliant. Then, try to highlight anything in cosmological argument, your experience that might align. I hope this helps! Thanks for lady character sharing very informative. What about a med/surg nurse who wants to apply for a psych nurse position? Have lots of argument and weaknesses experience with psych patients and psych medications while working in med/surg.

Thanks for the inquiry, Kayla. Family. I recommend highlighting the argument strengths PSYCH experience you have along with any related Med/Surg experience in the summary. Be sure to review the job posting carefully to see what they’re looking for so you can include any relevant work experience. What is the standard number of pages or megabites a registered resume should have ? There isn’t a standard length or file size for nursing resume. Most would say that it’s best to keep the resume to 1 to 2 pages, but that may not always be possible. Additionally, resume length isn’t as important as it once was now that Applicant Tracking Systems are the family norm. Here is an article with some more considerations on the topic. How would I present my resume as neophyte RN employed, but was been in the medical settings since I graduated in cosmological argument strengths, 2005. I worked in family doctor’s office as over all in charge. Had3 months practice as RN float temporary while working on my papers to stay for good (acute, long term and dementia) and mystique, betty CNA of 4 yrs. Now, I started working as an RN since Nov 2014 until present as a primary nurse in a long term care.

I really want to be a dialysis nurse. Argument. I had my 800 hours clinical hours wayback in 2006. My apologies, Luz, but I’m a little unclear as to your situation and reliant technology primary goal. And Weaknesses. If you’re interested in becoming a dialysis nurse, then you might want to reliant technology, look into the major dialysis services, Fresenius and DaVita, as potential employers. They will sometimes hire candidates with limited experience and many aspects of and weaknesses your long-term-care experience might be attractive to them. I hope this helps! I have a question- thank you. I would like to become a dialysis nurse however, I have no experience in that area I have worked in cardiac telemetry and psyche.

I did do peritoneal dialysis on the cardiac medical unit which I will include in my job description. Please advise how to open the door into a new arena of nursing. Thank you so very kindly, El. Towne. Thanks for the question! Most Dialysis positions require experience in an acute care setting, which you have, so that’s a great start. Swanwick Centre. You also have some relative experience in the field.

You might consider obtaining a Certified Nephrology Nurse certification as many employers prefer candidates with that certification. Cosmological Argument Strengths. Next, you might consider inquiring with the larger private Dialysis services, Davita and Fresenius. The ratings for these employers on li cunxin family, Glass Door and Indeed are just so-so, but they might be a great way to get 1 to 2 years of experience in the specialty before searching for strengths a more desirable hospital based position. The private Dialysis operators tend to a bit more welcoming to candidates without experience. That said, the job market for RNs is very hot in 2016, so your chances should be better with all employers. I hope this helps! What about for a second career new nurse? I have over seven years of Essay Roles on Immunological experience in strengths, the communications field with three years of supervisory experience. I recently graduated with my BSN and passed the NCLEX. My nursing experience is Ethnography examples, limited to my clinical experience and some volunteer work. I am struggling how to relate my past experience with nursing to make me stand out in my Summary.

Yes, it’s difficult to relate experiences in argument strengths, other industries to Essay, nursing because employers are typically seeking candidates with experience in the technical aspects of strengths nursing. That said, you can certainly highlight the general aspects of your former career. Your promotion, leadership, team-work and other aspects are all good qualifications to address in your summary. Also, here is an article on new-grad nursing resumes that might be helpful. I hope this information helps! What would you write as a nursing student looking to start applying for on Immunological jobs? I have no experience other than what my clinicals have offered me. I wont be taking my boards for about 5 months still. Set to graduate in December (3 more months.

How would you suggest is the argument strengths and weaknesses best way to present that as a RN, I simultaneously held the titles of ADON, Wound Nurse, and Charge Nurse at my most recent employer? Initially I was hired as a Charge Nurse, then I was promoted to ADON but I still had to work as a Charge Nurse 3 of my 5 scheduled days so I functioned in the role of ADON only on Monday and Tuesday. Later it was determined there was a definite need for consistent and routine wound monitoring, so I evolved into the Wound Nurse for the facility. Essay Examples. Working with physicians I developed new protocols for argument strengths and weaknesses wound assessment, treatment, and management and every Monday I functioned in the role of Roles on Immunological Function Wound Nurse. Strengths And Weaknesses. Is it best to break each job into its own summary and bullet list? I’m in lady macbeth, over my head trying to figure out the best way to present myself in a resume now, including the profile. Thanks for the inquiry. This is a great problem to have for your nursing resume! I agree it’s difficult to and weaknesses, manage though. Typically, when people have multiple roles with the same employer, they’re not simultaneous so they can be listed separately according the time-frame they were performed. Macbeth. In this case, I think it would be best to do as you suggest and break each into it’s own summary and cosmological argument strengths bullet list.

The reason is that these are all very different roles. Swanwick Centre. Something like below: Employer information (location, details, etc.) Job Title: Charge RN, ADON, Wound Care Nurse. Hired as a Charge RN, I was promoted to strengths and weaknesses, ADON and Essay on The Roles of Microbiota also accepted a role as the cosmological argument strengths Wound Care Nurse for the facility. Charge RN: Start Date-End Date. Wound Care Nurse: Start Date-End Date. I think something like that works well in this case. It might take up quite a bit of space, but you’ve accomplished a lot! As always, be sure to tailor your resume to the position applied for and highlight quantifiable and tangible achievements where possible. As for your resume summary, I think it’s best say something like, “X years experience as Charge Nurse, X years experience as an Essay ADON, and cosmological strengths X years as a Wound Care Nurse.” And/or, “Leadership and teamwork skills recognized by current employer with promotions and special assignments.” Remember, the summary itself is just that, a quick summary designed to pique interest and get the reader to Ethnography, spend more time reviewing the rest of the resume and the actual accomplishments.

It’s also an excellent opportunity to match your qualifications with the required qualifications for the job. So, if the job is looking for X years experience as an argument strengths ADON, then you might say, “Over X years experience as an ADON.” I hope this information helps and please let me know if you have further questions or concerns. When listed awards won with previous employers, is Ethnography examples, it alright to argument and weaknesses, add awards you were nominated for but did not receive? Great Question! Like many things related to technology, resumes, you will find some people who say yes and argument strengths and weaknesses others who say no. I would say that it depends on Roles on Immunological, how well you can quantify the nomination. For example: One of five Staff Nurses out of 160 to be nominated for the X Award. Quantifying it this way, indicates that it was an honor just to be nominated. If you’re able to cosmological argument, do this, or something like it, then adding the nomination to your resume could be useful. I hope this helps!!

Thank you. Two more questions, after my name is appropriate to include credentials or no? I have seen differing opinions. My university awards a BS not a BSN, so my credentials will be BS, RN. Will this throw recruiters off since most are looking specifically for a BSN or will the supporting information under education provide enough information? That’s a tough one. I’m not sure that I have seen a BS instead of Ethnography Essay a BSN. To be honest, I don’t think recruiters are that picky, so it should be fine to include your credentials as BS, RN.

The vast majority of recruiters are more concerned with making sure you have the required work experience. That said, if you’re a new grad, it shouldn’t matter either. Like you’ve already noticed though, there are many different opinions on resumes. Argument And Weaknesses. I typically encourage people to include the credentials after their name and I think your situation is no different.

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14 Skills and Values Employers Seek in strengths and weaknesses Jobseekers. by li cunxin family Randall S. Hansen, Ph.D., and Katharine Hansen, Ph.D. Job Skills to list on your Resume. Strengths And Weaknesses? Deals with acting in a responsible and fair manner in all your personal and work activities, which is seen as a sign of reliant maturity and self-confidence; avoid being petty. How to describe this skill on your resume: Conscientious go-getter who is highly organized, dedicated, and argument committed to professionalism. Feminine Mystique, Betty Friedan:? Employers probably respect personal integrity more than any other value, especially in light of the many recent corporate scandals. How to describe this skill on your resume: Seasoned professional whose honesty and integrity create effective leadership and optimal business relationships. Deals with openness to new ideas and concepts, to working independently or as part of a team, and to carrying out cosmological strengths, multiple tasks or projects.

How to describe this skill on your resume: Highly adaptable, mobile, positive, resilient, patient risk-taker who is open to new ideas. Employers seek jobseekers who love what they do and lady character will keep at cosmological argument, it until they solve the problem and get the job done. How to describe this skill on your resume: Productive worker with solid work ethic who exerts optimal effort in successfully completing tasks. 5.Dependability/Reliability/Responsibility. There#8217;s no question that all employers desire employees who will arrive to work every day? on time? and ready to feminine mystique, betty work, and who will take responsibility for their actions.

How to argument describe this skill on your resume: Dependable, responsible contributor committed to excellence and success. Swanwick Centre? Employers want employees who will have a strong devotion to the company? even at times when the argument company is not necessarily loyal to its employees. How to describe this skill on your resume: Loyal and dedicated manager with an excellent work record. 7.Positive Attitude/Motivation/Energy/Passion. The jobseekers who get hired and the employees who get promoted are the ones with drive and mystique, friedan: passion? and who demonstrate this enthusiasm through their words and actions. How to describe this skill on your resume: Energetic performer consistently cited for unbridled passion for work, sunny disposition, and cosmological argument strengths upbeat, positive attitude.

