Custom essay writing : an exploration

In late 2010, three things happened. Firstly, I graded the final submission of a student who had, to date, been producing work that was, on the whole, pass/credit standard. Their last essay was outstanding. It was well organised, cleverly argued, well referenced and enjoyable to read. Turnitin assured me that the paper was not plagiarised but I remained suspicious because it seemed ‘too good to be true’. In the end, I gave it 91/100. Later in the same year, the final two events happened. I discovered that a large scale essay writing service provider from the USA was opening a ‘branch’ in Australia. Finally, a colleague from the States told me how she had become enraged to see a custom writing essay provider as a (busy) stallholder at her orientation week market day. She was furious, surely this is illegal? Interested in finding out ‘what (if anything) this might mean to Deakin?’, Toija and I approached Teaching and Learning in our faculty to see if they might fund a small experiment. They did, and the presentation will contain a record of this exploratory project. This project had a very simple premise. What would we receive if we ordered a custom written essay for one of the ALC101 assignment questions? Would it pass?

When it comes to assessment, numbers are nonsense!

As professors and tutors have traditionally had almost total control over the learning and assessment environment, for most students, the approach to assessment has changed little. The arrival of ‘new media’, ‘digital culture’ and ‘dispersed learning’ threatens this stability and control. Students are now able to operate in a more open, collaborative, interactive and distributed manner, and this fact challenges many of the traditional perceptions about what constitutes a ‘university experience’ and what are now ‘appropriate’ assessment tasks (Crisp, G,. 2009). Plagiarism is now part of daily life, wiki-referencing barely raises an eyebrow and now, custom written essays are seen as a very real option for the time poor student.
This paper will do three things. Firstly, to argue that allocating a numeric score to assessment is nonsense and secondly, tell a story about the authors experience when buying a custom written essay and finally, attempt to argue how ‘progressive and innovative’ assessment techniques might be used to remedy these assessment problems.

Interocular corneal symmetry in refractive error groups

Purpose: To examine between eye differences in corneal higher order aberrations and topographical characteristics in a range of refractive error groups. Methods: One hundred and seventy subjects were recruited including; 50 emmetropic isometropes, 48 myopic isometropes (spherical equivalent anisometropia ≤ 0.75 D), 50 myopic anisometropes (spherical equivalent anisometropia ≥ 1.00 D) and 22 keratoconics. The corneal topography of each eye was captured using the E300 videokeratoscope (Medmont, Victoria, Australia) and analyzed using custom written software. All left eye data were rotated about the vertical midline to account for enantiomorphism. Corneal height data were used to calculate the corneal wavefront error using a ray tracing procedure and fit with Zernike polynomials (up to and including the eighth radial order). The wavefront was centred on the line of sight by using the pupil offset value from the pupil detection function in the videokeratoscope. Refractive power maps were analysed to assess corneal sphero-cylindrical power vectors. Differences between the more myopic (or more advanced eye for keratoconics) and the less myopic (advanced) eye were examined. Results: Over a 6 mm diameter, the cornea of the more myopic eye was significantly steeper (refractive power vector M) compared to the fellow eye in both anisometropes (0.10 ± 0.27 D steeper, p = 0.01) and keratoconics (2.54 ± 2.32 D steeper, p < 0.001) while no significant interocular difference was observed for isometropic emmetropes (-0.03 ± 0.32 D) or isometropic myopes (0.02 ± 0.30 D) (both p > 0.05). In keratoconic eyes, the between eye difference in corneal refractive power was greatest inferiorly (associated with cone location). Similarly, in myopic anisometropes, the more myopic eye displayed a central region of significant inferior corneal steepening (0.15 ± 0.42 D steeper) relative to the fellow eye (p = 0.01). Significant interocular differences in higher order aberrations were only observed in the keratoconic group for; vertical trefoil C(3,-3), horizontal coma C(3,1) secondary astigmatism along 45 C(4, -2) (p < 0.05) and vertical coma C(3,-1) (p < 0.001). The interocular difference in vertical pupil decentration (relative to the corneal vertex normal) increased with between eye asymmetry in refraction (isometropia 0.00 ± 0.09, anisometropia 0.03 ± 0.15 and keratoconus 0.08 ± 0.16 mm) as did the interocular difference in corneal vertical coma C (3,-1) (isometropia -0.006 ± 0.142, anisometropia -0.037 ± 0.195 and keratoconus -1.243 ± 0.936 μm) but only reached statistical significance for pair-wise comparisons between the isometropic and keratoconic groups. Conclusions: There is a high degree of corneal symmetry between the fellow eyes of myopic and emmetropic isometropes. Interocular differences in corneal topography and higher order aberrations are more apparent in myopic anisometropes and keratoconics due to regional (primarily inferior) differences in topography and between eye differences in vertical pupil decentration relative to the corneal vertex normal. Interocular asymmetries in corneal optics appear to be associated with anisometropic refractive development.

