The fact that the day of Queen

The fact that the day of Queen Victoria’s funeral coincides with the birth of the narrator may, on the one hand, signify the cultural moment when Victorian decency and codes of femininity are left behind, buried, and put to rest, and in this way, it can be interpreted as a moment when even certain untold stories can be told. On the other hand, however, it may also foretell something of a story in which matrilineage is unnaturally broken; also, it tells us about the permeability of the border between, and about the coexistence of, life and death. References: Séllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann’s The swan in the evening: Fragments of an inner life. In A. O’Reilly, & S. Caporale-Bizzini (Eds.). From the personal to the political: Toward a new theory of maternal narrative (pp. 170-182). Cranbury, NJ: Susquehanna University Press. The coexistence of life and death, indeed, the permeable nature of the boundary between life and death is frequently the subject of literary analysis. This is also the focus of Séllei’s (2009) article on Rosamond Lehmann’s novel. References: Séllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann’s The swan in the evening: Fragments of an inner life. In A. O’Reilly, & S. Caporale-Bizzini (Eds.). From the personal to the political: Toward a new theory of maternal narrative (pp. 170-182). Cranbury, NJ: Susquehanna University Press. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 2 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Psychologists have found that people tend to forget that a head is just as likely to be followed by a head as by a tail; therefore they have too many reversals, and too few strings of heads, in their successive guesses. If a fair coin toss comes up heads thirty times in a row, the next toss is still equally likely to be heads or tails. References: Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton. People aren’t good at being random. When trying to mimic the results of repeatedly flipping a coin and recording heads or tails, people forget that “if a fair coin toss comes up heads thirty times in a row, the next toss is still equally likely to be heads or tails” and this results in people putting down “too many reversals, and too few strings of heads, in their successive guesses” (Dixit & Nalebuff, 1991, p. 184). References: Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 3 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version The Diffusion Simulation Game (DSG) teaches change management strategies which are consistent with Rogers’ (2003) diffusion of innovation theory and related research. The player’s goal within the DSG is to promote the acquisition of strategies that result in the adoption of an instructional innovation (peer tutoring) by the principal, teachers, and support staff at a fictional junior high school. The underlying model of the DSG represents several concepts of the diffusion of innovations theory such as: progressive adoption stages (awareness, interest, appraisal and trial, and adoption of the innovation), adopter types (innovators, early adopters, early majority, late majority, and laggards), opinion leaders, and gatekeepers. Reference Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: The Free Press. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf Diffusion of innovations theory concepts that are represented in the Diffusion Simulation Game include progressive adoption stages, adopter types, opinion leaders, and gatekeepers (Lara, Myers, Frick, Aslan, & Michaelidou, 2010). The problem of how to best get people to adopt an innovation should be particularly familiar to those interested in technology start-ups. Perhaps a version of the game could be created to help people learn about diffusion of innovations theory in an entrepreneurial context. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 4 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process. References: Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates. We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process. References: Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 5 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version We considered a number of methods for measuring similarity between countries with respect to their mathematics attainment. A simple comparison of scale scores over time was rejected as this would limit the investigation to asking how much respondents from a country know on a given topic. Instead, we chose an item-level analysis that allows for a closer examination of what respondents in a given country know and how this compares to other countries. References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137-152. We came up with several methods for assessing how closely related two classes were with regards to their reading ability. A straightforward contrasting of test scores was deemed unacceptable since this would make it challenging to determine what reading strengths students from a specific class had. We decided, instead, to focus on answers to specific test questions to be able to see how students in a particular class stacked up against other classes with respect to the particular test question. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 6 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Psychologists have found that people tend to forget that a head is just as likely to be followed by a head as by a tail; therefore they have too many reversals, and too few strings of heads, in their successive guesses. If a fair coin toss comes up heads thirty times in a row, the next toss is still equally likely to be heads or tails. References: Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton. Consider an individual trying to produce a random series of heads or tails decisions without any external aid. People aren’t good at being random; “therefore they have too many reversals, and too few strings of heads, in their successive guesses” (Dixit & Nalebuff, 1991, p. 184). This example helps to illustrate the difficulty of producing truly random data. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 7 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version In the 1986 soccer World Cup final, the Argentine star Diego Maradona did not score a goal but his passes through a ring of West German defenders led to two Argentine goals. The value of a star cannot be assessed only by looking at his scoring performance; his contributions to his teammates’ performance is crucial, and assist statistics help measure this contribution. References: Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton. Trying to decide who is the best hockey player currently playing is not easy. The measure of a star cannot be assessed only by looking at his scoring performance. Other contributions, both on and off the ice, have to be factored in. Some contributions, such as assists, are easy to measure and others, like leadership ability, are difficult. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 8 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version The design team held weekly meetings during the first semester of work. In addition to these meetings, the team members used emails and a listserv for communication. The team eventually created a website hosted by Google to keep track of all of the decisions made during the design process. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf One element for describing a design case is outlining the design process and the approach used to document design decisions. For example, the design case associated with the development of an educational game describes weekly team meetings, the technology used for communication between meetings, and exactly how design decisions were documented (Lara, Myers, Frick, Aslan, & Michaelidou, 2010). These types of details would not normally be included in an article reporting on empirical research. References: Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/ aDesignCaseIJDL2010.pdf Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 9 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version My position as teacher/designer and a new media opportunity (video annotations) initiated the re-design. I created the YouTube videos because I (1) believed in shared teacher observation discussions and (2) I could. I also brought to the situation an interest in online discussions. I had planned the discussion to take place on top of the video via annotations because I was curious about how people use new media to communicate. References: Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55. The strategy was for the online interaction to occur as part of the YouTube video through the use of annotations. This strategy was based on a desire to explore how individuals apply new media in communication. I first learned of this type of activity in an article by Howard (2011) that explained the challenges of writing a design case. References: Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Item 10 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version It is possible to travel to the future. That is, relativity shows that it is possible to create a time machine that will jump you forward in time. You step into the time machine, wait, step out, and find that much more time has passed on the earth than has passed for you. We do not have the technology today to do this, but it is just a matter of engineering: we know it can be done. References: Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam. I’ve always wanted to see what life would be like a thousand years from now and, according to Hawking and Mlodinow (2008), “It is possible to travel to the future” (p. 105). The idea that I could enter a time machine, hang-out for a while, exit the machine, and enter a world where considerably more time has gone on the earth than for me is something that blows my mind. I would just need someone to yell Welcome to the world of tomorrow! for dramatic effect. References: Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism

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