Short stories Essay Example for Free

Short stories Essay Traditional detective stories fall into three groups, whodunit murders,mysteries with a twist in the tale and locked room stories.  A whodunit mystery is a story where the detective has to find out who commited the murder by unravelling a series of clues that will eventually lead him to the murderer.There are usually a group of characters who are potential suspects because they have either a method or a motive for the crime.As the story moves on the detective slowly eliminates all the suspects in his mind until only one remains. The detective then usually calls all the suspects together and reveals the perpetrator.When the villain is taken away the detective them goes on to explain how he assembled all the clues and how they led him to the murderer. An example of how Conan Doyle exploits this is in the Cardboard Box when a cardboard package is sent to Miss Susan Cushing with a pair of preserved human ears in it and no-one knows why or who the ears belong to.Conan Doyle exploits this by removing the elimination process and turning it into a hunt for who the ears belong to and who must have killed the owners. After using his powers of observation, I percieved that her ear corresponded exactly with the female ear which I had just inspected. The matter twas entirely beyond coincidence.There was the same shortening if the pinna,the sam broad curve of the upper lobe,the same convolution of the inner cartilage.In all essentials it was the same ear. He comes to the conclusion, that one of Miss Cushings sisters, who is mentioned at the beginning of the story, and her lover were killed by her jealous husband.He was driven back to drinking by the rumours spread about him by the third of the Cushing sisters. The Mystery with a twist is a story that appears to follow the traditional lines of a murder or a crime story but then has an unexpected twist at the end.An example of how Conan Doyle exploits this is in the Silver Blaze story.In Silver Blaze a prize winning horse has been stolen and its trainer murdered.Sherlock Holmes is then called in and after following a series of clues he comes to the startling conclusion that Silver Blazes trainer,John Straker was not murdered but was kicked in the head by his horse when trying to sabotage its chances in its next race. The horse had then run away from its stables and was picked up by a rival stable owner; then kept hidden by painting it brown and passing it off as one of his own horses.A long series of clues were pieced together to lead to this conclusion.So the twist in this tale was that there was no murder when from the start all the evidence make it appear so. The locked room story type is a story where a murder has been commited in a locked room but there is no murderer,no murder weapon and no evidence of a suicide.In the Speckled Band a murder was commited two years ago but no-one knows how or why the girl died because she was in a locked room with barred windows and there was no evidence to show how she died apart from fright.Conan Doyle exploits this by having Holmes be visited by the sister of the murderd girl and say that she is afraid that the same thing will happen to her. Yet if the lady is correct in saying that the flooring and walls are sound,and that the door,window,and chimney are impassable,the her sister must have undoubtedly been alone when she met her mysterious end. Holmes is trying to find out from the beginning how a murder could take place in a locked room with no way to enter. After visiting the house, Holmes and Watson decided to stay in Ms.Stoners room and while they are there a snake drops through the ventilation shaft, which was intended to kill Ms.Stoner.The snake then retreats back through the ventilation shaft and bites Dr.Gimesby Roylott the owner of the snake.It can seem very obvious from the beginnning of the story that Dr.Roylott has something to do with the murder but there is no evidence to prove this.Holmes then using his powers of deduction and observation uncovers Dr.Roylotts plans but inadvertantly causes his death. The genre used in the Red Headed League is that of a simple mystery.At the beginning it is not obvious that a crime is being commited but it is obvious that something very strange is happening.Conan Doyle exploits this by not giving us a target to point our suspicions at because there is no murderer that needs to be found or stolen property that needs to be recovered.There is just a simple mystery that leads on to a much larger one. The mystery is that a Mr.Wilson had been admitted to this organisation called the Red Headed league who would pay him four pounds per week to copy out the Encylopaedia Britannica. He thought this a bit odd but carried on with it for a number of weeks until one day the offices of the League were closed.He then went to see Sherlock Holemes,who after investigating the mystery found out that a much larger plot was at work. Mr.Wilsons apprentice pawnbroker Vincent Spaulding is really a wanted criminal who set up the League with a friend as a way of getting Mr.Wilson to leave his shop for a few hours a day.During that time they were digging a tunnel from the basement of the shop to a nearby bank.This kind of mystery cannot be solved from the start and readers can only suspect that the apprentice has anything to do with the mystery. This kind of plot could be called a Hidden-crime mystery. In conclusion I would say that Arthur Conan Doyle exploits many different kinds of traditional detecitve stories and gives them his own unique twist.He uses logic mixed with intricate plots and a sometimes a few red herrings, as in the Red Headed League.Some devoted readers prefer his earlier stories when Sherlock Holmes performed his observational miracles,however,one can only say that which ever you prefer Conan Doyles work is still read and admired today.

