Archive for September, 2012

How to Reference a Website

Friday, September 28th, 2012

Using quotes makes you look quite a reader and ‘well aware’ of things, but what you really need to know when giving a reference or citation is how to give credit to the source. Here, we will learn about referencing a website in different formats, so read about the same in the different sections of this article.

To start with, I would just like to say that while giving reference, you have to mention all the obvious things that come to your mind while you are reading something from somewhere, like the name of the author, the website, the address or the link of the web page, the date of publication or when the reference has been taken, etc. In short, all the logical things that anyone would look for and need if he or she wishes to go to that particular source of information, need to be mentioned. While knowing the way of referencing a website or any other material; will sure save you from plagiarism issues, but along with that, you will really be helping your reader too by providing the details. The reader can always go and refer to the source for additional and more detailed information.

The popular and most recognized ways of referencing something are the MLA and APA formats. So find information on referencing a website in both the formats under the following subheads. Though they are quite similar, there are some minor differences in both these formats of providing citations.

Referencing a Website using the MLA Format

Author’s Name
Modern Language Association of America is what MLA stands for and you need the name of the author, which should be written starting with the surname of the author and then the name. Speaking of the alignment, this has to placed on the left hand side of your page.

Please keep in mind to put a period, i.e. a comma, in this particular case after mentioning the author’s last name. For example:

Earnest, Torque

Web Page Title
After the name of the author comes the title of the web page, separated by a period, a full stop in this case. The title has to be in the double inverted commas. For example:

Earnest, Torque. “Best Animation Schools”

After having mentioned the title of the web page, i.e. the particular article or write-up you have referred too, comes the website that has posted it. And again here it has to be separated with a period, a space in this case. Remember, both are different things, the title and the website. So it would like the following:

Earnest, Torque. “Best Animation Schools”

Variations you can apply here are:

Earnest, Torque. “Best Animation Schools”

Earnest, Torque. “Best Animation Schools”

Publishing Date
Follow the DD/MM/YY format for mentioning the publishing date of the article.

Earnest, Torque. “Best Animation Schools” 13 Jan 2011 OR
Earnest, Torque. “Best Animation Schools” 13 January 2011

This section is optional and is valid in case of academic websites only. The name of the publisher has to follow the publishing date, like shown below.

Earnest, Torque. “Best Animation Schools” 13 January 2011: Publisher’s Name

Date of Reference
Mention the date of reference when you took the reference from the website. This will serve two purposes. One, the reader will come to know how old the article is and secondly, in case the writer or the website owner has made any alterations in the article, you will be saved from the allegations of infringement of intellectual property rights, if any.

Earnest, Torque. “Best Animation Schools” 13 January 2011: Publisher’s Name 14 Jan 2011

The Link
Earnest, Torque. “Best Animation Schools” 13 January 2011: Publisher’s Name 14 Jan 2011 “”

Referencing a Website in APA Format

APA stands for American Psychological Association and knowing how to cite a website in this particular format, I would just illustrate the same with an example, contrary to the step by step process as given above. So here is the format followed by the example:

Author’s Surname, Author’s Name (Publishing Date) Title of the Article MM/DD/YY “”

Earnest, Torque (2011) Best Animation Schools 01/14/11 “”

by Torque Earnest.

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How to Cite a Book

Friday, September 28th, 2012

When a person is writing a research paper or an essay, the resources used to write the same should be cited. Citing the resources helps in making the work legitimate. Often there is a piece of work, which does not have the necessary citation, then the work may not be considered accurate and often does not have the same weight. One can make use of the multiple methods of citation. There are two most commonly used methods of citation, namely Modern Language Association citation, the acronym of which is MLA style and American Psychological Association citation, of which the acronym is APA style. There is one basic difference in both the methods. In the MLA style ‘works cited’ page is necessary, whereas in the APA style ‘referenced pages’ have to be mentioned. In this write up, we will concentrate all our energies to see, different styles of book citation.

How to Cite a Book Using MLA Style Format?

Before you start the process of citing a book, you will have to find out, which is the prescribed format to cite a book. If the research paper format demands MLA style, then here is the correct method of citing a book using MLA format.

In the MLA format, the credit sources are mentioned briefly. The citations are made in parentheses. The complete description of the works used are to be given at the end in the ‘works cited’ list. It is important to write the bibliography using the right format. The list in the bibliography is made alphabetically using the authors last name. In case the authors name is not given, then the first word of the title is used.

Basic Format used in MLA Style – One Author
This is the format to be used, when the book has one author only. The basic format is as follows:

Author Last name, First name, Title of Book, Place of Publication: Name of the Publisher, Year of Publication

Example: Satalkar, Bhakti, How to Cite a Book, Pune: Buzzle Publications, 20 Dec 2010.