Look at it this way: if you don#8217;t believe in yourself, in your unique mix of skills, education, and abilities, why should a prospective employer? Be confident in yourself and what you can offer employers. How to describe this skill on your resume: Confident, hard-working employee who is committed to swanwick centre achieving excellence. 9.Self-Motivated/Ability to Work Without Supervision. While teamwork is always mentioned as an important skill, so is the ability to strengths work independently, with minimal supervision. How to describe this skill on your resume: Highly motivated self-starter who takes initiative with minimal supervision. On The? No matter what your age, no matter how much experience you have, you should always be willing to learn a new skill or technique. Jobs are constantly changing and evolving, and you must show an openness to grow and learn with that change. How to describe this skill on your resume: Enthusiastic, knowledge-hungry learner, eager to meet challenges and quickly assimilate new concepts. While there is some debate about whether leadership is something people are born with, these skills deal with your ability to take charge and manage your co-workers.

How to describe this skill on your resume: Goal-driven leader who maintains a productive climate and confidently motivates, mobilizes, and coaches employees to meet high-performance standards. 12.Multicultural Sensitivity/Awareness. There is possibly no bigger issue in the workplace than diversity, and jobseekers must demonstrate a sensitivity and awareness to other people and cultures. Argument? How to describe this skill on your resume: Personable professional whose strengths include cultural sensitivity and an ability to build rapport with a diverse workforce in character multicultural settings. Cosmological Strengths? Deals with your ability to design, plan, organize, and implement projects and tasks within an allotted timeframe.

Also, involves goal-setting. How to describe this skill on macbeth, your resume: Results-driven achiever with exemplary planning and organizational skills, along with a high degree of detail orientation. Cosmological Argument Strengths And Weaknesses? Because so many jobs involve working in one or more work-groups, you must have the ability to work with others in Essay Roles of Microbiota Function a professional manner while attempting to achieve a common goal. How to describe this skill on your resume: Resourceful team player who excels at building trusting relationships with customers and colleagues. Final Thoughts on Employment Skills and Values. Employability skills and personal values are the critical tools and traits you need to succeed in the workplace? and argument strengths and weaknesses they are all elements that you can learn, cultivate, develop, and maintain over your lifetime. Once you have identified the in the friedan: sought-after skills and values and assessed the degree to which you possess them, begin to market them by building them into your resume, cover letter, and interview answers) for job-search success. See also our Transferable Job Skills for Jobseekers.Click here to begin building your own resume! More Information about Employability Skills: Skills Employers Seek, reporting on annual results from the National Association of Colleges and Employers (NACE) survey of employers to determine the argument top 10 personal qualities/skills employers seek. From the Career Development Center at Binghamton University. Skills Employers Seek, from Loughborough University.

Skills Employers Seek, from Psych Web Top 10 Soft Skills in lady macbeth Demand, from LiveCareer Resume Skills Section, from LiveCareer. Building Tools That Build Better Work Lives. Since 2005, LiveCareer’s team of career coaches, certified resume writers, and savvy technologists have been developing career tools that have helped over 10 million users build stronger resumes, write more persuasive cover letters, and cosmological and weaknesses develop better interview skills. Use our free samples, templates, and writing guides and our easy-to-use resume builder software to reliant technology help land the job you want. Dr. Cosmological Argument And Weaknesses? Randall S. Hansen. Dr. Randall S. Hansen is founder of Quintessential Careers, one of the oldest and family most comprehensive career development sites on the Web, as well CEO of EmpoweringSites.com. He is also founder of MyCollegeSuccessStory.com and EnhanceMyVocabulary.com.

He is publisher of Quintessential Careers Press, including the cosmological argument and weaknesses Quintessential Careers electronic newsletter, QuintZine. Dr. Hansen is also a published author, with several books, chapters in books, and hundreds of articles. He’s often quoted in the media and conducts empowering workshops around the country. Essay Roles Of Microbiota On Immunological? Finally, Dr. Hansen is also an educator, having taught at the college level for more than 15 years. Visit his personal Website or reach him by email at cosmological argument strengths and weaknesses, randall@quintcareers.com. Check out lady, Dr. Hansen on GooglePlus.

Katharine Hansen, Ph.D., creative director and associate publisher of cosmological strengths and weaknesses Quintessential Careers, is an educator, author, and blogger who provides content for Quintessential Careers, edits QuintZine, an electronic newsletter for jobseekers, and blogs about storytelling in the job search at A Storied Career. Katharine, who earned her PhD in organizational behavior from Union Institute University, Cincinnati, OH, is reliant author of Dynamic Cover Letters for New Graduates and A Foot in the Door: Networking Your Way into the Hidden Job Market (both published by argument Ten Speed Press), as well as Top Notch Executive Resumes (Career Press); and with Randall S. Hansen, Ph.D., Dynamic Cover Letters, Write Your Way to a Higher GPA (Ten Speed), and The Complete Idiot’s Guide to swanwick centre Study Skills (Alpha). Cosmological And Weaknesses? Visit her personal Website or reach her by e-mail at kathy@quintcareers.com. Check out Dr. Hansen on GooglePlus. I AM A CAREER CHANGER This page is your key source for all things career-change related. You#8217;ll find some great free career-change tools and on The Roles of Microbiota Function resources. Changing careers can be traumatic, especially if you have been in your current career for a long time, but you do not have to go through the process alone or [] Quintessential Careers: Career and Job-Hunting Blog.

Quintessential Careers: Career and Job-Hunting Blog Career and job-search news, trends, and cosmological argument and weaknesses scoops for job-seekers, compiled by the staff of Quintessential Careers.The Quintessential Careers Blog has moved!! These pages remain as an archive of our previous blog posts. In The Betty Friedan:? Please check out the new and improved Quintessential Careers Blog for Job-Seekers and cosmological argument Careerists. Interview Advice Job [] The Quintessential Directory of swanwick centre Company Career Centers. The Quintessential Directory of cosmological Company Career Centers Where job-seekers can go directly to the job/career/employment section of Ethnography a specific employer#8217;s Website.Because more and more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the cosmological [] Quintessential Careers: I am a Career Coach or Counselor. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the [] Mighty Recruiter Mighty Recruiter. Customer Service Customer Service. 800-652-8430 Mon- Fri 8am - 8pm CST.

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esl cheater essay frequency, methods, and causes. Mikaela Bj?rklund and Claes-G?ran Wenestam. ?bo Akademi University. Department of cosmological argument strengths and weaknesses Teacher Education, email: Mikaela.Bjorklund@abo.fi or cwenestam@abo.fi. Paper presented at the European Conference on Educational Research, Lahti, Finland 22-25 September 1999. During the past decades cheating among undergraduate students has been a well-known problem difficult to gain knowledge of. European research in this field of li cunxin family research is scarce. The aim of this paper is to present a study, investigating the frequency of cheating, the cheating methods used and the students#146; motives for cheating or not cheating in a Swedish-Finnish university context. Comparisons with other higher education contexts were possible since an anonymous questionnaire, worked out and used by Newstead, Franklyn-Stokes and strengths and weaknesses, Armstead (1995), was translated into Swedish and li cunxin, used in the study. The participants were three groups of cosmological argument strengths university students (n=160) from different academic disciplines. The findings implicate that cheating among undergraduates is common and mainly is a problem of ethic character.

The paper also discusses consequences of student cheating for lady macbeth character, the university staff, legislators, and society. Suggestions on what measures should be applied are presented along with suggestions for further research in this area. During the past decade, problems concerning cheating among undergraduate students have become increasingly apparent in academic institutions in the Nordic countries. Cheating or academic misconduct is, however, not a new phenomenon, but a well-known problem in many European countries, as well as in the United States of America. Because of the ethical and moral character of the problem it is argument strengths and weaknesses not easy to do research in Essay of Microbiota on Immunological Function, this field. Obvious problems are i.e. student integrity. Thus, academic dishonest behaviour and cheating is a familiar problem for cosmological strengths and weaknesses, any university, but it is often not very well known and sometimes the university authorities do not even want to know of it. Keith-Spiegel (in Murray, 1996) shows that among a sample of almost 500 university professors 20 percent reported they had ignored to take further measures in evident cases of cheating. Many university teachers obviously hesitate to take action against cheating behaviour because of the stress and discomfort that follows (Murray, 1996).

Also Maramark and Maline (1993) suggest that faculty often choose not to Function, involve university or departmental authorities but handle observed cheating on an individual level, making it invisible in argument and weaknesses, university documents and, thus, unknown to the university authorities. Ethnography Essay! Also other findings support the reluctance to cosmological argument, bring dishonest academic behaviour like cheating before the Roles on Immunological Function university administration. Jendreck (1992), as an example, concludes that students preferred to handle the problem informally rather than by using formal university policy. Probably at least partly because of the reasons mentioned above European research in this field is still scarce (cf. Argument And Weaknesses! Newstead, Franklyn-Stokes Armstead, 1995 and Ashworth et al., 1997). Nevertheless, we feel that it is of the utmost importance that this area of research is further developed in examples, the near future, not the least since students tend to see cheating as a more or less normal part of their studies, which is illustrated in cosmological strengths and weaknesses, the quote below: Students beliefs that everyone cheats (Houston, 1976, p. 301) or that cheating is a normal part of family life (Baird, 1980) encourage cheating.

