Friday, February 14, 2020
Short Informal Report - Essay Example During the follow-up visits, I cemented a rapport with the exhibitor representatives and ensured that they received appropriate Indium Corporation literature. Most of the exhibitors were manufacturers of pharmaceuticals, veterinary drugs, agrochemicals, and other chemical products. Chemical products distributors were also well represented. Most manufacturers were interested in the poster since some chemicals that Indium manufactures are raw materials for these companies. A good percentage of the distributors also had an eye on our poster. In total, according to my judgment, about ten exhibitors had a particular interest in Indium Corporation products. Our representatives gave them the Indium Corporation brochure and mini-poster (with Sticker). Five of them received the full-size version of the poster. I told exhibitors that I would telephone them within two weeks for purposes of following up. Richard Harris, technical manager, Grand Saw Machine Company. The company is a distributor of industrial chemicals for metal cutting, maintenance, cleaning, corrosion protection, lubrication, laboratory chemicals, and machine wear reduction. Products include sawing fluids, brighteners, laboratory reactants, sawing fluids, and cleaners. Ronald Franklin, regional manager, Kinex Pharmaceuticals. The company makes pharmaceutical products such as immunology and anti-cancer therapeutics. They thus require starting as well as intermediate raw materials like anhydrous acetate, hydroxide hydrated, and sulfate. Brenda Stinson, General Manager, Dynasty Chemical Corporation. The company requires chemicals from the manufacturing industries in order to distribute to customers. Indium Corporation manufactures most of the chemicals that the distributor needs. The conference gave me an overall impression that that there is a growing market for industrial chemicals.
Saturday, February 1, 2020
Research Critiques - Essay Example Questions asked of the students determined their understandings of plagiarism, the hardships they had to undergo to avoid plagiarism, and how they have learned to write without plagiarizing.iv Phase two concerned the development of learning materials. The materials developed were evaluated with undergraduate psychology students, some of whom had participated in Phase one. Much like the focus groups in Phase one, the number of sessions was determined by the data.v The latter phase then incorporated the student feedback into the design of the learning materials. The research design included a number of processes whereby feedback was ascertained from students and teaching staff, to ensure the applicability and usefulness of the materials and their responsiveness to students' needs. The results of the study stated in Phase one represented the students' understandings of plagiarism particularly on defining plagiarism, difficulties in writing to avoid plagiarism, strategies to avoid plagiarism, and student suggestions for course improvement. The results in Phase two represented the development and evaluation of the learning materials. Based on the findings three tutorials and a 'tip sheet' were developed. The Tip sheet provided students with a practical guide on the definition of plagiarism and suggestions for its avoidance when writing [for this particular subject, psychology].vi Information is outlined on the following six areas: time management, note taking, critical reading, paraphrasing, referencing, and practice. The researchers finally proposed learning materials that sees a number of advantages over alternate methods of plagiarism reduction: 1) The inclusion of the materials into an introductory unit is preventive rather than reactive; 2) Providing all students with materials as a component of the course is a universal rather than selective approach; vii 3) The materials can be easily adapted to alternative teaching modes of delivery such as print based external and online modes; 4) The materials can be incorporated into units without changing the assessment, official unit outlines, and so on; 5) Although the materials were developed for psychology students, the materials could be adapted to meet the needs of students in other schools and departments; and 6) Once the materials have been implemented into the course, their advantages can be sustained without further staff time commitment. The researchers said the same cannot be said for the provision of additional tutorials, workshops, and programs outside of class time. Article 2 Storch, J. B;Storch, E. A; &Clark, P. (2002, Nov/Dec). Academic dishonesty and neutralization theory: A comparison of intercollegiate athletes and non-athletes. Journal of College Student Development. Retrieved February 9, 2006 from: http://www.looksmartgradschools.com/p/articles/mi_qa3752/is_200211/ai_n9165977#continue The purposes of this study were: (1) to examine the self-reported frequency of academic dishonesty in a sample of student