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English — «Using writing frames in the ESL classroom» — Gallagher — (PDF)

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Writing frames in the ESL classroom </font></a> - Photo: <a alt="Writing frames in the ESL classroom" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;" target="_blank" title="Writing frames in the ESL classroom"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/JB6Dmz] Using writing frames in the ESL classroom. <br /><br /> 
“Are you paying attention?” – </span></div></H2> <br /><br />

<div class="JBMCode"> Caution: This blogpost deals with the 8 Oscar-nominated movie "The Imitation Game." If you have not seen it and are planning to watch it, then you should not keep on reading this because it will spoil the film's entire narrative style. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "THE IMITATION GAME," written by Graham Moore - Based on "Alan Turing: The Enigma" by Andrew Hodges - Directed by Norwegian MORTEN TYLDUM</span></div></H2> <br /><br />

<div class="JBMCode"> The aims of this writing activity are to cover 2 main areas in learning the English language as required in the English subject curriculum (LK06). Students will 1) write down their arguments in favor or against a given topic in the ESL classroom (written communication, use different writing strategies, general vocabulary related to different topics, different sources as a bases for writing [templates, model-writing], being able to express ideas and opinions in well-structured and coherent texts), and 2) culture, society (explain features of history in the UK, create own texts inspired by films and cultural forms of expression) (LK06). </div> <br />

<div class="citajbm"> A class consisting of twenty one 10th-grade students, in lower secondary school. Second period-term.
I would have loved to have this writing activity based on the book "The Curious Incident of the Dog in the Night-time" which all of my students have read, but having worked on that book last year during our intensive reading project, and since they had been to the movies as part of their social studies subject, I decided to work on that movie in our ESL classroom. I asked them about the movie during a prior class, and surprisingly, most of them confessed that they did not get most of the film, especially the beginning. So, our writing project for an hour-class the week after, was to read the beginning of the movie screenplay, and then we watched the very first five minutes of the film. I provided them with the link to the whole movie screenplay, in case they would like to watch the entire film again. I explained my students the movie’s style. The story-telling is, in a certain way, complex.  
 </div> <br /><br />

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> :: RT: Theory and practice of education - Best Practice in Writing in the ESL Classroom | #KellyGallagher #CharlesWhitaker PaulNation #LewisWray #English #StudyNotes #ESL #UniversityStudies #Writing #EnglishAsASecondLanguage </span></div></H3> <br /><br />

<div class="JBMCode"> During their social class subject schedule, they watched the movie in English with Norwegian subtitles. Most of them did not understand parts of the film because it is narrated "in concentric circles." Three eras of Turing’s life are layered on top of each other and we move between them steadily. In reverse chronological order, they are: first) Turing’s arrest and interrogation (he finishes telling his story to Detective Nock) in 1951, secondly) his application and acceptance into MI6 and his work at Bletchley Park; and finally), a formative year at school with his best and only friend, Christopher. The sub-title of this blogpost is the first line in the film – it’s Turing speaking to his interrogator – and the narration is snippets from their interview. </div> <br />

<div class="citajbm"> After we had read the screenplay’s intro, and I had modeled the sentence types first, students’ assignment for the next half an hour was to write 6 short paragraphs. The purpose of their writing activity:  students would work alone, and write as themselves to persuade their peers why they did or did not like the movie "The Imitation Game." </div> <br /><br />

ALAN TURING (V.O.) <b>*</b>  <br />
Are you paying attention? (pp. 1 & 77) <br /><br />

Good. <br />
If you are not listening carefully, you will miss things. Important things. <br /><br />

ALAN TURING (V.O.)<br />
I will not pause, I will not repeat myself, and you will not interrupt me. <br /><br />
 
You think that because you’re sitting where you are, and I am sitting where I am, that you are in control of what is about to happen. <br /><br />

You’re mistaken. I am in control, because I know things that you do not know. <br /><br />

ALAN TURING (V.O.)<br />
What I will need from you now is a commitment. You will listen closely, and you will not judge me until I am finished. <br /><br />

ALAN TURING (V.O.) <br />
If you cannot commit to this, then please leave the room. <br /><br />

But if you choose to stay, remember, you chose to be here. <br /><br />

ALAN TURING (V.O.) <br />
What happens from this moment forward is not my responsibility: It’s yours. <br /><br />