The adage cheaters never win may not apply in the case of academic dishonesty. With cheating rates as high as 75% to 87% (e.g., Baird, 1980; Jendreck, 1989) and cosmological argument strengths, detection rates as low as 1.30% (Haines et al., 1986), academic dishonesty is reinforced, not punished. (Davis, Grover, Becker McGregor, 1992, p. Family! 17) With detection rates as low as 1,3 % it is strengths hardly surprising that students to a great extent perceive academic misconduct as worth while and even approved of. As an illustration of the low detection rates; during a five year period (1991-1995) only 24 students were brought to the disciplinary board for cheating at one Swedish university (Grahnstr?m, 1996). It is, hence, of importance to university staff and friedan:, administrators, as well as to legislators and society as a whole to cosmological and weaknesses, gain insight in this matter, in order to be able to do something about it. The aim of the study. The main aim of the study presented in this paper is to provide a first step in a survey over university students#146; cheating, i.e. to investigate the overall frequency, different methods and main reasons for cheating and Essay, not cheating among students in a Finnish context. The study is cosmological strengths intended as a starting point for further in-depth research in this area.

In order to get a better understanding of the problem, the aim is also to relate the outcome to subjects#146; backgrounds in terms of sex, age, academic experience (number of study years), faculty belongings, level of difficulty, level of study success and main reason for study at the university, in order to get a deeper understanding of student cheating behaviour. To make comparisons with other contexts possible an anonymous questionnaire, worked out and used by the British researchers Newstead , Franklyn-Stoked and Armstead (1995), was translated into Swedish and used in the study, which was carried out on 160 university students during the spring of 1996. I this presentation we focus attention on: a) the frequency of admitted cheating, b) what kinds of cheating is most frequent in relation to the British results, b) the technology relationship between frequency of admitted cheating/not admitted cheating and sex, c) the reasons selected for or against cheating in relation to the British results, and. d) the relationship between the reasons selected and sex. It is very human to try to find ways to solve problems as easy as possible or to avoid unnecessary difficulties. Sometimes a creative mood is not only wanted but also morally supported, but in other situations it is considered as dishonest and shameful. In higher education this kind of creativity may be in conflict with study performance and productivity and and weaknesses, may turn out to be viewed upon with disapproval or contempt. How define cheating?

Plagiarism related to swanwick centre, the exam situation is what is argument and weaknesses usually referred to li cunxin family, when generally talking about cheating. It is also this kind of behaviour that has received most attention in strengths, research on cheating. Defining cheating is, however, much more complicated than that, since cheating seems to involve both a moral and an achievement dimension, which is Essay on The of Microbiota on Immunological Function graphically illustrated in cosmological strengths and weaknesses, Figure 1 below. Figure 1. Graphic presentation of the problematic grey-zone between moral and immoral behaviour. The levels in the achievement dimension are not absolute, but dependent on Ethnography examples the perspective of the viewer. The area between the dashed lines symbolises the grey-zone that exists concerning the cosmological argument strengths and weaknesses classification of potential cheating behaviours. Definitions of cheating also vary as a result of macbeth character variation in moral development, experiences of studies, influence of significant others, studying strategy (cf. Miller Parlett, 1973) and probably also other factors. The result is cosmological a wide spectrum of definitions ranging from liberal to conservative. On The Roles Of Microbiota Function! Hence, the need for normative documents is apparent.

Evenso they do not seem to cosmological argument strengths and weaknesses, exist, at least not in swanwick centre, Finland. Nowhere in the legislation concerning exams and cosmological and weaknesses, cheating is it mentioned what kind of behaviours constitutes cheating. The examples above illustrate what a complex problem cheating is. In the study presented in this paper all not strictly correct behaviours were classified as cheating for clarity#146;s sake. To what extent does cheating occur? Most of the research done concerning the mystique, amount of cheating occurring, has, as mentioned earlier, been carried out in the USA. Cosmological Strengths And Weaknesses! The quotation below provides examples of the cheating-rates measured in different studies in a North American context. The reader ought to observe that these studies were different in design; concentrated on different behaviours and Essay, therefore some of the variation in strengths and weaknesses, the percentages might be accounted for in that way, and thus can not only be taken to convey a steadily increasing rate of cheating. Drake (1941) reported a cheating rate of 23%, whereas Goldsen, Rosenberg, William, and Suchman (1960) reported rates of 38% and Ethnography Essay, 49% for 1952 and 1960, respectively. Hetherington and Feldman (1964) and Baird (1980) reported cheating rates of cosmological argument strengths 64% and 76%, respectively. Li Cunxin Family! Jendreck (1989) placed the typical rate between 40% and 60% but noted other rates as high as 82% (Stern Havlicek, 1986) and 88% (Sierles, Hendrickx, Circle, 1980). (Davis et al., 1992,s.16)

Davis et al. (1992), pointing at the results presented above, regard cheating as epidemic. There are indications that give some, but not very much, support to the epidemic theory. McCabe and Trevino (1996) found that the tendency to cheat had increased only cosmological, little, from 63 percent in 1963 to character, 70 percent in 1990-91 but that the cheating methods had been more developed and the repertoire wider. Their findings may also be interpreted to mean that students who cheat are doing it more often than previous generations of students. Three studies cited by Maramark and Maline (1993) suggest that cheating is a constant study technique among large groups of students (60-75 percent). Also Davis and Ludvigson (1995) found in a more recent study that the individuals who cheat during their university-level studies are the cosmological strengths and weaknesses ones that also have cheated earlier in their studies.

In a study by Baldwin, et al (1996), where 2459 medical students participated as subjects, 39 percent said they had witnessed cheating, 66,5 percent had heard about cheating, and 5 percent had cheated during their medical studies. Lady! Graham et al (1994) found that among 480 college students 89 percent admitted cheating and in a study by Lord and cosmological strengths, Chiodo (1995) 83 percent of the undergraduates investigated (n=300) admitted to cheating on significant tests and major projects. In a European context Newstead et al. (1995) also present high rates of cheating. In The Feminine Betty Friedan:! In their study only 12% of the respondents claimed that they had not cheated. All the above mentioned figures are concerned with the number of cheaters, i.e. the number of cosmological argument and weaknesses students who have at least on one occasion been involved in academic misconduct, they do not tell us anything about to what extent these people do cheat. It is, however, likely that the more cheating is done, the more probable it is that the numbers of behaviours used vary. Ethnography Examples! It is cosmological argument strengths and weaknesses therefore of importance to reliant, find out what kind of behaviours students utilise. What methods are used?

There are four major kinds of groups to be distinguished when classifying cheating behaviours, namely: Individual opportunistic, individual planned, active social and passive social (Hetherington Feldman, 1964). Baird (1980) on the other hand distinguishes only argument strengths, between individual and lady, co-operative behaviours. The findings of Franklyn-Stokes Newstead (1995) point to and weaknesses, extensive cheating in swanwick centre, some areas like copying each others work, changing or inventing research data, while some other cheating behaviour like lying or changing persons at examination (impersonation) was fairly scarce (see Table 5). And Weaknesses! Hence, there seems to be a correlation between level of perceived seriousness of the lady character behaviour and cosmological argument strengths, its frequency of occurrence #150; the more serious the behaviour, the less frequent it is. Students tend to classify exam-related cheating as more serious than course-related cheating.

These classifications were also confirmed by Newstead et al#146;s results, where all exam-related items were among the least frequent and course-related items among the most frequent. McCabe and Trevino summarise their findings in a table showing what kind of reliant technology cheating and the frequency students admit they are engaged in. The modified table (below) shows the level of admitted cheating in 1963 and 1993. The two tests make a comparison possible. Table. 2. Kind of admitted student cheating in argument and weaknesses, 1963 and 1993 (%) (McCabe and Trevino, 1996). Copied material without footnoting. Table 2 shows that some kinds of swanwick centre cheating are more frequent than other kinds. It is also interesting to find that in and weaknesses, most of the cases the tendency is an increase of the cheating between 1963 and 1993. This does not necessarily mean, however, that the reliant students were cheating more in argument and weaknesses, 1993 than they did in 1963.

Another reasonable explanation is that the students were more prone to admit cheating in mystique, friedan:, 1993 than the students were in 1963. These results are similar to findings in other studies but there are also findings suggesting cultural differences. Cosmological Strengths! Kuehn, Stanwyck, and Holland , for instance, asked students from Mexican, Arabic and US cultural backgrounds about cheating. The main focus was on Essay of Microbiota on Immunological Function three typical cheating behaviours: using crib notes, copying another student#146;s test, and allowing another student to copy course work. The findings suggest that there were differences between the culturally different groups of students in how they looked upon and rated cheating. Also new technique, like the cosmological argument World Wide Web, is used by students in order to download papers, essays, etc produced by other students but presented to the examiner as own work. One illustration of swanwick centre this is a report from a Swedish university, where several students were found out using not accepted means for and weaknesses, getting course credits among which the downloading of ready-made course works from the web was mentioned (Lunds Universitet Meddelar, 1998). Considering the variety of methods used in cheating, as described above, it is probable that also the reasons given for cheating are many.

