week 6
Week 6 Avoiding Plagiarism (1)
I. Teaching Aim
https://www.wendangku.net/doc/c7308695.html,mon Knowledge
2.Original sources
II. Content
1.Definitions
2.Distinction between common knowledge and original sources
III. Procedure
1.Lecturing
a.Plagiarism is an offense
Plagiarism is using somebody else?s words or ideas as if they were your own. It is a serious offense in college and in life after college because it is dishonest.
When you work with outside sources, you must give credit to them. In other words, if you quote, paraphrase, or summarize from another source, you must provide your reader with information about that source, such as the author?s name, the title of the essay, and the identity of the publisher. If you use other people?s words without giving them credit, you are plagiarizing.
When you do not cite your sources properly, your readers will think certain words and ideas are yours when they actually came from someone else. When you steal material in this way in college, you can get dismissed from school. When you commit the same offense in the professional world, you can end up in court. So make sure you understand what plagiarism is as you move through this chapter.
https://www.wendangku.net/doc/c7308695.html,ment knowledge
If you are referring to information such as historical events, dates of presidents? terms, and known facts, like the effects of ultraviolet rays or smoking, you do not have to cite a source. This material is called common knowledge because it can be found in a number of different sources. You can use this information freely because you are not dealing with anyone?s original words or ideas.
c.Original ideas
If, however, you want to use someone?s words or ideas, you must give that person credit by recording where you found this information. This process is called citing or documenting your sources, and it involves noting in your paper where you found the idea. Since essays based on sources are developed around sources that support your position, citations are an essential ingredient in any source paper.
d.Re-observation
As you can see in Mary Minor?s paper, every source is actually acknowledged at least twice in her paper: (1) in the paper right after a quotation or idea and then (2) at the end of the paper in a list of sources used in the paper. At the note-taking stage, you simply have to make sure that you have all the information on your sources that you need to acknowledge them in proper form in your paper. Having to track down missing details when you prepare your lists of works cited is frustrating and time consuming.
Re-read the Mary Minor?s essay, and see how well the sources are cited in the essay.
Children as Robots
When children are infants, there are certain “norms” that they are measured by to see if they are progressing through developmental stages at the rate of other infants their age. The “norms”
are never clear-cut and leave room for individual differences. When a child hits the age of two and enters day care, “norms” become all important. More than in any other time in history, the 1990s brought about a change to “norms”that left parents confused. The “terrible twos”and “trying threes” no longer seem to be the best descriptions of toddlerhood. Today children who are “too”terrible at the age of two or “too” trying at the age of three are diagnosed with either “Attention Deficit Disorder (ADD) or its more severe variation, Attention Deficit Hyperactivity Disorder (ADHD). Both neurological conditions seem to be the children plague of the …90s” (Higdon 84). Children are often misdiagnosed with ADD or ADHD and suffer unnecessarily when medicated for a disorder they may not have.
Because medical professionals cannot agree on “whether this is one disease with subcategories or two entirely different diseases” (Brink 80), the terms ADD and ADHD are often used interchangeably. Both terms, however, refer to “a short attention span”(Schmitt), with or without hyperactivity. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (American Psychiatric Association, 1994) defines ADHD as a “persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development” (Kendall 839). What?s more, the disease ADD has become “one of the most commonly diagnosed” childhood diseases in the United States today (LeFever, Dawnson, and Morrow 1359), afflicting “approximately 4 to 7 percent”of American children (Durall 38). The National Institute of Mental health (NIMH) claims that “differences do not a disorder make. The differences could simply be part of human variation…We don?t know if perhaps we should not treat ADD as the far end of normal behavior, just like height, weight, or muscle mass” (Koch 918). Given the fact that children are identified as having this disease based on what a person may consider “normal”behavior, it is unfortunate for the children being diagnoses that nobody can agree on what “normal” means. So specialists need to be careful when recommending treatments for what could be everyday behavior.
Many children today who do not fit the “norm” of adult expectations may be diagnosed with ADD. Labeling a child?s behavior based on a set of “norms”is ludicrous since these qualities cannot accurately be measured, let alone defined. According to Thomas Armstrong, author of The Myth of the ADD Child, “Once the influential American Psychiatric Association (APA) declared ADD a disorder in 1980, the DSM defined it more and more broadly…Increasing numbers of children are caught in the ever-widening definition net and are then labeled ADD” (914). But even though we have a definition for this disorder, nobody really knows for sure what the disorder is. According to psychologist Stephen P. Hinshaw, “There?s clearly not a single cause of all cases of well-diagnosed ADHD”(qtd. In Bower 343). Other professionals agree that accurate diagnosis “remains elusive and controversial” (Koch 907). If our leading professionals do not know what a “well-diagnosed” case is, how can we be sure that they even know what any case of ADHD is?