ALAN TURING (V.O.) <br />
Pay attention. (pp. 2 & 110)  <br /><br />

<b>*</b> V.O. (voice over) in movies/screenplays is used to indicate that dialogue is spoken by someone not currently seen on the screen/ not physically in the scene. It is as if Turing were speaking to the viewer.  </div> <br /><br />

Date: ________________________________________________ <br /><br />

Title: _______________________________________________ <br /><br /><br /><br />

Paragraph 1: <br /><br />

Although not everybody would agree, I want to argue why you should watch the movie "The Imitation Game." First and foremost, _______________________________________________. <br /><br /><br /><br />

Paragraph 2: <br /><br />
I have several reasons for arguing why "The Imitation Game" is worth watching.
_______________________________________________. <br /><br /><br /><br />

Paragraph 3: <br /><br />
A further reason is that _______________________________________________. <br /><br /><br /><br />

Paragraph 4: <br /><br />
Furthermore, _______________________________________________. <br /><br /><br /><br />

Paragraph 5: <br /><br />
Therefore, although some people might argue that _______________________________________________. <br /><br /><br /><br />

Paragraph 6: <br /><br />
These arguments show that _______________________________________________. <br /><br /><br /><br />

</div> <br /><br />

<div class="JBMCode"> This way to scaffold students’ writing is a very useful tool because it helps them to focus and at the same time increase their ability to write on their own. Before they began writing, they saw and heard me giving my writing arguments why I did like / did not like the movie. </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Arguing in favor of watching "The Imitation Game" </span></div></H2> <br /><br />

<div class="citajbm"> <b>Paragraph 1:</b> <br /><br />
Although not everybody would agree, I want to argue why you should watch the movie "The Imitation Game." First and foremost, (it brings Alan Turing's story to the big screen. It shows that homosexuals can also be great human beings and play a key role). <br /><br /><br /><br />

<b>Paragraph 2:</b> <br /><br />
I have several reasons for arguing why "The Imitation Game" is worth watching. It highlights the disgusting betrayal against Turing and it can help us to be more tolerant of others. <br /><br /><br /><br />

<b>Paragraph 3:</b> <br /><br />
A further reason is that (it can inspire you to find out more about what happened during the Second World War). <br /><br /><br /><br />

<b>Paragraph 4:</b> <br /><br />
Furthermore, (it is refreshing to watch a movie where the heroes solve problems by applying thought, rather than automatic weapons). <br /><br /><br /><br />

<b>Paragraph 5:</b> <br /><br />
Therefore, although some people might argue that (you will get a more rounded picture of Alan Turing and his work if you read the book: "Alan Turing: the Enigma," the tale of what women and men accomplished at Bletchley reaches more people through a movie). <br /><br />

<b>Paragraph 6:</b> <br /><br />
These arguments show that (the movie "The Imitation Game" is worth watching. Three generations later we can learn more about those people who, beyond their sexuality, played a chief role in shortening the Second World War.  </div> <br /><br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Arguing against watching "The Imitation Game" </span></div></H2> <br /><br />

<div class="citajbm"> <b>Paragraph 1:</b> <br /><br />
Although not everybody would agree, I want to argue why you should stay at home and not watch the movie "The Imitation Game." First and foremost, (although Turing’s contribution in shortening the Second World War was certainly immense, the stories of women and men who also worked hard at Bletchley, are untold; it makes it look as if it were a one man show). <br /><br />

<b>Paragraph 2:</b> <br /><br />
I have several reasons for arguing why "The Imitation Game" is not worth watching. (This movie is for grown-ups. It is narrated "in concentric circles." Three eras of Turing’s life are layered on top of each other and we move between them, during the entire film). <br /><br /><br /><br />

<b>Paragraph 3:</b> <br /><br />
A further reason is that (three generations later we cannot possibly be learning that the Second World War came to an end because of a machine. It is an oversimplification of what actually happened). <br /><br /><br /><br />

<b>Paragraph 4:</b> <br /><br />
Furthermore, (if you really will learn more about Alan Turing and his work, you should read the book: "Alan Turing: the Enigma"). <br /><br /><br /><br />

<b>Paragraph 5:</b> <br /><br />
Therefore, although some people might argue that (it shows that homosexuals can also be great human beings and play a key role, it does not really show Turing’s homosexuality. His sexuality is only dealt superficially, instead there are more screen time devoted to him and his female friend). <br /><br />

