Beyond The Plagiarism Checker: Helping Nonnative English .
JIMALEE SOWELLCote d’IvoireBeyond the PlagiarismChecker: Helping NonnativeEnglish Speakers (NNESs)Avoid PlagiarismDuring a university workshop on avoiding plagiarism, I asked agroup of English as a foreign language (EFL) students, “Is it okayto lift one sentence from the Internet and put it into your essaywithout acknowledging the source?” They replied, “Yes, it is okay.It is only one sentence.” Not one student in the room said otherwise.I had been asked to give a workshop on plagiarism because, I hadbeen told, it was a major problem at the university, and with thatresponse, I understood that the problem was even more pronouncedthan I had realized.I am not suggesting that plagiarism is aproblem unique to those students or totheir country. In fact, it is always part ofthe anxiety-riddled question—what can wedo?—among educators in every countryand context I have worked in. It is commonconversation in the staff room, the subjectof workshops and meetings, and a frequenttopic of articles shared among facultymembers. Moreover, the amount of recentliterature on the topic—research on theprevalence of plagiarism and suggestionsfor how to prevent it—demonstrates thatplagiarism is a persistent issue that must beaddressed by educators.Writing instructors talk of the depravity ofthe new generation, of plagiarism checkersand detectors and anti-plagiarism software,but what are they doing—what are wedoing?—to help students avoid plagiarism?Rather than just giving a cursory explanation2ENGLISH TEACHING FORUM2 01 8of plagiarism and punishments in ourwriting courses coupled with an obsessiveapproach to detection, we need to helpstudents understand how to avoid plagiarismand equip them with the tools to becomecompetent and confident writers. As Bloom(2008, 209) says, “It is far easier, moreintellectually interesting, and more ethicallysatisfying to prevent plagiarism than to trackit down.”Note: While much of the literatureregarding plagiarism and nonnative Englishspeakers (NNESs) pertains to internationalstudents—that is, students who studyin an English as a second language (ESL)environment (outside their homeland)—throughout this article, NNESs will referto both students who study in an ESLenvironment and students who study in anEFL environment (students who study intheir native orum
Ideas about plagiarism and textual borrowingvary according to the culture.UNDERSTANDING WHY NONNATIVEENGLISH SPEAKERS PLAGIARIZEChoi Young-hee (name changed), whocompleted an undergraduate degree in SouthKorea and then earned her graduate degree inAustralia, expresses her experience of learningthe accepted norms of academic writing in theWest (personal communication):For the whole of my undergraduatedegree I wrote one small essay foran elective course. All other assessmentwas done through tests and midtermand final exams. When I got topostgraduate level at an Australianuniversity, I had to learn how to writeessays. I had no idea what a thesisstatement was and little understandingof introductions and conclusions.Also, I had to learn how to use sourcesand how to cite sources. (This wasthe most difficult thing to adjust to.)The Australian university must havebeen aware of the Asian educationsystem because they provided amentor to Asian students. Fortunately,the professors were also aware ofthe impending issues and providedcounseling and, when needed, a chanceto rewrite and include citations.Ideas about plagiarism and textual borrowingvary according to the culture. Not all culturesshare the Western idea of plagiarism as an“academic crime” (Reid 1993, 89). In somecultures, education is based primarily onmemorization, and the ability to memorizeinformation and demonstrate that masteryis considered good scholarship (Carroll2002). These cultures do not have the sameeducational emphasis on research, writing,and critical thinking that exists in the West(Pennycook 1996). In some cultures, usingthe words and ideas of another shows respectand honor (Glenn and Goldthwaite 2014).To cite the texts everyone should be familiarwith in these cultures is considered an insultto the reader (teacher or otherwise), as itsuggests that the reader does not know thesource of the original text (Carroll 2002;Glenn and Goldthwaite 2014; Ryan 2000).Although in the West, words and ideas canbe owned by individuals through authorship(Pennycook 1996), in collectivist cultures,knowledge is seen as belonging to everyoneand thus can be freely shared and used(Carroll 2002; Ryan 2000).ADDITIONAL REASONS NONNATIVEENGLISH SPEAKERS MAY PLAGIARIZEIn addition to cultural influences, we mustbe aware that NNESs may have had little orno instruction in or practice with academicwriting (Bloch 2001; Glenn and Goldthwaite2014; Ryan 2000; Schmitt 2005) or evenwriting at all. These students are trying tomaster academic writing in a language thatis, at best, a second language (Click 2012;Schmitt 2005). Lack of confidence in theirEnglish skills is another reason some NNESsplagiarize (Cammish 1997; Carroll 2002;Pennycook 1996). Furthermore, some NNESsresort to plagiarism to keep up with a heavyworkload (Carroll 2002; Pennycook 1996).While NNESs might not enter university withthe necessary skills to be successful students,they have pressure to succeed academically,and this pressure can lead to plagiarism(Carroll 2002).PRACTICING WHAT WE PREACH:TEACHERS AS MODELSIt is naïve to suggest that plagiarism isonly a student problem; academics andadministrators have also been found guilty. Ina famous and ironic case reported by the NewYork Times, the University of Oregon m2018ENGLISH TEACHING FORUM3