Comparison Of Taoism V Socrates

Comparison Of Taoism V Socrates Historically, Oriental and western philosophies developed in isolation from each other. The geographical and cultural distance between oriental and western civilization determined substantial differences between oriental and western philosophies. On the other hand, works of ancient Greek philosophers, such as Socrates, and some oriental philosophies, such as Taoism, do have some common ideas and concepts, although, regardless of some similarities, differences between oriental and western philosophies are distinctive. In this regard, it is possible to dwell upon the philosophy developed by Socrates and Taoism as two different philosophies, which respected the strife of individuals for the improvement of their life and self-perfection but still had quite different views, beliefs and concepts. In such a way, Taoism worshiped Toa as the first-cause of the universe and developed the philosophy, which worshiped Tao and promoted the self-perfection of individuals to meet Taoist ideals, wher eas Socrates stood on the ground that individuals should seek for wisdom as the way of self-perfection, taking care of their souls to reach harmony and spiritual balance. Socrates principles As the matter of fact, Socrates is one of the most influential philosophers of ancient Greece that defined, to a significant extent, the development of not only ancient philosophy but also the western philosophy at large. Socrates laid the foundation to basic principles of western philosophy, which were modified, changed and adapted by other philosophers. At the same time, his views were, in a way, universal because Socrates focused on the development of ideas, concepts and values which were universal and applicable to different cultures. Hence, Socrates philosophy persisted throughout times and places for centuries. In such a context, it is important to dwell upon basic principles of Socrates philosophy and to compare them to fundamental principles of Taoist philosophy. First of all, Socrates stressed the importance of wisdom and knowledge. He insisted that people should learn the surrounding world, themselves and phenomena around them. He developed the idea that the unexamined life is not worth living. At the same time, he remained very critical in regard to himself and his knowledge. On analyzing his knowledge he estimated I am the wisest man alive, for I know one thing, and that is that I know nothing. In such a way, Socrates stood on the ground that human mind can hardly become absolutely wise. In other words, Socrates had doubts that people could know everything. At this point, his views were close to Taoism, which respected Tao as the wisest deity, whose wisdom is not achievable for ordinary humans. In such a context, it is worth mentioning the fact that Socrates insisted that wisdom should not be the ultimate goal of human life but what made the life purposeful was the search for wisdom, learning: I decided that it was not wisdom that enabled poets to write their poetry, but a kind of instinct or inspiration, such as you find in seers and prophets who deliver all their sublime messages without knowing in the least what they mean. At the same time, Socrates argued that the most important task in life is caring for the soul: All mens souls are immortal, but the souls of the righteous are immortal and divine. Therefore, Socrates argued that people should take care of their souls and lead a virtuous life to be good and happy. Socrates places emphasis on the fact that people should work on their self-improvement and self-perfection to take care of their soul and to live a happy life. At this point, another principle of Socrates is of the utmost importance. Socrates believed that a good person could not be harmed by other people. In this regard, the material well-being of a person was not important for Socrates since: He is richest who is content with the least, for content is the wealth of nature. Therefore, Socrates believed that it is through the virtuous life people could be happy and live in harmony with their self and with other people. Principles of Taoism In fact, fundamental principles of Taoism are, in a way, similar to that of Socrates, although Taoist principles are built up on the religious ground. To put it more precisely, Taoist believe that Tao is the first-cause of the universe: We believe in the formless and eternal Tao, and we recognize all personified deities as being mere human constructs. We reject hatred, intolerance, and unnecessary violence, and embrace harmony, love and learning, as we are taught by Nature. We place our trust and our lives in the Tao, that we may live in peace and balance with the Universe, both in this mortal life and beyond. In