<b>Paragraph 6:</b> <br /><br />
These arguments show that (the movie "The Imitation Game" is not worth watching. (Although it might not be refreshing watching a movie where automatic weapons and bombs killed thousands and thousands of people on the field, it was the crude reality).  </div> <br /><br />

<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  —  REFERENCES | FURTHER READING:  </span> <br /><br />

• [1] Gallagher, Kelly (2006). "<a alt="Teaching Adolescent Writers" href="https://drive.google.com/file/d/0B4kGy0lOHL12RHpJTDdLcEIta1U/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="Teaching Adolescent Writers"><font color="#FF4000">Teaching Adolescent Writers.</font></a>" Stenhouse Publishers. <br/><br/>

• [2] Lewis, Maureen & David Wray (2002). "<a alt="Writing frames" href="http://www2.warwick.ac.uk/fac/soc/wie/research-new/teachingandlearning/publications/writingframes.pdf?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="Writing frames"><font color="#FF4000">Writing frames: scaffolding children’s non-fiction writing in a range of genre.</font></a>" University of Reading. <br/><br/>

• [3] Moore, Graham (2014). "<a alt="THE IMITATION GAME, screenplay" href="http://twcguilds.com/assets/downloads/ScreenplayTIG.pdf?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="THE IMITATION GAME, screenplay"><font color="#FF4000">THE IMITATION GAME,</font></a>" Screenplay. The Weinstein Company.<br/><br/>

• [4] LK06, The Norwegian English National Curriculum; <a alt="The Norwegian LK06, in English" href="http://www.udir.no/upload/larerplaner/fastsatte_lareplaner_for_kunnskapsloeftet/english/5/english_subject_curriculum.doc?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="The Norwegian LK06, in English"><font color="#FF4000">The Norwegian LK06, in English</font></a>; <a alt="The Norwegian LK06, in Norwegian" href="http://data.udir.no/kl06/ENG1-03.pdf?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="The Norwegian LK06, in Norwegian"><font color="#FF4000">The Norwegian LK06, in Norwegian</font></a>  <br/><br/>

• [5] Whitaker, Charles (2006). "<a alt="Best Practices in Teaching Writing" href="http://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdf?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="Best Practices in Teaching Writing, by Charles Whitaker"><font color="#FF4000">Best Practices in Teaching Writing.</font></a>" Write in the Middle: A workshop for Middle School Teachers. Retrieved on Feb 2015 from: <a alt="Best Practices in Teaching Writing" href="http://www.learner.org/workshops/middlewriting/best.html?origin=http://www.benjaminmadeira.com/2015/02/gallagher.html" style="text-decoration: none;" target="_blank" title="Best Practices in Teaching Writing, by Charles Whitaker"><font color="#FF4000">http://www.learner.org/</font></a> <br /><br />

</div> <br /><br />

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English — «Using writing frames in the ESL classroom» — Gallagher — (PDF)

Writing frames in the ESL classroom - Photo: illustration — [http://goo.gl/JB6Dmz] Using writing frames in the ESL class...

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English — Charles Whitaker — «Best Practices in Teaching Writing» — "ESL" — (PDF)

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/t0F9Vt] Theory and practice of education; the study and practice of how best to teach. </span></div></H2> <br /><br />

<div class="citajbm"> "<span style="color: #FF7400; font-weight: bold;font-size:260%;">T</span>he expression "<a alt="Proven Instructional Practices for High-Quality Writing" href="http://vd-p.d91.k12.id.us/Curriculum_Resources/Six%20Traits%20of%20Writing/06%20Resources%20For%20All%20Traits/07%20Multiple%20Traits/Best%20Practices%20for%20Teaching%20Writing.pdf?origin=http://www.benjaminmadeira.com/2015/02/writing.html" style="text-decoration: none;" target="_blank" title="Proven Instructional Practices for High-Quality Writing"><font color="#FF4000">best practice</font></a>" was originally borrowed from the professions of medicine, law, and architecture, where "good practice" and "best practice" are everyday phrases used to describe solid, reputable, state-of-the-art work in a field. If a professional is following best practice standards, he or she is aware of current research and consistently offers clients the full benefi ts of the latest knowledge, technology, and procedures. If a doctor, for example, does not follow contemporary standards of medicine and a case turns out badly, peers may criticize his decisions and treatments by saying something like, "That was simply not best practice."  </div> <br /><br />