Let students know that even unintentional acts of plagiarismare usually considered plagiarism, and it can beextremely difficult to prove that any act ofunintentional plagiarism was in fact unintentional.found to have plagiarized its teachingassistants’ handbook section on plagiarismfrom Stanford University’s handbook(NewYork Times 1980; Mallon 2001, 100).In some of the same institutions wherefaculty members complain vehemently aboutstudent plagiarism, some of the instructorsthemselves are plagiarists—sometimes to apronounced degree, such as copying others’research or having graduate students writetheir papers (Evering and Moorman 2012;Pennycook 1996), and sometimes moremildly, such as failing to acknowledge thesource of instructional materials. While theintricacies of what constitutes plagiarismcan be complex, vague, and sometimesdisputable—for instance, to what extent doesfair use apply in an educational setting?—itis our responsibility as instructors to beknowledgeable about the complexities ofplagiarism and to hold ourselves to thehighest standards. If we expect our studentsto present plagiarism-free work, then we asteachers must be exemplar models.STRATEGIES FOR PREVENTINGPLAGIARISMThe strategies presented in this article do notcomprise a surefire formula for plagiarismprevention, and it is unlikely that any onestrategy will be the answer on its own; ratherit is several strategies used together that canhave a positive impact (Carroll 2002).No quick fixWriting skills do not develop overnight.We might like to believe that we can takecare of the problem in a single workshop orfirst-year writing course, but realistically,plagiarism prevention and academicwriting skills should be addressed at all4ENGLISH TEACHING FORUM2 01 8levels of a student’s career (Carroll 2002).Encouragingly, a deliberate effort over aperiod of time can have a positive effect.The School of Engineering at the Universityof South Australia, in cooperation with theuniversity’s learning advisors, held weeklyworkshops for NNESs on topics such ascitations, avoiding plagiarism, and selectingand using sources. In three years, plagiarismamong NNESs dropped from 50 percent tobelow 5 percent (Duff, Rogers, and Harris2006). If your institution cannot implementsuch support programs, you can coverrelevant topics in class or organize additionalseminars or workshops.Raise awarenessThe first step is to make sure studentsunderstand plagiarism and what actsconstitute it; although it is often notedthat it is difficult to give a perfect,all-encompassing definition of plagiarism(Biggs and Tang 2007; Schmitt 2005), adefinition (even an imperfect one) is astarting point.Below is an example taken from Harris(2001, 25):Plagiarism is using another person’swords or ideas without giving creditto the other person. When you usesomeone else’s words, you must putquotation marks around them andgive the writer or speaker credit byrevealing the source in a citation.Even if you revise or paraphrase thewords of someone else or just use thatperson’s ideas, you still must give theauthor credit in a note. Not givingdue credit to the creator of an idea orwriting is very much like orum
Writing with sources is a complex skillto master even in one’s own language.Let students know that even unintentionalacts of plagiarism are usually consideredplagiarism, and it can be extremely difficult toprove that any act of unintentional plagiarismwas in fact unintentional.Following a definition, a quiz can helpstudents understand what specific actsconstitute plagiarism (see Figure 1 for asample plagiarism quiz).Teach students to write with sourcesWhile integrating sources into NNESs’ writingshould be delayed (ideally, they should firstfocus on basic reading and writing skills),eventually all university students must learnto write with sources. However, writing withsources is a complex skill to master even inone’s own language. Blum, writing aboutnative English speakers, says, “Proper citationpractices are difficult skills to acquire; they canbe learned only through slow, careful teaching.Students regularly make mistakes about howto cite without any intention of breakingrules” (Blum 2009, 13). We can understand,then, that with all the challenges that NNESsface, developing proper academic referencingskills requires a concentrated effort (on thepart of the teacher and of the student) andtime. To get to the stage of correct academicwriting, students will need a lot of practice andfeedback (Carroll 2002; Schmitt 2005) withnote-taking, paraphrasing, and summarizing,and with proper citation techniques.The “why” of citationBefore students learn to write