Because there are no reliable tests for ADD, nobody is really able to tell if a child actually has the disorder. “Given the explosion in ADHD diagnoses …, the disorder is surprisingly ill defined….There is no blood test, no PET scan, no physical exam that can determine who has it and who does not”(Gibbs 90). Professionals in the field argue over what the disease is, what causes it, how it should be treated, or whether it is a disease at all (Brower 343). Yet numerous children are diagnosed with this disease and are medicated because of it.
There are as many speculations about the causes of ADD and ADHD as there are experts. Unfortunately, the ones lost in the conclusion are the children, and this is due to one fact: Ritalin,
the most widely used method of treatment for this disorder, works so well that additional medical tests are not done. According to Dr. Sydney Walker, neither doctors nor insurance companies want to take the time or spend the money to track down the “real” cause of the problem. Instead, they mask the symptoms with Ritalin (Barkley and Walker 921). While Ritalin seems to work for many children, nobody knows why or how it works, not to mention what the long term effects of the drug might be (Gibbs 89). We have no absolute information about ADD, only a set of symptoms, which includes excessive talking, fidgeting, and similar behaviors. In other words, parents face the decision of whether or not to put their child on strong drugs when nobody has yet proved that a disorder exists.
Unfortunately, teachers are often the first to be involved in diagnosing a child, and “sometimes the school systems insist on a brain-disorder label” (Brink 81). One parent describes his experience and feelings about the matter in a U.S. News and World Report article: First it was the teacher, then the school counselor, then the heavies in the school, the principal, that start to show up. You go to meetings, and everyone thinks your child has a problem…Doctors and therapist each had a different diagnosis---ADHD, anxiety disorder, obsessive-compulsive disorder, depression --- and each diagnosis called for a different drug… Social conformity and mental health are becoming the same terms…The person with
a different perspective is seen as a candidate for medication. (Brink 81)
Parents are often pressured into placing their children on drugs with the hope that their children will achieve “academic and social success”(Brink 76). However, this pressure may be unwarranted. “There is no solid evidence that stimulant medicine [such as Ritalin] has any impact on scholastic achievement …Teachers and parents tend to approve of the drug because it makes unruly kids more manageable and more social”(Sheppard 46). So what may be disruptive to teachers or other students may simply be normal behavior for some children.
Some children are so hard to control that mind-altering drugs such as Ritalin appear to be a blessing; but drugs, if used at all, should be used for a short period of time---until the “real” cause of the problem behavior is found. Pediatrician Lawrence Dillers states his opinion on the subject well when he says, “I just don?t believe a pill is the moral equivalent of good parenting and good schooling…I prescribed it because …my job is to relieve suffering, and Ritalin, in the short term, will ease suffering” (qtd. in Brink 81). One must wonder, however, whose suffering this doctor is relieving; is it the teachers? and parents?or the children?s? Diller?s good intentions demonstrate why children should not be medicated for an ill-defined disease.
Despite major controversy in the medical field, however, there has been no proof that drugs are being over-prescribed for American children. Some experts even feel that children may be undertreated (Koch 912). No studies have been found that would prove one claim over the other, which again means that each child is treated according to the most popular opinion. As a result, “Students who were younger that their classmates were 21 times more likely to be medicated” for ADD or ADHD (920). With a statistic like this, it?s astonishing that experts disagree on this subject.
Even drugs can be beneficial in some instances, long=term usage is potentially dangerous because these drugs are presently “classified as …having a high potential for abuse with severe liability for physical and/or psychic dependence?” (Morrow, Morrow and Haislip 1121). Also, “a very small percentage of children treated at high doses have hallucinogenic responses” (Gibbs 90). To give a prescription for drugs to a child without comprehensive medical testing is, as Walker
states, “inexcusable”(Barkley and Walker 921). Doctors need to agree that children are overmedicated for a disease that may not exist and find more acceptable ways to curb “disruptive behavior”. Many children exhibit the symptoms of ADHD due to family problems or other environmental factors. Diet may also play a major role in this scenario. The removal of certain foods, especially those containing “allergenic food additives and dyes” (Koch 916), may very well eliminate the symptoms. When doctors quote the Hippocratic Oath, they say these words: “I will apply dietetic measures for the benefit of the sick according to my ability and judgment; I will keep them from harm and injuries” (“Hippocratic Oath”). Sworn to dietetically treat their patients, doctors should remember this oath before prescribing drugs for a disease that nobody can prove exists.
Perhaps these “disease”are nothing more than a belief system in an ever increasing “conformist” society. Every effort should be made to find the cause of the “real” medical problems underlying ADD and ADHD before we even think about giving our children drugs. A doctor who does not order medical tests for a child with symptoms of ADD is negligent, to say the least, and the failure of a doctor to discuss alternatives to drug therapy with parents when diagnosing ADHD is more than “inexcusable”; it?s unforgiveable. More parents would seek alternative treatment if they knew that their children was diagnosed on the basis of nothing more than a list of symptoms that cannot be defined or measured. After all, most parents do not want their child placed on long-term stimulant drugs. It?s time to say good-bye to “conformist”American classrooms and diagnoses. People don?t fit “norms”; they have personalities.