Reasons for cheating and not doing it. The reasons or motives for cheating are not very well known but must be assumed to be complex. In a North American study of school students cheating by Anderman, Griesinger, and Westerfield (1998) it is Essay claimed that the schools#146; obsession with performance measures spurs cheating. It is suggested that classrooms that emphasise high grades and test scores may drive the students to cheat . Similar conclusions are reported from several investigations, where the students#146; workload is found to be an important explaining factor (Lipson MacGavern, 1993). Davis et al (1992) point out cosmological strengths and weaknesses, that pressures for good grades in higher education, student stress, ineffective deterrents, teacher attitudes, and an increasing lack of academic integrity are important determinants of cheating.

Baird (1980) previously reported similar findings. In that study 35 percent of the students stated that they had too little time for studying for the exam and 26 percent of the students said their working load made it necessary to cheat. In a study by Singhal (1982) as much as 68 percent of the students regarded the lady macbeth wish to cosmological and weaknesses, get good results as the reason for cheating. Newstead, Franklyn-Stokes, and Armstead (1995) found that 21 percent of the cheaters say it was lack of time to study that made them cheat and 20 percent explicitly stated that their cheating was a consequence of their wish to get better grades. Technology! A third frequently occurring reason for cheating was everybody else does it (16%), which effectively reflects students#146; attitudes towards cheating. This reason was followed by the wish to help a friend (14%) and laziness (10%), which also says quite a lot about the risks of getting caught. It is obviously easier to help a friend cheat than to e.g. help the friend learn to an exam. Also Maramark and argument strengths, Maline (1993), when looking for causes for cheating, found that stress, competition for jobs, scholarships and admission to post-graduate programs were important determinants. On a general level the Ethnography Essay examples causes or explanations identified can be organised in two classes of factors, external, and individual/personal.

In Table 1 below the two super-ordinate factors and cosmological argument strengths, some elements/reasons mentioned in research done by Baird (1980), Davis et al (1992) and Hetherington Feldman (1964) are presented. Table 1. Presentation of factors that might lead to swanwick centre, cheating mentioned by Baird (1980), Davis et al. (1992) and Hetherington Feldman (1964). Importance of the test. Level of test-difficulty. Awareness of the.

performance of fellow. A certain expectation of. Overcrowded, great classes. Wish to cosmological, help a friend. Aversion to teacher. At a closer examination of the reasons mentioned by these researchers it seems obvious that the strongest reasons are to be found among the personal factors and macbeth, that the cosmological and weaknesses external factors merely help to ease the cheating. The external factors are furthermore a welcome excuse for the students, since they appear to prefer blaming external factors for their behaviour (Baird, 1980). Anderman et al (1998) identified two general types of study approaches, which on a general level seem to be similar to the deep and surface approaches to studying and learning.

The cheaters tend to believe that the purpose of li cunxin family school is to compete and argument strengths and weaknesses, show how smart you are. Also, to them, what is most important, is doing better than others and getting the right answer. They also worried about family school and strengths, made use of self-handicapping behaviours, blaming others and betty, making excuses for not performing well at school, more often than their counterparts. Many of them believed cheating would result in less homework and fewer academic demands. The non-cheating group of students, in comparison, expressed interest in their learning of science concepts and argument and weaknesses, tried various problem-solving methods and sought to connect ideas. In several previous studies it is suggested that the on The Roles of Microbiota Function effect of an argument and weaknesses explicit and unanimously accepted honour code will lower the Essay Roles of Microbiota on Immunological frequency of cheating behaviour (McCabe Bowers, 1994). But honour code may have an argument strengths and weaknesses effect in two opposite directions. A very common reason for some types of cheating is the wish to help a friend (Franklyn-Stokes and li cunxin, Newstead, 1995; McCabe Trevino, 1996). To many students some behaviours are not viewed as cheating although forbidden by cosmological argument strengths and weaknesses the university or staff. For instance, letting a fellow student borrow or copy an individual course work or a written assignment or even have a look at Ethnography Essay the answer in a test may be regarded as honest and correct behaviour. Thus, some cheating behaviours may be explained by the honour code prevalent among the students.

The most frequent reasons for not cheating were, in the study made by Franklyn-Stokes and Newstead (1995) that it is immoral/dishonest and cosmological strengths and weaknesses, that it is useless/unimportant. In their study these were the most frequent reasons for not indulging in academic misconduct regardless of sex and age. In later studies (Newstead et al, 1995) there were, however, significant differences between the age groups: the older students gave the reason immoral more often than their younger peers did. The 160 subjects participating in the study were recruited from three different groups of students. In Table 3 below, the samples and some characteristics are presented. Table 3. Participants in the study.

The collection of data was carried out at the university during ordinary lecture time. The students were asked to complete a questionnaire consisting of questions about cheating behaviours. The questionnaire was originally developed by Franklyn -Stokes and Newstead in the U.K. In The Feminine Mystique, Friedan:! but adapted to meet the needs of the argument Swedish-speaking environment in Finland. In their questionnaire a set of probable cheating behaviours (A-U) were presented to the student, who was asked to tell (Yes or No) if he/she had carried out that behaviour at least once. Swanwick Centre! Two additional items were included in the questionnaire totalling the number of cosmological cheating behaviours presented to 23. Accompanying each question about cheating was a list of in the mystique, betty arguments (reasons) motivating or explaining the behaviour and a list of argument arguments giving reasons for not cheating. The subjects were asked to select one reason for each Yes/No response. There was also a few additional questions asking about their reason to study at the university, their judgement of their study successfulness and about their belief about fellow students cheating.

The questionnaire was distributed to the students during ordinary lecture time at the university. The respondents completed it immediately and anonymously. It took about 15 minutes to complete. The data was analysed by quantitative methods. 4. The result of the data analysis. The overall frequency of cheating. 75 % of the respondents in this study had engaged in at least one of the behaviours listed in Essay examples, the questionnaire. However, only 63,5 % of them admit to cheating in the overall question at the end of the questionnaire, even though no less than 91,9% report that they believe their fellow students cheat. The over all tendency to cheat only cosmological argument strengths, correlated with year of study (Spearman#146;s rho= ,160, P=.046), reason to study (Spearman#146;s rho= ,213, p=.012) and the respondents#146; estimation of in the friedan: how much other students cheat (Spearman#146;s rho= ,159, p=.046). This seems to imply that the over all amount of cheating is argument and weaknesses relatively stable, but that the methods used vary depending on discipline of study, gender, age and success in studies, since there are some significant correlations for the individual items on the basis of these background variables.

This study was not designed to study the moral development of the respondents, but the reliant results do, however, point in one certain direction as far as moral is concerned. In Table 4 below, the cosmological argument strengths and weaknesses reported tendency to in the feminine mystique, friedan:, cheat is cross-tabulated with respondents#146; own evaluation of their inclination to cheat. Table 4. Cross-tabulation of the variables reported tendency to cheat and own evaluation of cosmological argument cheating inclination. Of the ones who have reported that they never cheat 53,4 % have admitted to swanwick centre, exercising at least one of the behaviours mentioned in the questionnaire, whereas 12,9 % of the ones of the cosmological argument strengths opinion that they cheat rarely have not reported cheating on any of the behaviours. A considerable amount of the students do seem to cheat, even though they do not always consider what they do as wrong, which makes it interesting to study how they do it and lady character, which behaviours are the most commonly used ones. Cheating methods used. In this section the occurrence of the different methods listed in the questionnaire are presented. Observe that the behaviours listed in the questionnaire are various behaviours that can be regarded as cheating and dishonest behaviour, but do not necessarily need to argument strengths, be considered as such (cf. the definition of cheating used in this paper).

Below, in Table 5 the students#146; responses to the behaviours described in the questionnaire are presented in order of Roles on Immunological frequency. The table also includes a classification of the behaviours as social/individual, and course-/exam-/research related, as well as the British results (Frankyn-Stokes Newstead, 1995). Table 5. The cheating behaviours listed in order of cosmological strengths and weaknesses frequency. The percentage of yes-answers to Essay on The Roles of Microbiota on Immunological, each cheating behaviour listed in order of frequency, starting with the most frequently used. The figure to the right is the argument strengths percentage of positive answers received for the same item in the study made by Franklyn-Stokes Newstead (1995).The letters to the left represent the classification of the behaviour. The letters stand for research (R), coursework (C), exam (E), and individual (I), social (S) and altruistic (A). In Table 5 one can see that some cheating behaviours are more frequent than others are. Swanwick Centre! The most frequent ones among the Finnish respondents are Copying material for course-work from a book or other publication without acknowledging the source, Paraphrasing material from another source without acknowledging the cosmological argument and weaknesses original author, Allowing own course-work to be copied by another student, and Copying another student's course-work with their knowledge.

These behaviours are admitted by more than 20 percent of the participating students. As mentioned earlier, these behaviours may be considered as academic misconduct. All of them may, however, be viewed as acceptable and even morally correct among the students, since they do not have negative consequences for the fellow student but may be regarded as help and support in difficult situations. Lady Macbeth! In that sense it can be assumed that there exists a conflict between staff#146;s and students#146; social and ethical value systems, creating a moral borderline area where what is right and wrong are not easily delimited. From the bottom of the list we can observe that the least admitted behaviours are Inventing data (i.e. entering non-existent results into the database)and Kept silent about a teacher's misbehaviour or misuse of his/her position in order to get approval on a test or a higher mark. These behaviours were reported only by cosmological argument and weaknesses one respondent/ behaviour. The general nature of these behaviours seems to be different from the most frequent ones in Ethnography Essay examples, that they are more directed to personal gratification. The behaviours also represent more active deception of teachers and cosmological argument and weaknesses, fellow students in order to gain personal reward. It can be assumed that these behaviours are viewed as more morally disapprovable and of low peer esteem.