with sources,they first need to understand why they areexpected to cite; otherwise, they mightsee it as time-consuming and unnecessary.Is it plagiarism?Put a check mark next to the items below that you believe to be examples of plagiarism.1. A student takes only one sentence from a website and puts it in an essay withoutacknowledging the source.2. A student uses a paper written and submitted in one course to fulfill therequirements of an assignment for another course.3. A student copies his friend’s essay and submits it as his own.4. A student buys an essay from a paper mill and submits it as her own.5. A student fails to put quotation marks around a direct quote.6. A student takes a sample essay from a textbook but rewrites the introductionand conclusion and submits the essay as his own.7. A student makes up references (or an entire bibliography) that she did notconsult in her research.8. A researcher (student or otherwise) invents data.9. A researcher (student or otherwise) changes the data from his research (usuallyto make it turn out as he hoped it would).10. A student paraphrases (putting the words and ideas of another author into herown words) but does not acknowledge the original source.Answer to above quiz: All items are examples of plagiarism.Figure 1. Sample plagiarism um2018ENGLISH TEACHING FORUM5
This is especially true if they are from aculture with different demands. Studentsshould understand that academic writing isa conversation, and when you write yourideas and support or refute them withthe work of others, you are a part of thatconversation. When you copy the work ofothers, you are not a part of the conversation;you are the copier of other conversations.Contextualizing a paper shows that the writerhas read extensively, is knowledgeable aboutthe topic, and is a part of the conversation(Harris 2015).search the Internet for relevant sourcesto support their ideas, which they pasteinto the right-hand column. Students thenwrite their essays, using their original ideasand supporting evidence. Teachers can encourage students tokeep copies of the articles and bookpages as they read and write so that theycan recheck all cited material beforesubmitting an assignment. Teachers can require students to write areference list as they take notes.Teaching note-taking skillsOne cause of plagiarism is careless notetaking, leading students to confuse the writingof others with their own. The best way to dealwith this is to help students learn careful notetaking skills (Harris 2001). Harris (2001) recommends giving studentsa labeling technique where all copied textis put in quotation marks with relevantsource information, such as author,publication date, and page number. Thenall paraphrases can be marked with a P,summaries can be indicated with an S, andthe student’s ideas can be indicated with alabel such as “Mine.” Lipson (2008) suggests starting allquotations with a Q and ending themwith a Q (along with recording theproper information for each source) orhighlighting copied text or putting it in adifferent font.TEACHING PARAPHRASINGThe “why” of paraphrasingStudents need to understand that paraphrasingshows that the writer has clearly understoodthe ideas in other texts and is acknowledgingthe sources. Additionally, paraphrasing allowsthe writer to integrate others’ ideas into hisor her text in a manner that is often smootherthan direct quotation.Give criteria for a paraphrase A paraphrase does not differ in meaningfrom the original. A paraphrase uses the writer’s own words. A paraphrase cites the original source. A paraphrase is nearly the same length asthe original.Introduce paraphrasing through reading Evering and Moorman (2012) recommenda two-column strategy whereby studentsfirst write their thesis statement and mainideas in the left column. Students thenAs a first step to helping studentsunderstand paraphrasing, start with reading.For example, in the following exercise,students read a text (which can be veryStudents should understand that academic writingis a conversation, and when you write your ideasand support or refute them with the work of others,you are a part of that conversation.6ENGLISH TEACHING FORUM2 01 8americanenglish.state.gov/english-teaching-forum
short) and then receive a list of sentences—some that paraphrase the information fromthe reading and some that do not. Theywill start to see that paraphrasing is aboutunderstanding ideas from a reading andseeing how those ideas can be expressed indifferent words.Example exercise for understandingparaphrasingStep 1: Read the paragraph below.I have never understood why peopleenjoy camping. From the beginningof time, humans have worked hardto build and maintain livable shelter,but nowadays, for recreation, manypeople exchange the comfort of theirhomes for time in nature. I have beencamping twice and was miserable onboth occasions. It took hours to cook asimple meal. Our food was sprinkledwith dirt and was cold when we didfinally eat. There were no showerfacilities. We had no way to get cleanor even brush our teeth. Sleepingwas difficult and uncomfortable. Weslept with insects, and rocks wereused as pillows. Scary wildlife lurkednearby. All this was for the purpose ofrelaxation. No thanks. I’ll take a niceclean hotel room in the city over aflimsy tent any day.Step 2: Check the sentences that show whatthe author would say about camping. Explainyour answers.5 . Camping is especially popularduring summer vacation.