<div class="citajbm"> :: RT: Some pedagogical theory and practice: "The single most powerful variable in student achievement is the quality of teaching. But what does quality mean? What does it look like in real classrooms?" - Best Practice in Writing in the ESL Classroom | #CharlesWhitaker #English #StudyNotes #ESL #UniversityStudies #Writing #EnglishAsASecondLanguage </div> <br /><br />

<div class="JBMCode"> Until recently, we haven’t had an everyday term for state-of-the-art work in education. In fact, some veteran teachers would even deny the need for a current, research-based standard of instruction. "I just give ’em the basics," such teachers say. "It’s worked just fi ne for thirty years, and I don’t go for any of this newfangled mumbo-jumbo." One wonders how long such self-satisfi ed teachers would continue going to a doctor who says: "I practice medicine exactly the same way today that I did thirty years ago. I haven’t changed a thing. I don’t pay any attention to all that newfangled mumbo-jumbo—MRIs, vaccines, antibiotics, and such." ( Best practice : bringing standards to life in America’s classrooms / Steven Zemelman, Harvey “Smokey” Daniels, and Arthur Hyde.—4th ed., 2012) </div> <br />

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Following is a list of selected teaching practices that are well recognized in the profession as being effective in helping students develop as writers. </span></div></H3> <br /><br />

<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  —  DOWNLOAD | FURTHER READING:  </span> <br /><br />

• [1] Whitaker, Charles (2006). "<a alt="Best Practices in Teaching Writing" href="http://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdf?origin=http://www.benjaminmadeira.com/2015/02/writing.html" style="text-decoration: none;" target="_blank" title="Best Practices in Teaching Writing, by Charles Whitaker"><font color="#FF4000">Best Practices in Teaching Writing</font></a>". Write in the Middle: A workshop for Middle School Teachers. Retrieved on Feb 2015 from: <a alt="Best Practices in Teaching Writing" href="http://www.learner.org/workshops/middlewriting/best.html?origin=http://www.benjaminmadeira.com/2015/02/writing.html" style="text-decoration: none;" target="_blank" title="Best Practices in Teaching Writing, by Charles Whitaker"><font color="#FF4000">http://www.learner.org/</font></a> <br /><br />

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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Writing Lessons : How to Teach Writing Skills to ESL Students, by Laura Minnegerode, a writing instructor and former classroom teacher. (English audio) :: </span></strong>  </CENTER> <br /><br />
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English — Charles Whitaker — «Best Practices in Teaching Writing» — "ESL" — (PDF)

Teaching Writing in the ESL classroom - Photo: illustration — [http://goo.gl/t0F9Vt] Theory and practice of education; ...

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CulturalStudies — «Multi-religiosity in US and UK society» — Study notes - (Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/02/religiosity.html"> <img alt="Study Notes - Official Website - BenjaminMadeira" border="0" height="399px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIoHnrtbLysLlZhVDHK7iTCl8ofRU8XzAEBr6GP_CzFexU7uHiuI88SbBbGyP46RdxDFtn3-uHRQ8GhJcsAkkMH-IMupa9oQsbbpOM-Nj9XOYg4hNTv-PdtcBNXrmKWWKuFvq4x4eYrft-/s600/UK-US-flags-BenjaminMadeira-com.jpg" title="Study Notes - Official Website - BenjaminMadeira" width="520px" /> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Multi-religiosity in US and UK society </font></a> - Photo: <a alt="Multi-religiosity in US and UK society" href="http://www.benjaminmadeira.com/search/label/cultural-studies" style="text-decoration: none;" target="_blank" title="Multi-religiosity in US and UK society"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/1grKYP] The US can be considered multi-religious from the beginning; Britain, on the other hand, has mainly been a Christian society, and religious pluralism was not a feature of British society until after the Second World War and the arrival of more diverse newcomers. </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: "<a alt="Post-religious Britain? The faith of the faithless, by Nick Spencer & Holly Weldin" href="http://www.theosthinktank.co.uk/files/files/Post%20Religious%20Britain%20pdf.pdf?origin=http://www.benjaminmadeira.com/2015/02/religiosity.html" style="text-decoration: none;" target="_blank" title="Post-religious Britain? The faith of the faithless, by Nick Spencer & Holly Weldin"><font color="#FF4000">Post-religious Britain?: The faith of the faithless</font></a>" and "<a alt="Religious Change in Contemporary USA, by Sid Groeneman & Gary Tobin" href="http://www.jewishresearch.org/PDFs/Religion_Report2.pdf?origin=http://www.benjaminmadeira.com/2015/02/religiosity.html" style="text-decoration: none;" target="_blank" title="Religious Change in Contemporary USA, by Sid Groeneman & Gary Tobin"><font color="#FF4000">Religious Change in Contemporary USA</font></a>" | #Religion #Secularization #USAsociety #UKSociety #ReligiousFreedom #Muslims #Christians #University #StudyNotes #CulturalStudies </div> <br /><br />