As also can be seen above, three of the behaviours do not occur at all in this study. This is probably due to the limited sample and perhaps also (judging from cryptic comments of the respondents) to fear of Essay punishment. The students#146; responses to the items in the questionnaire depicting various cheating behaviours were in most cases similar for the both sexes; that is, there are almost no differences between female and male student#146;s responses in this respect. To two items, however, there were different reactions that are related to differences in sex. One of these items was Taking unauthorised material into cosmological strengths and weaknesses, an examination (e.g. #146;cribs#146;). The outcome is presented in Table 6 below. Table 6 Relationship between students#146; responses to item Taking unauthorised material into an examination (e.g. #146;cribs#146;) and students#146; sex. The result in the table indicates that there are clear differences between female and male students#146; ways of responding to the item suggesting cheating in the form of taking unauthorised material in the testing situation. Among the female students only 2.6 percent admitted to the behaviour while 13.6 percent of the male students said #146;Yes#146; to having carried out the cheating. The differences are statistically significant (Fisher#146;s Exact Test, D.F.=1, p=.015).

The second item where there were observed statistically significant ( c 2 =5.82, D.F.=1, p=.016) response differences related to family, sex was the item Signing as present a not present fellow student at a course where obligatory attendance is asked for. This item was added to the original questionnaire. The outcome is presented in Table 7 below. Table 7. Relationship between students#146; responses to the item Signing as present a not present fellow student at a course where obligatory attendance is asked for and students#146; sex. As can be seen in the table more than 20 percent of the female students admitted that they had signed on a fellow student at cosmological argument a lecture although he/she was absent.

This can be compared with 4.5 percent of the male students admitting the same behaviour. Compared to the outcome in the previous table, there is a clear female dominance for this behaviour, while males more often than females answered Yes to the previous one. Another difference is that the total proportion of Yes-responses are much larger for in the mystique, friedan:, the item Signing as present a not present fellow student at a course, where obligatory attendance is asked for when compared with students#146; Yes-responses to the item Taking unauthorised material into an examination (e.g. Argument! #146;cribs#146;) (se Table 6 above), showing the Essay on The Roles on Immunological response variation between the items regarding the tendency among the students to accept or not accept a specific cheating behaviour. The social #150;individual relation. In the following, the frequency of certain cheating behaviours are discussed in relation to cosmological strengths, the nature (see classification in Table 5 above) of the li cunxin family behaviour. 14 of the behaviours in this study were clearly classified as individual and 5 as social. The mean for yes-responses was 14,4 % for the social behaviours and 10,5 % for the individual ones. As for cosmological argument, situation relatedness, the five most frequently used behaviours were clearly course related. The study only contained one item concerning research related cheating (R), and reliant, this was the ninth in order of frequency (10,8 %) and had mostly been used by male respondents at the age of 21-23 successfully (16-24.99 credits/term) studying education . Exam related cheating was not among the most commonly used cheating methods, but 13,8 % of the respondents still admit using the most frequent of these behaviours.

The clearly altruistic behaviours A and S were used to a greater extent by female respondents (A: 27,4 % and S: 8,8 %) than by cosmological and weaknesses men (A: 16,7 % and S: 2,3 %, even though the reasons given for exercising this behaviour are not clearly altruistic. Reasons for family, cheating. Another area of interest to us concerns the reasons and the arguments selected as explanations and sometimes also as excuses for the behaviour. In Table 8 below all the cosmological strengths reasons used to motivate cheating are listed in order of frequency. It should be remembered that the swanwick centre reasons available to be selected were generated by cosmological argument strengths and weaknesses the researchers, but that the respondents also were given the possibility to express other reasons/motives.

These less frequent reasons are also listed in Table 8. Regarding reasons given for family, not cheating the most frequent one (27.5 %) is the choice stating that cheating is immoral or dishonest. The reasons following in frequency of appearance represent on a general level a completely different class of attitudes, since it may mean that the cosmological argument subject do not distance him/herself from Ethnography examples, cheating, only cosmological argument strengths and weaknesses, that it was not considered or regarded as useful (I never thought of it, 21.3 % and Situation did not arise, 19.5 %). Ethnography Examples! In the lower frequency range two reasons mirroring fear of detection and getting caught are found; Shame/embarrassment at being caught (1.3 %) and Fear of cosmological detection/punishment (1.4 %). In a way these reasons like the mystique, two previous ones are focusing the social condemnation for cheating and dishonest behaviour and are not clearly a statement against and weaknesses cheating. When looking at students#146; ways of choosing reasons for of Microbiota on Immunological, cheating or for not cheating there seems to exist a strong connection with the cheating behaviour that is in focus. This means that the choice of reason is to a large extent dependent on cosmological and weaknesses the particular behaviour that have been admitted to or not admitted to. This topic will be discussed no further in this paper. In most cases, however, there are no obvious differences between female and male students#146; ways of in the feminine mystique, betty selecting their reasons for their responses. Cosmological Strengths! Depending on what cheating behaviour is to be decided on, female and male students mostly make similar choices of arguments for their behaviour. In two cases, however, there exist statistical significant differences between the two sexes in ways of explaining the Ethnography examples behaviour.

The reasons chosen as an explanation or an argument for or against the behaviour Taking unauthorised material into an examination (e.g. 'cribs') are different between female and male students. In the table below the cosmological and weaknesses outcome is presented. Table 10. Reasons for or against the cheating behaviour Taking unauthorised material into swanwick centre, an examination (e.g. 'cribs')among female and male students. The outcome points to statistical significant differences (Phi and Cram?r#146;s V =.404, p=.048) between the cosmological and weaknesses female and male ways of selecting the reason for their behaviour regarding Taking unauthorised material into an examination (e.g. 'cribs'). Ethnography Examples! First of all 7.1 percent of the argument and weaknesses boys have selected Fear of failure as a reason for this cheating behaviour while no girl have selected that reason. Also It would be unfair to other students were chosen by 4.8 male students but not one female student.

Among the female students reasons like To increase the mark, Laziness, I would not know how to go about it and Situation did not arise/not applicable to my course were chosen by a few female students but no male student. A relatively large difference between female and male ways of choosing among the reasons for explaining the betty Yes/No-answer can be found for argument, reason I never thought about it, where 20.5 percent of the female students selected that reason while it attracted only 14.3 percent of the male students. Also It would devalue my achievement was chosen by lady macbeth a larger proportion female students (8.0 %) than male students (2.4 %). The second statistical significant difference (Phi and Cram?r#146;s V=.348, p=.028) concerns the reasons chosen for item Taking an examination for and weaknesses, someone else or having someone else take an examination for you. The outcome is of Microbiota on Immunological presented in Table 11 below.

Table 11. Cosmological Argument Strengths And Weaknesses! Reasons for or against swanwick centre the cheating behaviour Taking an examination for someone else or having someone else take an examination for you. among female and male students. In one case the argument strengths and weaknesses male students have chosen a reason (Shame/embarrassment at macbeth being caught) that is argument not chosen by any female student. Large difference on the basis of reliant sex are found for cosmological argument, the reason Situation did not arise/not applicable to my course, where more than 16 percent more boys have chosen that reasons for their behaviour. Two female students selected one reason that the male students did not choose, namely Fear of detection/punishment. Largest difference (18.7 percent) to the male students are found for reason I never thought of it, which was chosen by swanwick centre 33.0 percent of the female students but only 14.3 percent of the male students. Various methodological problems that have been discussed elsewhere (see Bj?rklund, 1997), are not mentioned here, since they do not seem to affect the reliability and validity of the results discussed. There is, however, one point of importance as far as methodological bias is concerned and that is the fact that the instrument in this study was translated from argument strengths and weaknesses, English and a British context, which in some cases have called for adjustment and in on The of Microbiota on Immunological Function, one case yielded an erroneous translation (item L). The frequency of individual cheating behaviours in comparison to the British results. The over and weaknesses all frequency of cheating reported in this study does not differ significantly from the ones reported by previous researchers, and can, hence, be taken as a further proof of the Essay examples fact that the over all cheating rates seem to be fairly constant in the western word. What is more interesting is the variation in frequency on individual behaviours.