(Idea from Morgan and Douglas 2016, 58)Give examples of acceptable andunacceptable paraphrasesNote that the following texts attributedto Jimalee Sowell are used here asexamples and have not been publishedelsewhere.OriginalThe most eagerly anticipated day in the lifeof an American teenager is the sixteenthbirthday. —Jimalee Sowell, 2018Acceptable paraphraseSowell (2018) claims that the sixteenthbirthday is the day the American teenagerlooks forward to the most.Unacceptable paraphraseA special day that all Americans care a lotabout is the day teenagers turn sixteen (Sowell2018).(This paraphrase is not acceptable because it isdifferent in meaning from the original.)Unacceptable paraphraseThe most anticipated occasion in the life ofan American teen is the sixteenth birthday(Sowell 2018).(This paraphrase is not acceptable because it istoo close in structure and word choice to theoriginal.)Give students text to practice paraphrasing1.Camping is a popular activityenjoyed by most people.2 . Camping is not a good way torelax.3 . Expert campers should helpnovice campers.4 . Camping means giving up manycomforts.After giving examples of acceptable andunacceptable paraphrasing, give studentstext to practice paraphrasing. Students canthen work together through a peer-reviewprocess to decide whether the texts have beenadequately paraphrased (Carroll 2002).The tell-a-friend methodDollahite and Haun (2012) recommend the“tell-a-friend” method whereby students read asentence or passage and then cover m2018ENGLISH TEACHING FORUM7
They think about how they would explain toa friend what they read, then write a paraphraseof the original without looking at it. Once theparaphrase is complete, students check theirparaphrase against the original to see if theyhave maintained the meaning of the originalwithout using words, phrases, or structures thattoo closely mimic the original. Carroll (2002)recommends that after reading a text, studentsliterally tell their paraphrase to a classmate,who writes it down. Together, studentscompare the paraphrase to the original andmake any necessary changes.SUMMARY WRITINGThe “why” of summarizingStudents need to understand that a summarygives the main point of an entire piece ofwriting (often an article or book) or a sectionof a longer piece of writing, such as a chapter.Therefore, unlike a paraphrase, a summaryis much shorter than the original. Summarywriting is sometimes used as an academicexercise to demonstrate comprehensionof a text and when used for that purpose isoften about a paragraph in length. However, forthe purpose of integrating sources into theirwriting, students need to be introduced to andpractice writing one-sentence summaries.Give criteria for a good one-sentencesummary A good summary credits the originalsource. A good summary does not copy languagefrom the original text but paraphrases it. A good summary includes only the main idea. A good summary does not include thewriter’s own ideas or opinions.Start with paragraphsTo ease students into one-sentencesummaries, start by having them summarizeparagraphs, as in the example shown inFigure 2, “The Importance of Being on Time.”Make sure the paragraphs you use includea title, the name of the author, and a dateof publication.You can use the students’own paragraphs as texts for practicing onesentence summaries.One possible one-sentence summaryAccording to Sowell (2018), punctuality isan important aspect of making a favorableimpression.Running dictation for summary writingClassic running dictation typically makes use ofsentences or phrases that students memorizeand then dictate, but running dictation canalso be a good activity for practicing summarywriting. Place paragraphs on the walls outsidethe classroom—one paragraph per student.Put students into groups. Each group makes aline. The first student in each line becomes thefirst reader. The first reader goes outside, readsa text, and then returns to the second studentThe Importance of Being on Timeby Jimalee Sowell, 2018If you want to make a good impression, be on time. Of course, we all have instances whencircumstances beyond our control might cause us to be late. Sometimes traffic really isunexpectedly bad.You might have an unexpected accident such as spilling coffee on yourshirt or breaking the key in the door as you are about to leave for work. But on mostoccasions, tardiness is preventable. Occasional lateness can be forgivable, but habituallateness sends a powerful message. People who are perpetually late are saying that theirtime is more important than the time of the people left waiting. Give yourself even moretime than you think you need to reach a destination. Arriving on time or even early doesas much for your reputation in a positive way as being late does for your reputation in anegative way.Figure 2. Sample passage8ENGLISH TEACHING FORUM2 01 8americanenglish.state.gov/english-teaching-forum