<div class="JBMCode"> <a alt="John McCormick" href="http://liberalarts.iupui.edu/political_science/uploads/docs/McCormickCV.pdf?origin=http://www.benjaminmadeira.com/2015/02/religiosity.html" style="text-decoration: none;" target="_blank" title="John McCormick"><font color="#FF4000">John McCormick</font></a>, an Associate <a alt="John McCormick, Professor of Political Science" href="http://www.cengagebrain.com.au/content/9781133979418.pdf?origin=http://www.benjaminmadeira.com/2015/02/religiosity.html" style="text-decoration: none;" target="_blank" title="John McCormick, Professor of Political Science"><font color="#FF4000">Professor of Political Science</font></a> at the Indianapolis University campus of Indiana University and a former Visiting Professor at the Center for European Studies at Exeter University in Britain, in his book "<a alt="Contemporary Britain, by John McCormick, Google Book, PDF" href="http://books.google.com/books?id=tuscBQAAQBAJ&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="Contemporary Britain, by John McCormick"><font color="#FF4000">Contemporary Britain</font></a>": "One of the most notable trends in British religion in recent years has been its growing diversity." Once the world's foremost industrial power, Britain has had a profound effect on the course of world affairs. While its political and cultural legacy remains strong, Britain has had to adapt to a new and radically different globalized order. (McCormick, J. (2012). Contemporary Britain. Palgrave Macmillan.)</div><br />

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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Cultural studies: "Believing without belonging", 'Secularization', "Multi-religiosity", Where should the line be drawn between free speech and attacks on religious beliefs? (English audio) :: </span></strong>  </CENTER> <br /><br />
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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Course Lectures: "Religion in America", videos of the lecture/discussions sessions from Gregory B. Sadler's 2014 Religion in America class at Marist College  :: </span></strong>  </CENTER> <br /><br />
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CulturalStudies — «Multi-religiosity in US and UK society» — Study notes - (Videos)

Multi-religiosity in US and UK society - Photo: illustration — [http://goo.gl/1grKYP] The US can be considered multi-re...

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Manualidades — «Rosas con cartones de huevos» — "Reciclaje" — (Fotos, Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/02/rosas-huevos.html"> <img alt="Romeo and Juliet - Official Website - BenjaminMadeira" border="0" height="299px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRZrKHkgNAOXlqyxuXYTFa6fDlbxqrJ71-opM_zeRymDO7E7B15k5XwRUp1UUnyAzhXZz7khRiqfcr9hCjaCKp-CZ5pUjJNpYgSDgZ3_1c-xc9jf90xAfvGTSQLhwWpwa2Gj7zsRCO0VH-/s600/rosa-carton-de-huevo-BenjaminMadeira-com.jpg" title="Romeo and Juliet - Official Website - BenjaminMadeira" width="420px" /> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Rosas con cartones de huevos </font></a> - Photo: <a alt="Rosas con cartones de huevos" href="http://www.benjaminmadeira.com/search/label/romeo-juliet" style="text-decoration: none;" target="_blank" title="Rosas con cartones de huevos"><font color="#FF4000"> Clara Belén Gómez/ilustracion </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/fRMf6p] Reciclando materiales de desecho podemos hacer muchas manualidades, por ejemplo flores o rosas con cartones de huevos.  </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Hacer rosas con cartón de huevos | #Rosas #Manualidades #Reciclaje #Flores #Tutoriales #<a alt="Origami - by Jo Nakashima" href="https://www.youtube.com/user/jonakashima/playlists?origin=http://www.benjaminmadeira.com/search/label/manualidades" style="text-decoration: none;" target="_blank" title="Origami - by Jo Nakashima"><font color="#FF4000">Origami</font></a> </div> <br /><br />