The most outstanding feature when comparing the frequencies reported by the Finnish respondents with the ones reported by argument strengths and weaknesses the British, is that in most cases the British respondents have reported remarkably higher degree of cheating. The greatest variation is to be found in items I (peer assessment), L (inventing data) , R (altering data) and A (allow copying of lady macbeth character coursework). Strengths And Weaknesses! The great difference concerning peer assessment is probably due to differences in the academic traditions: Peer assessment is not very common in the Swedish #150;speaking university level studies in Finland. In The Mystique, Betty Friedan:! Item L does not represent a real difference, since the cosmological item was erroneously translated into lady macbeth, Swedish and , thus, measures something else. Research related cheating seem to be much more common in Britain, but the result might in this case be biased for faculty, since the studies were not conducted at the same kinds of institutions. Item A, concerning course work, is the top one of many items concerning coursework that exhibit considerable higher frequencies for argument, the British respondents, which is probably due to the same kind/s of cultural differences as mentioned regarding item I. Only on item K (advance information about swanwick centre exam) was the cosmological argument strengths and weaknesses result of the Finnish respondents higher than the result of the British. The items concerning examrelated behaviours generally exhibit the smallest differences between the groups, which seems to indicate that exam conditions are more or less alike between the Roles two countries. It is also possible to claim that the results indicate that Finnish students seem to find examrelated cheating less serious than British, who , in turn, do not seem to regard research related cheating as particularly serious. In the strengths and weaknesses Finnish results the social behaviours seem to lady macbeth character, be slightly more common, whereas the individual behaviours get a higher mean score in the British results (social 24 %, individual 20,8 %).

This can be seen claimed to indicate that the strengths British academic environment is more competitive than the Finnish, but it ought to technology, be remembered that the mean score used here is a very crude measure. Reasons for cheating in comparison to the British results. The most frequent reasons for cosmological argument strengths, cheating mentioned by the Finnish students were time pressure, laziness and feminine mystique, friedan:, the wish to cosmological strengths and weaknesses, help a friend. The wish to help a friend and time pressure are also two of the three most frequent reasons mentioned by the British students, but they have mentioned the wish to increase the mark as the most frequent reason for cheating. Concerning this reason the difference between the two samples is remarkable (Finnish students 9,3 % and character, British students 33,3 %). Finns on argument and weaknesses the other hand contribute their cheating to laziness and extenuating circumstances considerably more often than their British peers, who, in turn, seem to fear failure more and also tend to justify their behaviour with the of Microbiota reason everybody does it. Out of these differences it is easy to create caricature image of the cheating British student as an cosmological strengths and weaknesses ambitious person , who wishes to li cunxin family, perform well and of the cosmological and weaknesses Finnish student who mainly cheats because it seems to be the easiest way to swanwick centre, go about the cosmological and weaknesses studies. Considering the reasons for not cheating the British students seem to have two main reasons, which are used considerably more often than the other ones available; That it would have been pointless/unnecessary and that it would have been immoral/dishonest. The immorality aspect is mentioned as the most frequently used among the Finnish students, but the second most frequently used is Essay on The on Immunological that the student never thought of it, closely followed by the reason that the situation didn#146;t arise or wasn#146;t applicable. Again, then , the British students seem to be more focused on the outcome/the result of the cheating behaviour than the Finnish ones.

Even though morality is one of the most frequently used reasons for not cheating in both of the groups, the potential cheater-reasons, i.e. the cosmological ones giving I never thought of it, the reliant situation didn#146;t arise and/or it was unnecessary/pointless, amount to about 50 % in cosmological argument strengths and weaknesses, both of the groups. In connection to the fact that the reasons shame /embarrassment at being caught (1,3 % of Finnish answers, 0 % of British ones) and fear of detection/punishment (1,9 % of Finnish answers and 5,8 % of British ones) were used quite infrequently, this implicates that it is of the utmost importance to reduce the opportunities of successful cheating, e.g. by creating individual exams and other assessment tasks that demand creativity and originality, not just reproduction. The fact that embarrassment is such an infrequent reason also implicates that nether British or Finnish students feel responsible for the code of honour of their academic institutions. Hence, by technology establishing a functioning code of honour one could most likely reduce the strengths instances of cheating remarkably, since the socio-moral climate is known to affect the behaviour of swanwick centre students more effectively than their own level of moral development (MacCabe Trevino, 1996). The reduction of cosmological strengths and weaknesses opportunities for successful cheating is, of course, the most immediate way of reducing cheating, but in the long run that measure will not suffice.

According to the findings in this study and other ones (cf. Lady Character! Davis et al, 1992) , there is a gap between the cosmological and weaknesses notions of morality and correctness as withheld by society and university staff and the notions of these phenomena withheld by the students. It is therefore necessary to spell out which the common rules are and also control that they are followed. To go even further it is also important to stress the importance of moral education for moral development in order to secure a functioning society, presuming that that is what is what is wanted. Variations in cheating behaviour on the basis of the back ground variables. Contrary to previous research very few of the reliant background variables seem to affect the tendency to argument strengths and weaknesses, cheat to a significant extent. This was, however, also the case for Haines et al (1986, in Davis et al, 1992). They came to the conclusion that it was because of the unproportionality concerning sex and year of study in the sample, which also seems to swanwick centre, be the case in this study. Argument And Weaknesses! Except the gender differences on feminine mystique, betty some items, mentioned in strengths and weaknesses, the results, there were, however, also weak, but statistically significant positive correlations between the overall tendency to cheat and year of study, the perception of how much other students cheat and reason for studying. This result implies that academic misconduct, at swanwick centre least to some extent, may be epidemic and that students#146; reasons for not cheating are gradually worn down when they see fellow students cheat, without being caught.

The reason for studying is also of considerable importance, when discussing cheating rates. An obvious way of reducing cheating in our faculties would be to ensure that only intrinsically motivated students are accepted. The question is strengths then: How do we control for that, and do we really want to; It is all linked to the kind of mystique, professionals we want to strengths and weaknesses, educate. Summary of implications. Academic staff can no longer presuppose that students know and behave according to unwritten moral rules or an inner code of honour. One, obvious way of reducing cheating in universities is then to spell out what rules and character, codes the students are subjected to. Such a document ought, however, to strengths and weaknesses, be carefully thought out and produced in co-operation with the students, in Ethnography examples, order to establish it as a code of honor2, otherwise it will only fill the purpose of argument a list of potentially successful cheating behaviours.

According to previous research, students#146; moral behaviour and ethical reasoning seems to develop under continuous education. I am convinced that this influence can be made stronger through focused attention to the area and an open ethical dialogue, not in any specific course, but as every teacher#146;s concern. This would create a good socio-moral environment for moral development, which is what universities ought to foster in their students, since that is something they will need in their everyday life as well as in feminine mystique,, their professional activities, and of which society will benefit or suffer in cosmological strengths and weaknesses, the long run. Even though the personal factors causing or preventing cheating are probably the primary ones, it is also a good idea to try to reduce or eliminate the external factors that seem to cause cheating. One of the technology major external reasons for cheating was time pressure. That ought to be quite easily remedied through courses/ supervision in studying technique and discipline, as well as a better co-ordination of courses and exams between university staff. It is also up to the staff to really check that the rules they give are followed. Such a behaviour signals that the rules are judged as important and might awaken conscience in the students, or at and weaknesses least make the cheating alternative less attractive and swanwick centre, easy to carry out.

In this case it is, in fact, most important to catch the small fish. Davis and Ludvigson in turn present a twofold way of reducing cheating in the long run, namely by cosmological a) using positive reinforcement and Essay examples, b) by encouraging and fostering the students to acquire an outlook on life that will prevent them from cheating. The results of this study are particularly serious from a societal point of view, since it involved future teachers, theologian and economists. Cosmological Argument! What kind of teachers does the society of today want? Is it possible for a teacher who does not regard cheating as wrong to teach pupils high ethical and moral standards? Or should the comprehensive school only strive to reliant, teach knowledge and skills? The compulsory schoolteachers are of strategic importance, since they are the ones who ought to cosmological strengths and weaknesses, start the process of moral development, if academic freedom is to be a reality in the future. Lax morality among economists and teologians is, however, no less serious than among teachers. If those particular groups in lady macbeth, society are not to be trusted, then who? In the long run that will produce an even greater disbelief in authorities, eventually resulting in community breakdown. In order to be able to cosmological argument and weaknesses, deal with the lady problem in an efficient manner it is necessary to reach the causative factors, which probably are best reached with a flexible and cosmological strengths and weaknesses, qualitative approach.

To understand delicate and inaccessible phenomena like the one at on The Roles of Microbiota on Immunological hand it is important to cosmological and weaknesses, benefit from as many sources of knowledge as possible; an interdisciplinary approach would probably be most adequate. In The Feminine Betty! It is also important to realise the problem with truthfulness. In this study it was generally found that the students tended to answer the cosmological questionnaire with less anxiety, when it was stressed that the researcher was a fellow student and not a member of the university staff. Anderman, E, Griesinger, T, Westinger, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90 , 1, 84-93. Ashworth, P. Bannister, P. (1997).

Guilty in whose eyes? University students#146; perceptions of cheating and plagiarism in academic work and li cunxin family, assessment. Studies in Higher Education, 22 , 2, 187-204. Baird, J.S. Jr. (1980). Current trends in and weaknesses, college cheating. Psychology in the Schools , 17 , s. Li Cunxin! 515-522. Baldwin., DeWitt C., et al. (1996).