Works Cited
American Psychiatric Association. The Diagnostic and Statistic Manual of Mental Disorders. 4th ed. Washington: APA, 1994
Armstrong, Thomas. The Myth of the ADD Child: 50 Ways to Improve Your Child?s Behavior and Attention Span Without Drugs, Labels, or Coersion. New York: Dutton, 1995.
Barkley, Russell, and Sydney Walker III. “At Issue: Are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) Legitimate Medical Diagnoses?”CQ Researcher 9 (1999): 921.
Bower, Susan. “Kid?s Attention Disorder Attracts Concern.” Science News 154 (1998): 343. Brink, Susan. “Doing Ritalin Right.” U.S. News and World Report 23 Nov. 1998: 76-81. Durall, John. “Toward an Understanding of ADHD: A Developmental Delay in Self-Control.”
Camping Magazine Jan. 1999: 38-41.
Gibbs, Nancy. “The Age of Ritalin.” Time 30 Nov, 1998:86-96.
Higdon.Hal. “Getting Their Attention.” Runner?s world July 1998:84-87.
“Hippocratic Oath.” World Book Encyclopedia. V ol. 9. 1999 ed.
Kendall, Judy. “Outlasting Disruption: The Process of Reinforcement in Families with ADHD Children.” Qualitative Health Research 8 1998）：839-857.
Koch, Kathy. “Rethinking Ritalin.” CQ Research 9 (1999): 907-914.
leFever, Gretchen B., Keila V. Dawson, and Ardythe L. Morrow. “The Extent of Drug Therapy for Attention Deficit-Hyperactivity Disorder Among Children in public Schools.”American Journal of Public health 89 (1999): 1359-1364.
Morrow, Robert C., Ardythe L. Morrow, and Gene Haislip “Methylphenidate in the United States, 1990-1995.” American Journal of Public Health 88 (1998): 1121.
Schmitt, B.D. “Attention Deficit Disorder (Short Attention Span).” Clinical Reference System 1
July 19999. 17 Feb. 2000 [https://www.wendangku.net/doc/c7308695.html,/ehost/lonin.html]
Sheppard, Robert. “Growing Up Hyperactive.” Maclean?s 7Sept. 1998:45-46.
2.In-class practicing
Identify the following information as either common knowledge (CK) or original source (OS). (to be handed in at the end of class.)
a.In a typical day, for human beings to drink the equivalent of what the glassy-winged
sharpshooter insect drinks, humans would have to drink 4,000 gallons of liquid, half the amount in a standard swimming pool. （）
b.William Shakespeare was born and died on the same day, April 23, 52 years apart. ( )
c.Abraham Lincoln was shot in Ford?s Theater byJohn Wilkes Booth. ( )
d. A human being cannot survive beyond three days without water. ( )
e.The Paleozoic era produced the first shellfish and corals in the Cambrian period, the first
fishes in the Ordovician period, and the first land plants in the Silurian period. ( )
f.Tom Hanks has won two Oscars, one for his role in Philadelphia and one for the title role in
Forrest Gump. ( )
g.Aerobic respiration consists of oxygen plus organic matter that produces carbon dioxide,
water, and energy. ( )
h.The success of Survivor caused many other reality shows to be produced. ( )
i.The longest palindromic word in the English language is saippuakivikauppias. ( )
j.AIDS is a disease that can be caught through unprotected sex. ( )
3.After-class assignment
Reread Mary Minor?s essay to examine how it is well documented.