in line, who is the first writer. The first readerdictates a summarized (one-sentence) versionof the text to the writer, who writes it down.The first reader goes to the end of the line. Thefirst writer then becomes the second readerand goes to the hallway to read the next textand returns to dictate a summary to the nextperson in line. The process is repeated untileach student has had the chance to be both thereader and the writer. When all students havehad a turn, the original texts are brought intothe classroom, and together students comparethe original texts with the summaries, makingany necessary changes.Show how a one-sentence summary can beintegrated into a textA paragraph such as the following illustratesto students how to integrate a one-sentencesummary into a text:Writing is a skill that can take many years ofapplied diligence to develop. Most peoplebelieve they need a teacher to learn howto write well. However, in WritingWithoutTeachers, Peter Elbow (1998) insists thatwriting is a skill that can be developedwithout the aid of an instructor. WritingWithout Teachers offers an effective methodfor developing your writing skills andabilities on your own.are much more common in academic writing.Quotations should be used sparingly. Inacademic writing, quotations should be usedwhen a paraphrase would somehow not dojustice to the meaning, message, or style ofthe original quote. However, this could be adifficult concept for NNESs who mighthave trouble distinguishing between whatshould be paraphrased and what should becited with direct quotes, believing that thelanguage of a published text is always superiorto what they might paraphrase. NNESs mightalso have a preference for incorporating directquotations since that is technically easier thanparaphrasing or summarizing. It is, therefore, agood idea to introduce NNESs to paraphrasingand summarizing before introducing directquotation.Give criteria for using quotations Quoted language is put in quotation marks(“ ”). Quoted words must be reproducedexactly as they were in the originalsource. Quoted language must be followed bythe author, publication date, and pagenumber.USING DIRECT QUOTESGive examples of acceptable andunacceptable use of direct quotesThe “why” of using direct quotesOriginalStudents should understand that whilequotations can be used to incorporate evidencefrom sources, paraphrasing and summarizingSixteen is the legal driving age in America inmany states, and many teens rush down tothe Department of Motor Vehicles on theirEnglish language teachers have at their disposal a number of instructional methodologies.However, it is important that English teachers carefully consider their teaching contextbefore choosing a particular methodology or certain techniques from a methodology.As Scrivener says, “The right methodology is the right methodology for a context.It isn’t a universal answer” (Scrivener 2011, 121). What might be an effective methodin one context might not work in another. Teachers need to carefully consider suchfactors as their learners’ past educational experiences, access to resources, class size,and culturally appropriate topics before making choices regarding methodologiesor techniques.Figure 3. Passage incorporating direct g-forum2018ENGLISH TEACHING FORUM9
Another way to raise awareness is to require studentsto bring to class samples of paraphrasing, summarizing,and quoting that they come across in their own reading.sixteenth birthday to take the driving test tobecome a licensed driver. —Jimalee Sowell,2018, page 22Acceptable use of quotationsAccording to Sowell, “Sixteen is the legaldriving age in America in many states, andmany teens rush down to the Department ofMotor Vehicles on their sixteenth birthdayto take the driving test to become a licenseddriver” (Sowell 2018, 22).Unacceptable use of quotationsAccording to Sowell, “Sixteen is the legaldriving age in America in many states,and many teens rush down to the Departmentof Motor Vehicles to take the driving test tobecome a licensed driver” (Sowell 2018, 22).(This quotation is unacceptable because ithas omitted the phrase “on their sixteenthbirthday” without the use of an ellipsis.)Show how a direct quotation can beinterwoven into a textThe passage in Figure 3 shows how a directquotation can be incorporated effectivelyinto a text.BRINGING IT ALL TOGETHEROnce students have had practice withparaphrases, summaries, and directquotations, give them whole pieces of writingto analyze. For this exercise, there should besome mistakes in source integration. Studentsshould work to determine whether sourceshave been integrated appropriately, and ininstances where there are mistakes, theyshould provide suggestions for correction.Another way to raise awareness is torequire students to bring to class samples of10ENGLISH TEACHING FORUM2 01 8paraphrasing, summarizing, and quoting thatthey come across in their own reading.Have students work to analyze the writers’uses of source integration in their samples.You can ask a number of questions(depending on your students’ level