Cheating in Medical School: A Survey of Second-Year Students at 31 Schools. Academic Medicine; 71 , 3, p267-73. Bj?rklund, M. Argument Strengths And Weaknesses! (1997). Akademiskt fusk #150; F?rekomst, metoder och orsaker. En enk?tunders?kning bland studerande vid Svenska handelsh?gskolan i Vasa, samt pedagogiska och teologiska fakulteterna vid ?bo Akademi. Unpublished master#146;s thesis. ?bo Akademi University, Vasa. Davis, S.F., Grover, C.A., Becker, A.H. McGregor, L.N. (1992). Academic dishonesty: prevalence, determinants, techniques, and swanwick centre, punishments. Argument Strengths And Weaknesses! Teaching of Psychology , 19 , 1, s. 16-20. Davis, S.F.

Ludvigson, H.W. Family! (1995). Additional data on cosmological academic dishonesty and a proposal for remediation. Teaching of Psychology, 22 , 2, s. 119-121. Franklyn-Stokes, A. Newstead, S.E. (1995). Undergraduate cheating: who does what and why?. Studies in Higher Education, 20 , 2, s. Family! 159-172. Graham, Melody A., et al. (1994). Cheating at small colleges: An examination of student development. Journal of College Student Developments, 35 , 4, 255-260.

Grahnstr?m, T. (1996). Sv?rt f? uppr?ttelse f?r fuskanklagad. Vertex, 5 . Hetherington, E.M. Feldman, S.E. (1964). College cheating as a function of subject and situational variables. Journal of Educational Psychology , 55 , 4, s. 212-218. Jendreck, Margareta, Platt. Cosmological Strengths! (1992). Students#146; reactions to academic dishonesty. Journal of College Student Development, 33 , 3, 260-273. Kuehn, P., Stanwyck, D. J., Holland, C. L. Li Cunxin Family! (1990). Attitudes toward cheating behaviours in the ESL classroom.

TESOL (Teacher of English to Speakers of Other Languages) Quarterly, 24 (2), 313-317. Lipson, Alberta and McGavern, Norma. (1993). Undergraduate academic dishonesty at MIT. Results from and weaknesses, a study of attitudes and behaviour of undergraduates, faculty, and graduate teaching assistants. Lord, T., Chiodo, ?D. (1995). A Look at Student Cheating in College Science Classes.

Journal of Science Education and Technology; 4 , 4, 317-24. Lunds Universitet Meddelar, ?rg 31, nr 7, 1998. Lunds universitet. Maramark, Sheila Maline, Mindi, barth. Swanwick Centre! (1993) Academic dishonesty among college students. Issues in education. Cosmological Argument Strengths! Office of Educational research and Imporvemnet (ED), Washington, DC.

McCabe, Donald, L. (1993). Faculty resposnes to academic dishonesty: The influence of student honour codes . Research in Higher Education, 34 , 5, 647-658. McCabe, Donald, L., Bowers, William, J. (1994). Academic dishonesty among males in college: A thirty year perspective . Journal of College Student Development, 35 , 1, 5-10. McCabe, D.L. Trevino Klebe, L. (1996).

What we know about swanwick centre cheating in college. Change, 28 , 1, s. 28-33. Miller, C.M. Parlett, M. (1974). Up to the Mark, a study of the examination game. Cosmological! Society for Research into Higher Education. Murray, B. Character! (1996). Are professors turning a blind eye to cheating? Schools facing a plague of cosmological argument strengths and weaknesses cheating. Beware the swanwick centre #145;A#146; student: Overachievers can be cheaters. The APA MONITOR , 27 , 1, s. Cosmological Argument! 1, 42.

Newstead, S.E., Franklyn-Stokes, A. Armstead, P. (1995, in family, press) Individual differences in student cheating. Journal of Educational Psychology . Singhal, A.C. (1982). Factors in students#146; dishonesty . Psychological Reports, 51 , s. 775-780. A) Allowing own course-work to be copied by another student. B) Taking unauthorised material into an examination (e.g. 'cribs') B)Fabricating references or a bibliography. D) Lying about medical or other circumstances to get special consideration by examiner. E) Copying another student's course-work with their knowledge. F) Lying about medical or other circumstances to get an extended deadline or exemption from cosmological argument, a piece of work. G) Submitting course-work from an mystique, betty outside source.

H) Taking an examination for someone else or having someone else take an cosmological strengths and weaknesses examination for you. I)In a situation where students mark each other's work, coming to an agreement with another student or students to mark each other's work more generously than it merits J) Copying another student's course-work without their knowledge. K) Illicitly gaining advance information about the contents of an examination paper. L) Inventing data (i.e. entering nonexistent results into the database) M) Ensuring the availability of books or journal articles in the library by deliberately mis-shelving them so that other students cannot find them, or by cutting out the lady character relevant article or chapter. N) Paraphrasing material from another source without acknowledging the original author.

O) Copying material for course-work from a book or other publication without acknowledging the source. P) Premeditated collusion between 2 or more students to communicate answers to each other during an argument strengths and weaknesses examination. Q) Copying from a neighbor during an Essay examples exami-nation without them realizing. R) Altering data (e.g. adjusting data to obtain a significant result) S) Doing another student's course-work for them.

T) Submitting a piece of course-work as an individual piece of work when it has actually been written jointly with another student. U) Attempting to obtain special consideration by offering or receiving favors, for example, bribery, seduction, corruption. V) Signing as present a not present fellow student at a course where obligatory attendance is asked for. W) Kept silent about a teacher's misbehavior or misuse of cosmological argument strengths his/her position in order to swanwick centre, get approval on a test or a higher mark. This document was added to the Education-line database on 21 March 2000.

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essays for the youth Discussing the importance of education, taking on the meanings of this definition and considering history; this paper examines the importance of the development of education in cosmological strengths and weaknesses youth work. This paper discusses the family development of youth work, how it originally started and how certain sectors of the community were oppressed, also about how all of this affects the way in which I practice youth work. Argument Strengths And Weaknesses? However, before discussing the importance of education in the development of Essay youth work, let us establish what education is and what youth work is. Education is categorised as being formal, informal and cosmological strengths and weaknesses non formal.

It is a process of understanding the on The of Microbiota world, and of acquiring the confidence to cosmological strengths, explore its workings. Not only is it a process which happens in schools and colleges, but it can happen anywhere. Today, there are many perceptions as to what exactly youth work is. Formed either by individuals working with young people, or by individuals who are associated with services providing for the development of young people. As a youth worker I would say in relation to education, that youth work is education for life. It works by building relationships with young people, and offering them programmes of activities using an informal educational approach.

Which is swanwick centre, a crucial addition to the education offered in schools and colleges. Informal education being: ‘a special set of processes which involves’ ‘broad ways of thinking and acting so that people can engage with what is going on’. (Jeffs and Smith, 1990:3). Youth work also involves both non formal and informal education, because it is necessary to provide young people with a variety of experiences. Non-formal education being an ‘organised educational activity outside formal systems’ . Cosmological Argument Strengths? (Jeffs and Smith,1996:71). That will inturn help them ‘pursue their rights and responsibilities as individuals and reliant technology as members of groups and communities’. (NYA, 1999). It is extremely important to provide a facility for young people to grow and flourish academically, but also encourage them to participate in and challenge the circumstances that are ahead of them. As a youth worker working within a multi cultural society. I feel it is not only a responsibility to encourage personal development, but also help them adapt to strengths, living in a multi cultural society, respecting others and other cultures. Of Microbiota On Immunological Function? Also to introduce them to issues such as sex, drugs, sexuality, crime, then allowing them to reflect and question them. However serious issues are not always welcomed in youth clubs, because they are seen as a form of formal education.

Therefore how it is delivered to the young person is argument strengths and weaknesses, extremely important. Crime and disorder was one issue the centre where I work tried to deliver, however not only to the young people who attend the youth clubs, but to the also young people who live around the area. The event had to be well advertised, and to draw the Ethnography examples young people in, the centre laid on food and drinks. There was a good turn out. Initially there was little response from the young people, when mentioning acts such as anti social behavior, parenting orders, child curfews and truancy. Neither of these acts had been operated in argument strengths and weaknesses the area therefore they did not recognise the importance of them, hence showed little interests. However there was greater participation when the in the feminine mystique, betty murder of cosmological argument Steven Lawrence was mentioned.

In general there were strong negative feelings towards the swanwick centre Police and the British Justice System. It made us realise that the cosmological argument young people were concerned about social and political issues and how the Police treats them. My colleagues and I took this opportunity to encourage the young people to question these issues and then equip them with the relevant information required by them to understand what is happening to the world around them. It also encouraged the young people to approach any of the centre staff, when requiring legal information. With the dawning of lady a new millennium and argument strengths and weaknesses technology moving forward at the rate it is. I feel that as a youth worker education is a two way process. It is not only technology, young people who need educating, I too have alot to keep up with In order to keep up with the and weaknesses constant ‘changing social and political agenda’ , (Young, 1999:7). Compared to in the betty, education in youth work today, the implication of education in the development of youth work in the early days was similar but not quite as complicated. It was as far back as 1780 when due to the work of cosmological argument Robert Raikes, a Gloucester newspaper proprietor.

Who pioneered the setting up of charitable provisions in the form of Sunday schools, because he felt that some form of learning was necessary for lady character, young people.(Patel, Handout, 1999) During the early nineteenth century, it was not compulsory to attend school. It was the education act passed in cosmological and weaknesses 1880 made it compulsory for all young people under the age of technology ten to attend school. (Patel, Handout, 1999). Therefore many young people during the early nineteenth century were expected to do exactly what the adults were doing. That was going out to work in the factories or workhouses and cosmological argument working for 12-15 hours a day to feed their families and themselves.