大学英语四级长句翻译方法及技巧
第19卷第12期 武汉科技学院学报Vol.19 No.12 2006年12月 JOURNAL OF WUHAN UNIVERSITY OF SCIENCE AND ENGINEERING Dec. 2006 英语长句翻译方法及技巧 张艳萍 (湛江师范学院大学外语部, 广东湛江 524048) 摘要：英语长句翻译是英语学习中的一个难点,本文从英汉语言对比的角度，探讨了英汉两种语言的 差异，进一步分析了两种语言长句的特点,概述了英语长句的常用的四种翻译方法，并举例分析了这些 方法在实际中的运用。 关键词：英汉长句；差异；翻译；技巧 中图分类号：H315.9 文献标识码：A 文章编号：1009－5160(2006)－0200－04 我们在英语教学过程中，往往会发现学生在汉译英时出现中国式英语，英译汉时句子却“西化”。究其原因我认为这主要是因为英语和汉语来自两种完全不同的文化语言体系，语序差别甚大，尤其遇到复杂长句，除了需要较强的对比分析理解能力外，还要求我们掌握一定的翻译理论和技巧以及具备较好的语言表达能力。为此，本人结合自己的英语教学实际，拟从英汉语言对比的角度来对英语长句的翻译问题作些探讨。 1 英汉句子结构的差异 人类语言的多样性，使翻译成为人类交流的重要媒介。同时，由于不同语言体系的差异，在英汉翻译里，英语和汉语会在句法结构、内在逻辑关系存在着明显差异： （1）英语句子重形合，汉语句子重意合。汉语注重隐性连贯注重逻辑事理顺序、注重功能、意义，注重以神统形，形合手段比英语少得多，没有英语所常用的那些关系代词、关系副词、连接代词和连接副词。并且汉语介词数量少，句式结构上也无太多的限制，可以利用说话的语气、环境及语言结构内部的相互衬托等条件使语句尽量辞约义丰。所以汉语是一种必须联系交际人主体意识、语言环境、句子表达功能作动态的意念分析的重“意合”的语言，是有别于英语句子重“形合”，试看下面句子： 例1：My idea of a good P.E. class is one where youth are involved in at least 20 minutes of basic movement that gets their heart rates up. 译文：说到一节好的体育课，我的想法是青年在体育课中至少要进行20分钟使他们心跳加快的基本运动。 这是一个典型的重形合的英语句子，全句用两个关系代词将两个定语从句联系起来，在译文中，将关系一层层理清楚，整句语气从容不迫，这就符合了汉语的叙事方法。 例2：不听老人言，吃亏在眼前。 译文1：If you wish good advice, consult an old man. 原文中的假设关系是隐含的，译成英语时用连词if把假设关系给表达出来，从这一例句可以看出英语重形合而汉语重意合的句子特点。 译文2：Who never consults an old man may suffer loss. 此句用名词性从句来翻译，同样体现了英汉两种语言在“形”和“意”上的区别。 （2）汉语通常根据时间顺序逐个翻译，而英语则较注重空间顺序。 汉语句中可常见两个以上的动词，甚至几乎全句皆动词。如：孩子们手里拿着老师给他们的礼物，唱着、 收稿日期：2006-09-17 作者简介：张艳萍（1978- ），女，硕士研究生，研究方向：英语翻译.
上海牛津版八年级上册8A Unit6-7词性转换专项巩固练习(有答案)
上海牛津版8AU6-U7词性转换专项练习 一、用所给单词的正确形式填空 1．The school library is on the _________ floor of the new building. （two） 2．We are all working hard to make our country strong and _________. （power） 3．My mother always says _________ is the most important when we do everything. （safe）4．The little boy had a _________ look on his face when seeing the magic show. （surprise）5．“What you say is partly _________,” the teacher said to me in class. （truth） 6．The movie is _________. It’s not good for children to see it. （frighten） 7．Our school will go ________ during the half-term holidays. （camp） 8．Alice felt ________ when she saw a monster coming towards her. （frighten）9．Many beautiful animals will ________ if we don’t do anything to protect them. （appear）10．Detectives have caught several ________ at the station. （thief） 11．________ he can’t see the words on the blackboard clearly without glasses. （luck）12．Please carry the vase ________ because it can be easily broken. （gentle） 13．Can I ask you for a ________ （favourite）? 14．It must be exciting to ________ a new world. （unexplored） 15．My office is on the 11th floor of a building with eighteen ________. （storey）16．Towards evening yesterday, we found a ________ puppy in my garden. （lose）17．The children were enjoying ________ during the trip to North Country Park. （they）18．The movie is ________. It’s unsuitable for children to see it. （fright） 19．He lived on the ________ floor of the flat. （twenty） 20．The cross talk was so ________ that all the people began laughing. （fun）
实验2. ASPNet验证控件
实验编号：02 四川师大Web程序设计实验报告 2015年12月26日 计算机科学学院级 4 班实验名称https://www.wendangku.net/doc/c7308695.html,验证控件 姓名：沙夫都学号：2013110431 指导老师：徐勇实验成绩: 97 实验二https://www.wendangku.net/doc/c7308695.html,验证控件 一．实验目的及要求 使用https://www.wendangku.net/doc/c7308695.html,验证控件制作一个简单的用户注册页面。 二．实验内容 1.使用https://www.wendangku.net/doc/c7308695.html,验证控件制作一个简单的用户注册页面。 2.注册页面中有用户名、密码、重复密码、年龄、电子邮件等必填项。其中密码需要二次 验证，年龄范围在1~100之间，电子邮件符合规范。 三．实验主要流程、基本操作或核心代码、算法片段（该部分如不够填写，请另加附页） <%@ Control Language="C#" AutoEventWireup="true" CodeFile="WebUserControl.ascx.cs" Inherits="WebUserControl" %>
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