this regard, Taoist views are quite different from that of Socrates because Taoist viewed Tao as the Supreme Being, deity that rules the world and humans, whereas Socrates insisted on the power of human mind. Therefore, Socrates was more anthropocentric compared to Taoists who viewed Tao as the supreme deity. At the same time, goals of human life and existence in Taoism were, in a way, similar to that of Socrates. Taoist stood on the ground that a believers goal was to harmonize themselves with Tao. This means that Taoist are supposed to seek for harmony and self-perfection to harmonize with Tao as Socrates suggested to seek for knowledge and self-perfection to take care of the soul. At the same time, Socrates was apparently concerned with the spiritual life of people above all, whereas physical aspects of human existence were secondary to him. He insisted on the necessity to develop knowledge and wisdom of humans. In contrast, Taoism stressed the importance of health and vitality in contrast to Socrates soul. In such a way, Taoist believed that the happiness is impossible without health and vitality, whereas Socrates was more concerned with knowledge, wisdom and soul of people, instead of their physical body, health and vitality. Nevertheless, Taoist developed believes which were close to Socrates philosophy. To put it more precisely, Taoist viewed the development of virtue as ones chief task. What is meant here is the fact that Taoist should lead a virtuous lifestyle to reach the harmony with Toa. In contrast, sinful life lead to misfortunes and problems people could not cope with in their life. Hence, Taoist developed the belief that people should plan in advance and consider carefully their actions before making them. In this regard, the belief of planning human actions is intertwined with Socrates emphasis on the importance of wisdom in human life. On the other hand, Taoist focus on the importance of actions planning were determined by the belief that actions tend to be reciprocated that means that good actions of an individual lead to good actions committed by other people in regard to the individual and, vice versa, bad actions provoke misfortunes and bad actions committed in regard to the individual. Similarity between Taoism and Socrates Socrates and Toaism still have some similarities. For instance, both Socrates and Taoism believed that a person with great wisdom can still be uninformed And to act on that ignorance under the pretense that it is knowledge, both held, is folly that leads not to progress and betterment within the individual and society but to the opposite effect (Moore Bruder, 2005, p. 503). Therefore, wisdom is not achievable but worth striving for, while, in case of Socrates, striving for wisdom makes the life of people purposeful. At the same time, both Socrates and Taoism stressed the importance of the virtuous life. Socrates insisted on the virtuous life as a part of caring for the soul, whereas Taoist viewed virtuous life as a way to reach harmony with Tao. In such a way, both philosophies viewed virtuous life as essential because without virtuous lifestyle people could not be happy in their life. At this point, the virtuous life is one of the fundamental concepts of both philosophies. On the other hand, it is worth mentioning the fact that the ways of the achievement of the virtuous life and happiness differed in Socrates and Taoist philosophy. To put it more precisely, Socrates believed in wisdom and knowledge as the main tool with the help of which people could become virtuous, whereas Taoist believed that it was through worshipping of Tao and respecting principles of Taoism people can be virtuous and, therefore, happy. Conclusion Thus, taking into account all above mentioned, it is important to place emphasis on the fact that Socrates and Taoism developed philosophies, which had both similarities and differences. At first glance, Socrates philosophy and Taoism are absolutely different, especially in regard to the role of religious beliefs in the life of people. On the one hand, Socrates viewed knowledge and wisdom as issues worth living of and without which human life is pointless. On the other hand, Taoism viewed worshipping of Tao and living according to principles of Taoism as the only way of life for true Taoists. In such a situation, it is quite noteworthy that Socrates and Taoists developed views, which were, to a certain extent, similar. In this regard, it is worth mentioning the fact that both Socrates and Taoism viewed virtuous life as essential concepts for the happiness of people. At the same time, both Socrates and Taoism agreed that people, in spite of their efforts to learn and strife for knowle dge, cannot always be wise and wise people can be uninformed.