If they were not in reliant employment then they were out on the streets begging or stealing and generally being a nuisance to the adult community. With the factories act in 1833, barring all young people under the and weaknesses age nine from textile factories, and limiting the hours of the older ones. (Patel, Handout, 1999). This meant more younger people on the streets with nothing to do. It was quite apparent that more was needed to in the betty, be done for the development of cosmological strengths and weaknesses young people. Therefore, initially work with young people was founded by a few ‘charismatic’ ‘idiosyncratic individuals’ . Many of lady character whom ‘were openly appalled at how young people were being treated by its usually ruthless economic systems’ . These individuals ‘as upper and cosmological and weaknesses middle class philanthropists’ ‘sought to offer some at least ameliorating experiences and opportunities’ . (Davis,1999:8). The early youth work pioneers were mainly involved in the child saving movements: ‘by vigorously intervening on behalf of the poor exploited children who were the fallout of Britain’s exploding industrial society’. (Davis,1999:8). Trying very hard to keep the young society off the streets and examples trying to divert young people from cosmological and weaknesses crime, quite similar to what happens today. Essay? Also greater concentration was given to the personal and developmental needs of the young people. This was done by ‘filling up gaps’ during their leisure time.

Generally providing them with whatever was ‘lacking in their everyday life’ , and ‘broadening their lives’ , which still happens today. (Davis,1999:8). With the argument strengths establishment of the Young Mens Christian Association (YMCA) in 1844, an macbeth organisation that was ‘concerned for the spiritual welfare of the young boys’ . (Patel, Handout, 1999). Where the boys who were part the organisation were encouraged to take an interest in the bible . Later in 1853 the Young Women’s Christian Association (YWCA) was formed. This was an cosmological strengths amalgamation of the many girls organisations which had previously been in existence. Many of these organisations also encouraged learning from the Ethnography examples bible. However, Lily Montagu one of the early youth work pioneers gave specific attention to the young women, given that the women’s suffrage movement was beginning to form around the 1860’s. Who were a group of women fighting for women’s rights, and who to be recognised as individuals. Lily Montagu taking this into account tried to prepare the young girls for such a society, however when doing so she like many others was faced with ‘fierce male hostility’ . Men believing that they are the patriarchs. (Davis,1999:8).

More and more organisations were being formed and in 1883 saw the formation of the Boys’ Brigade and the London Girls’ Union. Many of these single sex organisations were ‘determined to win and hold’ ‘young people to a religious faith’ . (Davis,1999:9). In the cosmological strengths early twentieth century those running the St Christopher Working Boys’ Club, were clear that their aim was to teach them religion and to help them learn about the Service of God. With the founder of the Boys’ Brigade ensuring that the boys grew into ‘true Christian Manliness’ . (Davis,1999:9). Family? Maud Stanley also made it clear that clubs catering for strengths, the working girl were made aware of lady character their responsibilities to both ‘God and man’. (Davis,1999:9). This being quite different today where young women are encouraged to be their own person and that they are equal to argument and weaknesses, men. Religion was used to pave a pathway to what was right and wrong, helping young people to exhibit ‘the qualities of obedience, discipline and punctuality’ . Reliant? (Young,1999:12). This obedient and discipline person can still be seen in today’s scout or guide association, where the rules set out by the organisation explicitly requires this.

In 1939, the and weaknesses Youth Service was set up by the Ministry of Youth. Which issued a circular 1486 called The Service of Youth, in which the Board of Education undertook ‘a direct responsibility for youth welfare’ . Essay On Immunological? Working closely with the local education authorities and voluntary bodies to reach a ‘common enterprise’ , (HMSO,1960,Para:4) school leaving age at that time was 14. The McNair Report (1944) suggested that proper training was needed for cosmological and weaknesses, individuals wanting to take up youth leadership as a profession. The Albemarle Report (1960) also proposed further recognition be made on behalf of Essay on The of Microbiota on Immunological youth leaders for the qualifications, salaries and conditions of service. It suggested a ten year development programme making recommendations for training to boost the numbers of cosmological full time youth leaders. The report also suggested that in order to house the Youth Service it should consider looking for appropriate premises. Lastly it suggested that local government increase its expenditure on the Youth Service and offer grants for experimental work. (DES,1969,Para:20).

The Albemarle Report made no reference to the Black young people or to the young immigrants beginning to settle there. However it recognised that: ‘fewer girls than boys are members of family youth organisations, and much more thought will need to be given to ways of their specific needs’ . (HMSO,1960,Para:57). In the wake of the Albemarle Report, the argument and weaknesses National College at Leicester was set up. Training youth leaders, qualifications, salaries and conditions of service were re-negotiated. Increasing the numbers of full time and part time youth leaders entering into the field. Also expenditure on the Youth Service was increased substantially by the local education authorities. Swanwick Centre? (DES, 1969).

The Hunt Report (1967) called Immigration and the Youth Service was questioning whether separate provisions should be provided for the minority groups beginning to settle in strengths Britain. They opted against this because they felt that by technology integrating them with the rest of the ‘indigenous population’ , it would help them fit in strengths better. (The Youth Service by the Commission for Racial Equality in Roles Cheetham,1980:198). However, not really taking the time to carry out any research as to whether the young immigrant community would be made to argument, feel welcomed by the others. The white adult community showed extreme resentment towards black people where: ‘more than two thirds of Britains white population, in fact, held a low opinion of black or disapproved of them. They saw them as heathens who practised’ ‘black magic’ and Essay of Microbiota on Immunological ‘inherently inferior to Europeans’ . Argument Strengths? (Fryer,1984:374)

Hence if this was the feeling from the adult community towards black people then obviously the same feelings filtered down to the younger generation. However the Ethnography Essay Milson-Fairburn report, Youth and cosmological argument Community Work in the 70’s, realised that: ‘the Youth Service has not proved to be conspicuously successful since Albemarle in meeting the needs of lady macbeth girls and cosmological preparing them for their changed role in society’ . (DES,1969,Para:82). The numbers of girls compared to boys attending mainstream youth clubs had remained considerably low. With organisations such as the National Organisation for the work with Girls and young Women (NOW). Who won DES funding tried to provide: ‘information and resources, support and training for swanwick centre, work with girls and to help develop more women only residentials and other facilities’ . (Davis,Vol 2,1999:99). Organisations such as these were always lacking support and in constant attack by the prominent male dominance of the Youth Service. Cosmological Argument And Weaknesses? With separate facilities for girls attacked in the Thompson Report (1982) where it was suggested that the ‘service’s mainstream provisions must remain mixed’ . Lady Macbeth? (Davis,Vol 2,1999:99). As a youth worker, I personally feel that in order for some young girls to develop separate provisions are needed.

Especially so when it concerns black girls, who within a mixed setting are faced with continuos sexist attitudes. They are seen as ‘layabouts and made to cosmological strengths, feel uncomfortable’ . (Chauhan,1989:32). Many young men see them as objects and not as equal fellow beings. Many young girls stay away from reliant mixed clubs for this reason. Therefore it is important for the present youth service to recognise the problem faced by the black young girls and cosmological argument act appropriately.

The majority of paid work I do is macbeth, centre based, and cosmological argument and weaknesses I try to incorporate educational issues with fun activities. Lady? Apart from the basic facilities provided by the centre, which are the pool table, board games, sporting facilities and the use of the mini-bus for outdoor trips. I try to encourage the girls to recognise issues that concern them personally and socially. Issues such as personal hygiene, hair and beauty, drugs, racism, sex, boys, the list is endless. During the summer term programme the girls had expressed an interest in a demonstration for hair and beauty, so I tried to argument strengths and weaknesses, empower the girls to approach several individuals and arrange it themselves. Not everyone was comformable doing this and therefore took a back seat. The girls that were interested rang up a few places, however many beauticians would not talk over lady macbeth character, the phone. And Weaknesses? Therefore they arranged to visit them at their premises. Swanwick Centre? I drove them to the various locations but let them make all the arrangements. Argument Strengths? This made them feel confident, and I thought would possibly prepare them when approaching other adults, when applying for Essay Roles of Microbiota on Immunological Function, a job or elsewhere in argument strengths and weaknesses a formal setting.

The evening was a success, with the girls inquiring about personal issues such as spots, greasy hair and scalp problems. At the end of the evening the girls walked away feeling proud and confident, also feeling that they have learnt something. I then arranged further sessions around the topic of personal hygiene, and which brought me closer to the girls. They are confiding a great deal more in li cunxin family me, and made it a great deal easier for me to talk about strengths, drugs, sex and boys. Which I feel are topics, not being covered by parents and teachers and therefore youth workers like myself need to introduce them. In conclusion I feel that the Youth Service has done a great deal to cater for swanwick centre, the development of young boys and for cosmological, the young people who attend centre-based provisions. Whereas I feel that there are a great deal of character young people out there, especially black young girls that need facilitating, and as a service for the youth it is up to them to do so. And Weaknesses? They also need to gain greater knowledge about the various new settlers and cultures that are now beginning to develop, rather than wait till its too late. © Jaiwanda Patel Student Youth Work Online 2001. References Recommended Reading.

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