ofexperience), such as why the writersintegrated their sources as they did andwhether the integration is effective. If directquotation has been used, ask why the writerused direct quotation. Did the writer need adirect quotation, or would a paraphrase havebeen a better choice? You might even probefurther, asking students to determinewhether the writer used an adequate numberof sources and whether the writer hasbalanced source integration with his or herown writing.OTHER STRATEGIESGive specific instructionsWhen students are unsure of what is expectedof them, they often have less confidence abouthow to proceed or even what the end goal is;as a result, they might be tempted to borrowfrom other texts or self-plagiarize by usingprevious assignments (Carroll 2002; Harris2015). Harris (2001) recommends beingvery specific about assignment requirements,getting to the details such as, “The paper mustmake use of two Internet sources, two printedbook sources, two printed journal sources,one personal interview, and one personallyconducted survey” (Harris 2001, 49).Keep your course freshStudents naturally look for the best waysto make it through a course, and part oftheir strategizing is sharing informationabout the course with one another. It isimportant, therefore, to make slight changesto your course with different materials m
assignments. This is not to say that a courseneed be completely revamped every semesteror year (which could be overwhelming), butthe content and/or assignments should bechanged enough so that students cannot easilyshare pertinent information from previoussemesters (Carroll 2002; Davis, Drinan,and Gallant 2009; Glenn and Goldthwaite2014). For example, if you are using thesame textbook for your course over a periodof time, each semester you can change thequestions used on the midterm and finalexam. If your final exam always has an essaywriting component, change the prompts. Ifyou are teaching students to write a responseto a text, choose different articles as theresponse-writing source. Slight alterationsthat are not too difficult to implement can beeffective in the prevention of copying.and Goldthwaite 2014). Having a studentwrite a paragraph about his or her family andsubmitting a family picture along with thewritten work is an assignment that would benearly impossible to plagiarize.Consider assignments that cannot easily becopiedHave students submit evidence of theirwriting processYou can create assignments that makeplagiarism more difficult—if not impossible.Assigning essay topics that are common andeasily accessible makes it easier for studentsto share essays or to find ready-made essaysonline. Slightly altering common topics canmake plagiarism more difficult (Carroll 2002;Glenn and Goldthwaite 2014). For example,instead of using the topic of “Pollution,” youcould use “Pollution in Dhaka over the pastfive years.” Additionally, assignments that arepersonalized are more difficult to plagiarize(Davis, Drinan, and Gallant 2009; GlennStudents are less likely to plagiarize whenthey are required to submit their work as itdevelops (Carroll 2002; Davis, Drinan, andGallant 2009; Harris 2015). Having studentssubmit notes, prewriting exercises, anddrafts not only cuts down on the temptationto plagiarize but also helps students learn towrite (Harris 2015). Arguably, some studentsplagiarize because they find writing dauntingand have never developed a compositionprocess. When students get feedback on theirwriting as it progresses (from an instructorand/or from their peers), they are moreHowever, using less-than-common topics orpersonalized ones may not always be possible;for instance, you might be required to strictlyadhere to certain topics due to curriculumrestrictions, or you might be helping studentslearn to write for a standardized exam thatoften focuses on certain common topics.And
citations, avoiding plagiarism, and selecting and using sources. In three years, plagiarism among NNESs dropped from 50 percent to below 5 percent (Duff, Rogers, and Harris 2006). If your institution cannot implement such support programs, you can cover relevant topics in class or o
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
How to deal with plagiarism / 13 May 2016 Overview of this session What plagiarism is and why it is damaging The difference between plagiarism and text recycling The use and limitations of plagiarism detection software How to handle plagiarism in line with COPE guidelines
This chapter describes how to install and launch D-checker. Double-click D-checker.exe, which can be found in the unzipped folder, to launch D-checker. Unzip the D-checker package into a folder of your choice (for example, on the desktop). When you launch D-checker for the first time, a firewall settings dialog box will be displayed.
Shows which Checker is connected, the Job name and if it has been saved, along with results for the most recent image. 2 Checker steps. Click each button in turn to build a Checker application. 3 Image display. Shows live video from Checker or individual images from a Filmstrip. 4 For each Checker step, instructions about what to do next are .