White-Collar Crime in South Africa Essay -- financial crimes, corruptio

It would be nearly impossible to find a South African who has not been affected by crime in one way or another. â€Å"White-collar crime,† a term first used by Edwin Sutherland in 1939, describes crime that is non-violent, but for the purpose of personal financial gain. This type of crime, including fraud and corruption, is becoming a greater problem in South Africa every year, and it is negatively affecting the country as a whole. Although they are not violent, fraud and corruption cause as much harm as any other types of crime, and a great effort must be made soon to stop them. All over the world, financial crimes are wreaking havoc. People have been scamming others, taking bribes, and doing other greedy things forever. It’s human nature, but in today’s society, it’s unacceptable. In just one fiscal year (2012/2013), the South African government’s Financial Intelligence Centre (FIC) recovered over 1.1 billion rand from the illicit economy. This money came from the proceeds of fraud, money laundering, tax evasion, corruption, and other financial crimes. One billion rand may seem like a lot, and its recovery is a great achievement, but that is only a fraction of what was lost. No one knows how much wasn’t recovered, but it’s safe to guess that it’s in the billions It is not easy to detect fraud, and criminals have been getting away with it for decades. With the birth of the internet, it has become even easier to scam people, communicate with other criminals all over the world, and hide your profits. It wasn’t until 2008 that South Africa created their Financial Intelligence Centre to help combat white-collar crimes. Most financial crime in South Africa is international, so the FIC collaborates with global organizations like the Fin... ...rime. â€Å"Corruption Watch. Defining the real meaning of corruption.† Sunday Times, The (Johannesburg, South Africa), February 3, 2013. Accessed March 2, 2014. http://infoweb.newsbank.com.libdb.belmont-hill.org:2048/iw-search/we/InfoWeb?p_product=AWNB&p_theme=aggregated5&p_action=doc&p_docid=14440CF59A86A640&p_docnum=1&p_queryname=6. â€Å"Countries.† Financial Action Task Force. Accessed February 27, 2014. http://www.fatf-gafi.org/countries/. â€Å"Jordan, South Africa and Tunisia join the movement.† Transparency International. Last modified December 18, 2013. Accessed March 1, 2014. http://www.transparency.org/news/feature/jordan_south_africa_and_tunisia_join_the_movement. â€Å"South Africa Country Profile.† Business Anti-Corruption Portal. Accessed March 1, 2014. http://www.business-anti-corruption.com/country-profiles/sub-saharan-africa/south-africa/general-information.aspx.

Definition of Science Fiction Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Perhaps one of the most versatile genres in films, television, books, artwork and any number of things today is science fiction. Many times I have seen a sci-fi movie filed under comedy or drama. That is one of the major things that has led to my love for science fiction, the simple fact that it can be so much more than just science fiction. I would like to present a definition of what science fiction is in this paper. My definition will not be exact, because so many people have a different idea of what counts as sci-fi and, not only that, but we may have found yet another venue for science fiction by the time this paper is complete. In order to define what science fiction is and to support my definition, I am going to give some examples of stories that I think fall into this genre first and then give a semi-solid definition of what I think science fiction is. The first example of science fiction I’d like to take a look at is Alien. A prime example of straightforward science fiction would be this movie. Space miners (or merchants†¦something like that) are awakened from their cryogenic sleep-state much earlier than was originally planned. A distress/warning beacon on an unfamiliar planet caused their ship to awaken them so that help could be dispatched. Of course, it turns out to be a ship that was taken over by the Aliens and the Earthlings’ ship was soon to be infested. No questions about this one; it is most definitely science fiction. Humans meeting up with aliens and, of course, space travel, instantly places this film into the science fiction category. Another example of science fiction, and one that proves science-fiction’s elusive nature, is Tarzan. This is a fantastic example of a popular story that nobody would normally think of as being sci-fi. Everyone knows the story: A baby is lost in the jungle, raised by apes, and then is discovered years later by some jungle-adventurers. It sounds sort of questionable as to whether this should be considered science fiction, but it remains a fact that this story takes place on Earth and involves a character that has adopted ape-like qualities. One could argue that this is just a fictional story or even fantasy, but it still retains an element of science and, therefore, falls into the category of science fiction. Time travel: is it really science fiction? Some people would not agre... ... is. Science fiction (adj.) [sy-ens fik-shun]: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Some fictional event that was brought about using logical, scientific methods or caused by logical, scientific events. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sentence use: I watched this science fiction movie the other day that scared the heebie-jeebies out of me! Needless to say, science fiction is a wonderful genre that encompasses a vast number of stories, even ones that we don’t really think of as sci-fi at first. As I have illustrated in these examples, science fiction can be the major genre of a story or it can be merely a piece within a story. Such a debatable concept as this one can be extremely difficult to completely define. For now, we’ll have to settle for a general definition such as the one I have written above, but perhaps in the future someone will define science fiction more clearly. Of course, if we limit the term science fiction to a clear-cut definition, will science fiction have such wonderful stories as it does now or will they end up being bland, repetitive stories? I believe that science fiction will never have a single definition because that just happens to be the nature of the genre.