Basic Format used in MLA Style – Multiple Authors
Often there are books, which have multiple authors in such a case, we wonder, how does one gone about citing a book, which has multiple authors. The book is an intellectual property of both the authors, therefore both of them have to be cited. The format of the same is:

Author Last name, First name of first author, and Author Last name First name of second author. Title of Book, Place of Publication: Name of the Publisher, Year of Publication

Example: Satalkar, Bhakti and Batul Baxamusa. How to Cite a Book. Pune: Buzzle Publications, 20 December 2010.

You will have to use the same format, if there are up to three authors. However, if there are more than three authors, then instead of naming all the authors you will use the name of the first author and follow it up with ‘et al.’. In case you want to name all the authors, then you will use the above mentioned format itself.

Basic Format used in MLA Style – No Author
Often times, while writing a research paper, we use books, which do not have an author. At such times, we are wits end on citing a book without any author. The format for the same is as follows:

Title of Book, Place of Publication : Name of the Publisher, Year of Publication

Example: Illustrated Family Encyclopedia. London: 2008.

How to Cite a Book in APA Format?

If the prescribed format, demands APA format of citation, then the same must be followed. If you do not follow the same, it can lead to misunderstanding while the research paper is being referred to.

Basic Format used in APA Style – One Author
When APA format has been prescribed and the book you have preferred to has only one author, then the format you will use is as follows:

Author Last name, First name. (Year of Publication). Title of Book, Place of Publication: Name of the Publisher

Example: Satalkar, Bhakti. (2010). How to Cite a Book, Pune: Buzzle Publications

Basic Format used in APA Style – Multiple Authors
If the book you have referred to has multiple authors, then the format you will use is as follows:

Author Last name, First name of first author, & Last name, First name of second author. (Year of Publication). Title of Book, Place of Publication : Name of the Publisher

Example: Satalkar, Bhakti & Baxamusa Batul (2010). How to Cite a Book, Pune: Buzzle Publications

It is extremely important to know the right citation method, when you are citing a book in a research paper.

by Bhakti Satalkar.

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Schools can set trial exam questions next year.

Friday, September 28th, 2012

FROM next year, schools will set and mark the questions for trail examination, including the Sijil Pelajaran Malaysia (SPM)

Deputy Education Minister Datuk Dr Wee Ka Siong said this was to reduce the burden on teachers, who had to travel to the state or district education offices to set the questions together.

“Since we’ve given autonomy to schools to set their own questions, there is no need for state coordinated trial exams,” he said at Parliament lobby yesterday.

Currently, trial examination papers are set according to each state education office and district education office’s preference.

States, which had standardised trial examinations, used the results to gauge the performance of schools.

However, Wee said the comparison would often put pressure on students.

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SMK Transition Classes To Be Abolished By 2017 – Muhyiddin

Friday, September 28th, 2012

KUALA LUMPUR:  – The government plans to implement the Bahasa Malaysia curriculum for national schools (SK) at national type Chinese schools (SJKC) and national type Tamil Schools (SJKT) starting with fourth year cohort pupils in 2014.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said with improved command of Bahasa Malaysia among SJKC and SJKT pupils, transition classes can be abolished by 2017.

The proposal will be implemented via the Education Development Plan 2013-2025 that will shorten the schooling period of SJKC and and SJKT pupils who choose to study at national secondary schools (SMK).

“The ministry will ensure that SJKC and SJKT pupils with problems in learning Bahasa Malaysia are given adequate support through remedial classes of up to five hours weekly.

“The ministry will ensure that implementation of this curriculum will not burden SJKC and SJKT pupils and the use of Chinese and Tamil as the medium of instruction for other subjects,” he said when closing Language and Literature Festival 2012 here Thursday.

The Education Minister said the ministry would also provide adequate training to Bahasa Malaysia teachers in SJKC and SJKT so that they can teach effectively.

Focus will be on the teachers’ ability to practice pupil-centric teaching and learning to meet the different needs of pupils.


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5 ways the new war for talent will change the workplace forever

Thursday, September 27th, 2012

There is a new war for talent. Even while many are still out of a job, workers with in-demand skills like programming and web design can work wherever they want and command a huge salary.

Companies are literally fighting a war every day to keep this talent in their organisation – and to steal more skilled workers from the competition. If you think this is blowing things out of proportion, consider this: a recruiting firm sent 150 baskets of cookies to employees at social-game-creator Zynga to let them know they want to chat about opportunities at other companies. They didn’t send those baskets to their homes; they sent them to the Zynga office. Talk about brazen!