Diverse bodies-space politics: Towards a critique of social (in)justice of built environment

Writing has long played an important role in the progression of architecture and the built environment. Histories of architecture are written, manifestoes that form the basis for a designer’s work are written and most importantly, the built environment advances itself through the act of critical writing. Not unlike the visual arts, literature and poetry, the tradition of written criticism has been crucial to the progression of architecture and its allied professions (Franz 2003). This article contributes to architecture and the built environment through the act of a written essay that critiques the problem of bodily diversity to architecture. In particular, the article explores the implications of body-space politics and abstracted body thinking on diverse bodies and their spatial justice. Using Soja’s Spatial Justice theory (2008), we seek to point out the underlying conceptions and power differentials assigned to different bodies spatially and how this leads to spatial injustices and contested spaces. The article also critically analyses the historical emergence of ‘the standardised body’ in architecture and its application in design theory and practice , and looks at how bodies often found on the outside of architecture highlight how such thinking creates in justices. Different theories are drawn on to help point to how design through the use of the upright, forward facing, male bod willingly and unwillingly denies access to resources and spatialities of everyday life. We also suggest ways to re-conceptualise the body in design practice and teaching.

Por que picharam a escola?

Esta dissertação discute a reaçao dos professores de uma escola pública de 1o Grau, situada num município de periferia da cidade do Rio de Janeiro, a uma proposta de trabalho democrática, suas possibilidades e limitações. O texto descreve o projeto como um todo, que envolvia 4 unidades escolares e sua implantação. No capítulo seguinte há o detalhamento de como era e como ficou a escola de 1o grau. A seguir vem a análise da composição de professores da escola de 1o grau, a partir de aspectos considera dos relevantes; número de professores, sua movimentação e distribuição por tempo de escola, município, formação acadêmica e turno. O último capítulo traz as categorias formuladas "Outros" e "Próprios" - de acordo com a possibilidade que os professores encontram em si mesmos de interferirem e de terminarem os rumos do processo educacional. Os perfis de cada uma das categorias foram construídos com os depoimentos das 48 entrevistas realizadas em 1989. Estão organizados por temas que se revelaram importantes no decorrer do desenvolvimento da análise: impressão, professor, disciplina, aluno, reunião, direção, educação. A conclusão sistematiza a análise que foi sendo traçada ao longo da dissertação: a predominância de "outros" sobre "próprios" resulta numa escola que delega às autoridades constituídas seu poder de decisão.

Mudanças lexicais no direito de família brasileiro: necessidade jurídica e evolução lingüística

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Electromagnetic modeling of conformal wideband and multi-band patch antennas by bridging a solid-object modeler with MoM software

The advantages of antennas that can resemble the shape of the body to which they are attached are obvious. However, electromagnetic modeling of such unusually shaped antennas can be difficult. In this paper, the commercially available software SolidWorks(TM) is used for accurately drawing complex shapes in conjunction with the electromagnetic software FEKO(TM) to model the EM behavior of conformal antennas. The application of SolidWorks and custom-written software allows all the required information that forms the analyzed structure to be automatically inserted into FEKO, and gives the user complete control over the antenna being modeled. This approach is illustrated by a number of simulation examples of single, wideband, multi-band planar and curved patch antennas.

Comparing transport emissions and impacts for energy recovery from domestic waste (EfW): centralised and distributed disposal options for two UK Counties

Many local authorities (LAs) are currently working to reduce both greenhouse gas emissions and the amount of municipal solid waste (MSW) sent to landfill. The recovery of energy from waste (EfW) can assist in meeting both of these objectives. The choice of an EfW policy combines spatial and non-spatial decisions which may be handled using Multi-Criteria Analysis (MCA) and Geographic Information Systems (GIS). This paper addresses the impact of transporting MSW to EfW facilities, analysed as part of a larger decision support system designed to make an overall policy assessment of centralised (large-scale) and distributed (local-scale) approaches. Custom-written ArcMap extensions are used to compare centralised versus distributed approaches, using shortest-path routing based on expected road speed. Results are intersected with 1-kilometre grids and census geographies for meaningful maps of cumulative impact. Case studies are described for two counties in the United Kingdom (UK); Cornwall and Warwickshire. For both case study areas, centralised scenarios generate more traffic, fuel costs and emitted carbon per tonne of MSW processed.