American Airlines Case Study Essay

Executive Summary With 1988 operating income of $801 million on a revenue of $8.55 billion, American Airlines, Inc. (American), principal subsidiary of Dallas/Fort Worth-based AMR Corporation, was the largest airline in the United States. At year-end 1988 American operated 468 aircraft on 2,200 flights daily to 151 destinations in the United States, Bermuda, Canada, Mexico, the Caribbean, France, Great Britain, Japan, Mexico, Puerto Rico, Spain, Switzerland, Venezuela, and West Germany. The objective of American Airlines revenue management effort was to maximize passenger revenues by selling the right seats to the right customers at the right prices. As the decision maker of American Airlines, I recommend introducing Upgraded Computerized Reservation System to replace current SABRE system to keep the company leader of the industry while maximizing profit. Part 2: Issues Identification Immediate Issue Low load factors for Chicago – West Coast Nature: tactic Timing: short term In 1987, in the nonstop markets, American and United competed on the basis of fares, flight schedules, and factors such as quality of service. In the connecting markets, American, United, and Continental also competed on the basis of fares and flight schedules. Once again American and United matched each  other’s fares, while Continental, with its post-Chapter 11 reorganization and low-cost structure, was the low-price provider. So, United had a superior flight schedule, and Continental cheaper fares. As for American, our load factors were down to an unacceptable level. Deep discount for New York – San Juan Nature: tactic Timing: short term New York-San Juan was American’s largest market, measured in revenue passenger miles. The market was fairly evenly divided into three categories. The first category consisted of business passengers; business travel occurred year-round. Leisure passengers made up the second category; leisure travel peaked in the summer. Passengers of Caribbean origin either coming to the United States or returning to the Caribbean to visit friends and relatives constituted the third category. Eastern periodically offered deep discounts to stimulate demand during traditional slow seasons. In September 1988 Eastern introduced a restricted round-trip fare of $198 midweek and $238 weekend. The fare was applicable for travel until December 14, 1988. American had to decide if and how to respond. Systemic Issue Complicity of Yield Management Nature: Strategic Timing: long term American Airlines broadly described the function of yield management as â€Å"selling the right seats to the right customers at the right prices.† At American Airlines, almost everything is automated because the yield-management decision-making process is too large and therefore too complex to be processed manually. Part 3: Environmental & Root Cause Analysis In the past, under regulations, airlines were not allowed to set their ticket prices at will. Rather, all fares had to be approved by the government. Normally, fares were set on a cost plus basis in order to guarantee airlines a minimum return. On the one hand, airlines had no incentive to reduce costs by streaming operations and increasing productivity. Essentially, price discrimination under regulation was based on the assumption of two distinct  and easily separable types of customers: price-insensitive, yet very time-sensitive business travelers, normally flying on expenses, and price sensitive, yet-time-insensitive leisure travelers, typically paying for their own trips. The deregulation of the airline industry has opened up many opportunities to seize market share and revenues. American needs to identify and develop a detailed revenue management and yield management plan to capitalize on this opportunity. Airline deregulation in 1979 led to additional complexity in the practice of yield management. Two major changes took place. First, the number and variety of discount fares increased. Second, airline began offering connecting service, using centrally located airports as hubs, to serve more of the traveling public and provide national service. The resulting airline environment is very complex. The following factors complicated the yield management task: (1) the demand for full- and discount-fare seats on any given flight was uncertain; (2) the demand was variable over time; (3) in certain cases, for example leisure flights, the demand was also â€Å"lumpy†; (4) there was a bewildering multitude of fare types and restrictions; (5) the hub-and-spoke system made some customers in one fare type more attractive than other customers in the same fare type; (6) some customers booked seats but did not show up for their flights. Part 4: Alternatives and Options Below is a detailed breakdown of the alternatives and options for the issues identified above. Option 1: Marketing American Airlines could focus its priorities on marketing in order to realize its full potential from a demand, capacity and yield perspective. Offering last minute vacation packages or more aggressive pricing policies for flights that look increasingly like they will not reach capacity would be another way to help fill vacant spots. Pros: a. To sell deeply discounted seats at the last minute could make additional profit. b. American Airlines could be known to offer fantastic last minute vacations periodically. Cons: a. Focusing solely on marketing in an industry that is undergoing rapid  change could be extremely costly in the long run. b. Marketing would provide short term benefits but concrete improvements by other airlines may leave American