As the economy continues to recover, as Baby Boomers continue to retire, and as the gap between the skills companies need and the skills most people have continue to grow, this war for talent will only intensify. The companies who see this coming and are prepared to do what it takes to hire and retain the right people will survive and even thrive in this new war for talent. The companies who play the wait-and-see game will be in big trouble.

This new war for talent will lead to major changes in the workplace. Here are five predictions for how it will change things forever.

1 Companies will begin teaching practical skills to employees, job candidates and anyone else who wants to learn

As companies recognise the need to train talent, develop skills and retain employees, talent management and training and development will become even more critical for successful organisations. Companies will become increasingly focused on developing their internal talent through professional education and non-stop feedback.

However, as the skills gap continues to widen, this will actually go a step further, and employers will begin teaching and offering practical skills-based education to anyone who wants to learn. Whether it’s a job applicant or someone who just wants to grow professionally, everyone is a potential employee, so it makes sense from an employer branding and a recruiting perspective that companies offer this type of training to any interested party. A great example of how this is playing out right now is Living Social’s Hungry Academy.

2 The higher education institutions approach to learning will change

The most forward-thinking institutions will re-invent their learning eco-system. Everywhere you look, you see new startups claiming to reinvent education, and this will spur traditional institutions to stay relevant and do a much better job of preparing students for the workplace, and investing serious time and resources into improving their career centers. The question is: how fast will things change, and what exactly will this future look like?

3 The new “talent” will be life-long learners

The “war for talent” used to mean finding the most educated and most experienced people to work for you. But the new war for talent is a war for skills, a war for bright people who are constantly curious.

by Ryan Healy.

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A Call for Engaged Teaching

Thursday, September 27th, 2012

As I left my desk to attend the faculty development workshop, I picked up four thank-you cards for the rotations program, a report to read, and a newsletter to edit. I’ve been to dozens of development seminars, and I’ve learned to be prepared with something else to do in case the presenter is mind-numbingly boring. The pleasant surprise of the morning was that the speaker engaged us in learning for more than three hours! How did he do that?

First off, he began with something quite unexpected. He listed all his educational failures. He noted his inability to pass tests for high school and college entrance, and his fortune in being told about a technical college where he obtained a degree, barely passing the degree exams. He eventually found a doctoral degree program that didn’t require testing. In addition, he described depression and admitted the need for medical assistance. Not too many speakers qualify themselves for a professional speaking gig by listing painful failures. Yet all of us were mesmerized. His failures led him to work with challenged learners.

From that opening he laid out the underlying assumptions of critical thinking and the need for teachers to be considered both credible and authentic by learners. He detailed techniques for modeling critical thinking in the classroom as well as for engaging students in silent reflection and group discussion. He used these same tools to engage us. He asked us to reflect on and discuss this question: “When critical thinking happens in the classroom, what does it look like, sound like, and feel like?” He modeled small-group discussion by getting us to talk with each other about how we model critical thinking for our students and about what sabotages attempts to develop critical thinking.

During this discussion, many of my colleagues commented that using engaged learning techniques in the classroom took too much time. They weren’t able to teach all the material and ended the term with way more content than they could possibly cover. I’ve sat in enough lecture halls to know that neither I, nor my fellow students, have necessarily learned all that professors attempt to “cover” in a course. Yes, the professors lectured. Yes, I took notes, read the textbooks, memorized the materials, and took the tests. But at the end of the term, at the end of my degree, and 10 to 20 years later, what courses and what materials do I remember?

The classes I remember most from my graduate program are classes that got me involved. I remember the day I taught the child development lesson to the class. I remember the nutrition class where we researched and debated controversial nutrition topics such as the pros and cons of food plans versus medication for kids with ADHD. I loved the postgraduate course where I got to use continuous quality improvement tools to evaluate work flow at an upholstery studio. Courses that I remember vividly have one common characteristic: they actively involved me in the process of learning. I wasn’t simply a vessel to be filled; I was doing the pouring.

by Mary E Berg.

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Students Think They Can Multitask. Here’s Proof They Can’t.

Thursday, September 27th, 2012

With easy access to all sorts of technology, students multitask. So do lots of us for that matter. But students are way too convinced that multitasking is a great way to work. They think they can do two or three tasks simultaneously and not compromise the quality of what they produce. Research says that about 5% of us multitask effectively. Proof of the negative effects of multitasking in learning environments is now coming from a variety of studies.

The question is, how do we get students to stop? We can tell them they shouldn’t. We can include policies that aim to prevent it and devote time and energy trying to implement them. I wonder if it isn’t smarter to confront students with the facts. Not admonitions, but concrete evidence that multitasking compromises their efforts to learn. The specifics are persuasive and here are some examples to share with students.