Representações sobre a leitura e sua influência em práticas educativas: um estudo no 1.º ciclo de Bolonha

É amplamente reconhecida a relevância crescente da leitura no século XXI, enquanto requisito fundamental para um exercício de cidadania responsável e crítico. Por outro lado, tal como acontece com outros aspetos da vida social, a investigação reconhece a influência exercida pelas representações sociais sobre a nossa compreensão do caráter multifacetado das práticas de leitura. Tal peso assume particular relevo no que diz respeito aos estudantes do Ensino Superior, nomeadamente aos futuros profissionais da Educação, pela sua responsabilidade acrescida na formação de leitores autónomos e críticos, privilegiando a sua motivação para a leitura e o seu desempenho em compreensão na leitura. No entanto, em Portugal, poucos estudos focam as representações sobre a leitura destes estudantes e sua influência em práticas educativas futuras. Nesse sentido, realizámos um estudo cujos objetivos de investigação foram: i) Identificar e caracterizar as representações de estudantes a frequentar um primeiro ciclo de estudos de Bolonha sobre: a sua motivação para a leitura; o seu desempenho em compreensão na leitura; os fatores que os influenciariam; as competências em leitura do seu futuro público; estratégias didáticas orientadas para a motivação para a leitura e o desenvolvimento da compreensão na leitura no seu futuro público; ii) determinar a influência das representações sobre estes aspetos nas suas práticas futuras relacionadas com a motivação para a leitura e o desenvolvimento da compreensão na leitura; iii) conceber, implementar e avaliar um plano de formação em Didática do Português, visando a promoção da competência didática dos estudantes, orientada para a motivação do seu futuro público para a leitura e o desenvolvimento da compreensão na leitura. Neste estudo, participaram 53 estudantes, inscritos na unidade curricular de Iniciação à Leitura e à Escrita, integrada no 3.º ano do plano de estudos da Licenciatura em Educação Básica da Escola Superior de Educação de Viseu, no 1.º semestre do ano letivo de 2012/2013. Foram objeto de uma intervenção didática, integrada no módulo programático consagrado à leitura, que durou quatro semanas. Face aos objetivos traçados, optámos por uma abordagem de natureza qualitativa, tendo como referencial metodológico o estudo de caso único. Foram utilizados vários instrumentos de recolha de dados: para os relativos às representações, usámos um questionário, uma reflexão escrita individual e duas fichas de trabalho; para os relacionados com o desempenho, recorremos a um relatório escrito de um trabalho prático de planificação e fundamentação de atividades, com uma componente individual e outra realizada em grupo. Todos os dados recolhidos foram objeto de análise de conteúdo, complementada por uma análise estatística descritiva (frequências absolutas e relativas). O nosso estudo permitiu-nos concluir que as representações sobre a leitura destes estudantes podem ser encaradas como um constructo multifacetado e complexo, no qual assume centralidade o conhecimento, associado à valorização da leitura em contexto escolar, sendo relegada para segundo plano uma dimensão mais afetiva da leitura. Tais representações seriam influenciadas por múltiplos fatores. No que respeita à motivação para a leitura, tais fatores incluiriam o género, o estatuto sociocultural, as práticas de literacia familiar e académica, os hábitos de leitura, o gosto pela leitura e preferências de leitura. O desempenho em compreensão na leitura, de caráter multidimensional, seria influenciado pelas estratégias que os estudantes mobilizariam durante a leitura, pela sua atitude de persistência quando confrontados com dificuldades e pela facilidade com que leriam com fins informativos, académicos e recreativos. Concluímos igualmente que tais representações sobre a leitura se repercutiriam nas práticas educativas futuras dos estudantes relacionadas com a motivação para a leitura e com o desenvolvimento da compreensão na leitura. A intervenção didática realizada teria concorrido para os dotar de algumas competências didáticas relacionadas com o ensino explícito da compreensão na leitura e fazer evoluir as representações, contribuindo também para algumas alterações ao seu perfil de leitor, em termos de motivação e de desempenho. Inferimos que tal evolução se repercutiu no modo como encaravam as suas futuras práticas educativas, no que se referia à competência didática para a motivação para a leitura e desenvolvimento de competências em compreensão na leitura no seu futuro público. Da investigação realizada decorrem algumas sugestões pedagógicodidáticas com vista a contribuir para o aprofundamento das representações sobre a leitura dos estudantes futuros profissionais da Educação e sua influência em práticas educativas.