behind. c. Another drawback to an aggressive marketing focus is would skew yield management regression models, most notably overbooking. Option 2: Upgrade Computerized Reservation System American Airlines’ â€Å"store front† is the computerized reservations system, SABRE (semi-automated business research environment). All sale and cancellation transactions, whether from American Airlines reservations agents or travel agents, pass through SABRE, updating reservations inventory for all affected flights. Because the yield management decision-making process is so large and complex at American Airlines, effective control of the inventory of seats can be accomplished only with more advanced automated models. Pros: a. Increase the productivity of yield-management specialists and the reduction in work load can allow them to spend more time reviewing only critical flights thus making better revenue decisions. b. Instead of being a price follower, the system could guide the company make better pricing strategies. c. Keep American Airlines leader position in the industry. Cons: a. It takes time and capital investment of new system. b. There is a learning curve for new system and takes time to get used to new system. Part 5: Recommendations Critical to an airline’s operation is the effective use of its reservations inventory. American Airlines currently has the most advanced computerized reservations system – SABRE. To increase the responsiveness and effectiveness of yield-management strategies and to coordinate reservations inventory decision with SABRE, it is recommended that option 2 is applied. Because the yield-management decision-making process is so large and complex at American Airlines, effective control of the inventory of seats can be accomplished only with more advanced automated models. The new model is aiming at handling overbooking control, discount allocation and traffic management. Part 6: Implementation Plan Step 1: Acquire buy-in from stake holders and management. Step 2: Set up target and create budget. Step 3: Establish a team to do the development of new system. Part 7: Monitor and Control Yield management performance is difficult to measure because of the dynamic nature of the marketplace. Decision Technologies developed a reliable and credible method of measuring performance that we believe is unique in the airline industry. In order to gauge the success of implementing this process certain KPIs need to be established to compare against previous system: Load factor Revenue yield per passenger mile Operating expense per available passenger seat mile

Internationalisation and the European Nation State Essay

Question 1 It is undeniable that the state of world affairs has dramatically evolved since the end of the Second World War. More specifically, the surge of development in IT has been the chief reason that our world has become less a mosaic of nation-states and more a melting pot of societies, cultures, and associations whereby nation-states are inevitably bound to trans-national phenomena. As Cox notes, â€Å"globalization [generates] a more complex multi-level world political system, which implicitly challenges the old Westphalian assumption that ‘a state is a state is a state'† (Cox, in Pierson, p.181). This work shall support this notion of globalization by highlighting two problems from Pierson, namely decreased anarchy in the global political arena, and the influence of the global economy on nation-states. These issues will be defined and then discussed in relation to Lindensjà ¯Ã‚ ¿Ã‚ ½Ã¢â‚¬â„¢s conceptions of Realist democracy and Communitarian democracy respectively. Decreased anarchy refers to the marginalization of the autonomy of nation-states in the international order. The growing interdependence between nations across the globe has resulted in a redirection of respective national interests towards the sphere of global rather than domestic (Pierson 174). What this means for realist democracy is a skewed orientation of political candidates; they become no longer dedicated to domestic issues but those of an international nature instead. The problem with this lies in the fact that the success of the Realist democratic concept (in Lindensjà ¯Ã‚ ¿Ã‚ ½Ã¢â‚¬â„¢s view) is dependent upon the competition of political leaders to win approval (via votes) from the citizens. There is a problem if politicians win a seat in office with a platform claiming to be ‘for the people,’ and then redirect their interests after election to the international sphere. The welfare of the citizens is left on the sidelines in place of external issues, and the fruits of Realist democracy are not enjoyed by the people who voted for it, thus the legitimacy of the democratic process diminishes. This is especially a danger in realist democracy since representation by political actors replaces active participation by the citizens; â€Å"[Realist democracy] thus does not entail, cannot entail, governance by the people in a real sense. It can only entail the people having the possibility to accept or reject pretenders, i.e. elect those that govern† (Lindensjà ¯Ã‚ ¿Ã‚ ½ 3). These elected representatives, are in turn subjected to a political framework where, â€Å"†¦international institutions, conventions and regimes moderate the extent to which inter-state relations can be conceived as genuinely and ‘actively’ anarchic† (Pierson 175). Thus, the validity of Realist democracy is compromised seeing as though anarchy is its cornerstone. Similarly, Communitarian democracy is also restricted by the over-arching nature of the international order. Lindensjà ¯Ã‚ ¿Ã‚ ½Ã¢â‚¬â„¢s conception of