  • In an experiment involving 62 undergraduate students taking a principles of accounting course, half of the cohort was allowed to text during a lecture and half had their phones turned off. After the lecture both groups took the same quiz and the students who did not text scored significantly higher on the quiz.Ellis, Y., Daniels, W. and Jauregui, A. (2010). The effect of multitasking on the grade performance of business students. Research in Higher Education Journal, 8
  • This research focused on the use of laptops in a 15-week management information systems class enrolling 97 upper division students. With student consent, researchers used a spyware program that tracked the windows and page names for each software application run during class time. Students were encouraged to run “productive windows”—those that related to course content. Spyware also tracked the number of “distractive windows” students ran, including games, pictures, email, instant messaging and web surfing. Students had these distractive windows open 42% of the class time. Students who tried to listen to the lecture while using these distractive windows had significantly lower scores on homework, projects, quizzes, final exams and final course averages than students who looked at mostly productive windows. Researchers also found that this population under reported the extent of their multitasking.Kraushaar, J. M. and Novak, D. C. (2010). Examining the affects of student multitasking with laptops during lecture. Journal of Information Systems Education, 21 (2), 241-251.
  • Students taking a general psychology course were asked to read on a computer a 3,828 word passage.

by Maryellen Weimer, PhD.

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High-speed broadband for all schools by 2014

Wednesday, September 26th, 2012

THE government’s 1BestariNet project will ensure that all schools in the country have high-speed broadband connectivity to provide virtual learning for students by 2014

Deputy Education Minister Datuk Seri Dr Wee Ka Siong said the contractor chosen for the project was a licence holder and facility and network service provider under the Multimedia and Communications Act 1998. The 1Bestarinet project was awarded to YTL Communications Sdn Bhd (YTL Comms) for a period of two years.

Replying to a question from Er Teck Hwa (DAP-Bakri), Wee said the contractor was also a licence holder of the rights for a cloud-based virtual learning system and has the potential and expertise in providing broadband connectivity.

He said the contractor was the owner and operator of the YES telecommunications network that provides telephone and 4G broadband services.

“Under the 1BestariNet project, all 10,019 government schools will be provided with fibre optic connection at 4 Megabytes per second (which can be upgraded to 20Mbps). Meanwhile, schools in rural and interior areas will be provided with the VSAT network with speeds of 2Mbps (which can be upgraded to 4Mbps.)”

Wee said the implementation of the 1BestariNet was based following studies from the BCG Consulting Group and monitoring of the Schoolnet project in place previously.

He said the project involved the setting up of the infrastructure for broadband connection and provision for a virtual learning system for schools and Education Ministry agencies.

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More power to district education officers from 2014.

Wednesday, September 26th, 2012

KUALA TERENGGANU: The transformation of district education offices to ensure the successful implementation of the Government Transformation Programme will be completed by 2014, said Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin.

He said under the transformation programme, district education officers will be given more autonomy on school management, budgeting decisions and the appointment of teachers and school principals.

“The big challenge facing district education officers now is to ensure that the Education Ministry’s achievements during the first phase of the Government Transformation Programme which will end this year could be mantained and improved in GTP 2 which will start next year,” he said.

by Satiman Jamin.

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Majority of teachers not proficient in English

Wednesday, September 26th, 2012

GEORGE TOWN: It has been revealed that two-thirds of 70,000 English teachers in the country failed to reach a proficient English level.

Education Ministry deputy director-general Datuk Dr Khair Mohamad Yusof said it was one of the two major findings of a survey which required the teachers to sit for the Cambridge Placement Test.

“When we did the initial profiling of the English teachers in Malaysia, we found that two-thirds of the teachers did not meet the proficiency level,” said Dr Khair, who was one of the speakers at a forum held at the G Hotel here on Monday.

The forum titled “English Proficiency: Does the Education System Support the Needs of the Workplace?” was held in conjunction with The Star’s English For More Opportunities initiative.

Dr Khair was one of the four panellists at the forum, which was moderated by former Education Ministry deputy director-general Datuk Noor Rezan Bapoo Hashim.

Dr Khair added that the other major finding of the survey was that two in three students failed to meet the basics in English proficiency.

“This was based on the comparison of the students’ results in SPM English and Cambridge 1119 standards,” he said, adding that the survey was conducted among 13,000 students.

Dr Khair said the survey was an initial review done prior to the Preliminary Report Malaysia Education Blueprint 2013-2025 launched by Prime Minister Datuk Seri Najib Tun Razak on Sept 11.

by Josephine Jalleh.

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