Análise das percepções sobre os impactes da formação profissional no desempenho dos recursos humanos da Universidade de Évora

O estudo que se pretende desenvolver no âmbito desta Dissertação de Mestrado tem como objectivo geral proceder à análise das percepções sobre os impactes da formação Profissional no desempenho profissional dos recursos humanos na Universidade de Évora. Para concretizar a finalidade deste trabalho, procede-se à reflexão sobre os impactes sócio organizacionais de uma estratégia avaliativa da formação ministrada pela Universidade de Évora, através do estudo da análise dos diferentes modelos de gestão e de desenvolvimento teóricos da formação, no desempenho dos recursos humanos, nomeadamente o modelo de Kirkpatric, através da transferência de conhecimentos e motivação dos mesmos. Relativamente à Metodologia a ser utilizada a investigação é de natureza qualitativa e interpretativa, incidindo no Estudo de Caso no âmbito do Núcleo de Formação Contínua da Universidade de Évora. No que concerne aos resultados esperados com este trabalho, pretendemos analisar as percepções sobre os impactes na eficácia das acções de formação realizadas no do POAP em 2006/2007, na óptica de diferentes instâncias organizacionais, relativas à transferência de conhecimentos para contexto de trabalho; aquisição de novas competências por parte dos recursos humanos Universidade de Évora. /ABSTRACT: The study that is to be developed in the extent of this master 's degree essay has as general goal to analyse the perceptions on the impacts of the professional training in the professional performance of the university of Évora's human resources. ln order to achieve this goal there'll be considerations on the impacts of socio-organizational of an assessment strategy of the training led by the University of Évora, by studying the analysis of several theoretical models of management and development in training, in the performance of the human resources, namely the application of the Kirkpatrick model, through knowledge exchange and motivation of the human resources. ln what concerns the methodology being used in the investigation it is of qualitative and interpretative kind and it will fall upon the Case Study of the Continuous Training Department of the University of Évora. Regarding the expected results of this written essay it is intended to analyse the perceptions of the impacts in the effectiveness of the training sessions which occurred in the extent of POAP in 2006/2007, regarding the different organizational authorities, in what concerns the knowledge exchange to the working environment, acquisition of new abilities of the human resources of the University of Évora.

Literary institutions : their relation to public opinion : an essay written for the London Literary and Scientific Institution.

Mode of access: Internet.

Outlines of a system of political economy : written with a view to prove to government and the country, that the cause of the present agricultural distress is entirely artificial, and to suggest a plan for the management of the currency, by which it may be remedied now, and any recurrence of similar evils be prevented in future ; together with the fourth edition of an Essay on the principles of banking /

Goldsmiths'-Kress no. 23743.

Pope, Gray, Goldsmith; selected poems; Essay on criticism, Elegy written in a country churchyard, The progress of poesy, The traveller, The deserted village,

Mode of access: Internet.

Crossing borders: Space and identity in the essay by Angelina Muñiz

In this study, we establish a relation between the representation of space in Muñiz’s essays and the construction of the essayist’s complex identity which combines Spanish, Jewish and Mexican traits. We concentrate on Angelina Muñiz’s essays Las raíces y las ramas (1993) and El canto del peregrino (1999). Methodologically, we rely on Maingueneau’s concept of ‘scenography’, according to which the text stages its own situation of enunciation. Our starting point is the triple Spanish-Jewish-Mexican identity of the essayist. Our research question is about how the essayist deals with the space corresponding to respectively the Spanish and Mexican part of her identity. Secondly, we analyse the representation in the essays of a space corresponding to her Jewish roots. We find that Muñiz’s vision of space is not static; the essayist’s vision on space is dynamic, open, free and characterized by a constant free movement across national borders. Similar to the concept of space of the ‘diaspora’, her vision is constructed without the limitations imposed by national borderlines or geographical distances.

The circle in the relationship between space and body. Photo-essay based on Isidro Blasco and the BAPNE method

This article demonstrates a visual study on the educational space in which the teaching of body percussion is carried out in universities. The methodological framework is chosen by the Visual Arts Based Educational Research, using the work of an artist as a conceptual and methodological model. The research remains notable (1) due to the theoretical reference to the BAPNE method, (2) due to the visual reference to the work of Isidro Blasco – especially with the piece “Shanghai Planet 2009” - ;(3) due to the parallelisms established between the object of study in this investigation -the spatial analysis- and the focuses of interest revealed by the art critics in relation to the work of this artist. By means of a visual speech formed with 7 photo-collages the relationship between body and educational space is visualized in the basic disposition of circular learning. The visual constructions by way of photo-collage and their aesthetic charge brings us closer to the intimacy of the educational space, in the style in which it is distributed to the students in the music classroom, the materialization of interpersonal relationships, the occupied and empty volumes.