Communitarian democracy requires nations to be able to pursue interests in a collective manner, with its citizens as an intrinsic part of the democracy (Lindensjà ¯Ã‚ ¿Ã‚ ½ 11). There is a great emphasis placed on compromise – a sort of give and take to realize the maximum of individual ideals in a collective manner. This sort of idyllic outlook on forming a democratic community would be difficult to practice even in the small, cohesive communities of Ancient Greece. The decreased anarchy of the international order today magnifies the difficulty of assimilating different people, groups, and ideas under a collective banner. To imagine what Lindensjà ¯Ã‚ ¿Ã‚ ½ refers to as a ‘homelike community’ seems like a far stretch seeing that an increasingly interdependent world melds such a sheer mass of different people, outlooks, and traditions. The scale of interdependency in today’s world most certainly underpins the ‘homelike’ values necessary for effective Communitarian democracy especially where individuals’ interests are drawn outside the domestic sphere. Perhaps the most influential factor working against the Westphalian concept of global politics is the nature of modern global markets. Today, domestic economies cannot escape the forces of the international economy (Pierson 171). As Cox notes, â€Å"†¦economic globalization has placed constraints upon the autonomy of states and, increasingly, states must become the instruments for adjusting national economic activities to the exigencies of the global economy† (Cox, in Pierson 179). This excerpt makes a direct reference to a lessening of state autonomy due to global economies. For this reason, it is clear that Realist democracy is challenged by the world’s economy and market forces that compromise autonomy. The economic implications of globalization mirror those associated with decreased anarchy; for example, if economic reforms are made to comply with the international system, this results in states focusing on international economic policies over domestic ones. The working class will most certainly lose out to those who hold political positions – the elites, who will mold economic reforms around the international order and, more often than not, their own interests. For Communitarian democracies, global economics impedes the possibility of creating cohesive and collective communities. With economic concerns subjected to the influences of global markets, Communitarian democracies cannot set there own economic agenda. Moreover, the Communitarian ideal of setting a collective goal as to what the ‘good life’ should be is nearly impossible since the international economic order infiltrates domestic affairs. As Pierson notes, â€Å"In practice, state organizations have multiple points of interaction with both domestic and trans-national actors and these interactions are very far from disclosing a single and unified will† (Pierson 185). By imposing an influence on states, global market forces combat the Communitarian ideal of forming a collective vision of the ‘good life.’ Chapter 8 of Holden, entitled The United Nations as an agency of global democracy (Falk) and Chapter 10, Global civil society and the democratic prospect (Archibugi, Balduini, Donati) both focus on the idea of strengthening and broadening the influence of civil society to combat (what Falk refers to as) globalization-from-above. The Archibugi, Balduini, and Donati text focuses on the Agenda proposed by Boutros Boutros-Ghali, which in turn places a large focus on the democratization of the international community as the key to better international relations. The Realist conception of democracy would embrace this sort of change. With a system that provides â€Å"a relevant representation of society† and de-monopolizes intergovernmental relations as the sole means of international relations, the citizenry of the world will realize a new possibility to voice concerns on an international level (Archibugi et al, in Holden 137). For people in Realist democracies this means that political involvement that was once only a mere ‘handing-over of power’ to a representative is now a legitimate voice to be heard beyond the confines of the state. An important feature of Ghali’s vision was the creation of UN Regional Organizations that would cater to civil society and make civil interests a higher priority. Falk’s concept of stronger social activism (globalization-from-below) to combat global market forces (globalization-from-above) would assist the Communitarian goal of correcting the growing imbalance between private and public goods (Falk, in Holden 163,173). Communitarians would support the equalizing aspects of this arrangement since it would contribute better to the philosophy of allowing a community to form its objectives without external influences. For Falk, the reformation of states to find a better balance, â€Å"†¦between the logic of capital and priorities of its peoples† is paramount in the effort to promote more effective democracy. In both the Communitarian and Realist views, a reform of the international political order in this manner would be a step in the right direction. BIBLIOGRAPHY Goldmann, Kjell, 2001. Transforming the European Nation-State. London: Sage Publications. Holden, Barry (ed.), 2000. Global Democracy. London: Routledge. Pierson, Christopher, 1996. The Modern State. London: Routledge. Stevenson, Nick, 1999. The Transformation of the Media: Globalization, Morality, and Ethics. Harlow, Essex: Pearson Education Limited. Swedish Government, 2002. The Swedish Government’s EU Policy Goals for 2002.

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).