<CENTER><a alt="Rosas con cartones de huevos - Giovanni, Linnea, Rebecca y Madeirinha" href="http://www.benjaminmadeira.com/2015/02/rosas-huevos.html" target="_blank" title="Rosas con cartones de huevos - Giovanni, Linnea, Rebecca y Madeirinha"> <img alt="Rosas con cartones de huevos - Giovanni, Linnea, Rebecca y Madeirinha - Official Website - BenjaminMadeira" border="0" height="525px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNIIIUVfQoBFb-nkXgM5KKRj3qgQCR6SabvK5ocMwikuA6PAppcw271n0ZM6p4gPdYnZdJANY61LbcNPPn5krRaNqfKMJw2BIgd8FW4fmHB09xexSYjUad3RcNgaO8jAS3fRsdVzf0PWO-/s600/rosas-14feb_BenjaminMadeira-com.JPG" title="Rosas con cartones de huevos - Giovanni, Linnea, Rebecca y Madeirinha - Official Website - BenjaminMadeira" width="100%" /> </a> </CENTER> 
<CENTER> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b>Rosas con cartones de huevos - Giovanni, Linnea, Rebecca y Madeirinha</b> </span> </CENTER>  <br /><br />

<div class="JBMCode"> Materiales: <a alt="Manualidades de Clara Belén Gómez" href="https://www.facebook.com/inspirateconclara/photos_stream?tab=photos_albums?origin=http://www.benjaminmadeira.com/2015/02/ethnic-minorities.html" style="text-decoration: none;" target="_blank" title="Manualidades de Clara Belén Gómez"><font color="#FF4000"> cajas de huevos vacías, tijeras, pegamento fuerte o silicona caliente, pintura acrílica. El tallo de la flor se hace con un palillo de madera, y las hojas se hacen con los restos del cartón de huevos más pequeño que sobren de las flores</font></a>.</div> <br /><br />

<div class="citajbm"> <a alt="Manualidades - Facilisimo" href="http://manualidades.facilisimo.com/flores-con-carton-de-huevos?origin=http://www.benjaminmadeira.com/search/label/manualidades" style="text-decoration: none;" target="_blank" title="Manualidades - Facilisimo"><font color="#FF4000"> Manualidades</font></a>: <a alt="Rosas cerradas con cartones de huevos" href="https://www.facebook.com/media/set/?set=a.604653392964060.1073741841.149538258475578&type=3?origin=http://www.benjaminmadeira.com/search/label/manualidades" style="text-decoration: none;" target="_blank" title="Rosas cerradas con cartones de huevos"><font color="#FF4000"> Rosas cerradas con cartones de huevos</font></a> de <a alt="Reciclar cartones de huevos - Clara Belén Gómez" href="http://clarabelen.com/categorias/cartones-de-huevos/?origin=http://www.benjaminmadeira.com/search/label/manualidades" style="text-decoration: none;" target="_blank" title="Reciclar cartones de huevos - Clara Belén Gómez"><font color="#FF4000"> Clara Belén Gómez</font></a>. </div> <br /><br />

<br />
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<CENTER>  <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Cómo hacer rosas con cartones de huevos (Fuente: <a alt="Manualidades de UtilidadTV" href="https://www.youtube.com/playlist?list=PLL8j1Wj-rZHNQD_A2LObdLh-9AY8NQm3O?origin=http://www.benjaminmadeira.com/search/label/manualidades" style="text-decoration: none;" target="_blank" title="Manualidades de UtilidadTV"><font color="#FF4000"> UtilidadTV</font></a>)  ::  </span></strong></CENTER>
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Essay — «Cultural Studies» — "Immigrant integration" — Study notes - (PDF)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/02/integration.html"> <img alt="Study Notes - Official Website - BenjaminMadeira" border="0" height="299px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcCOOQ9Feh3qcTwKU6k8CCd6erxGOxUGGRcVexM4_wKwDJtdF_mM0u3ATGWSe1zwKZVGT3bV0_M6IYAe6e-d55WUvit_x6zUlfY1Kn0RNbGEDTxYCiyKnNzD8UZQPc5Lqx4luDIqoe6dKj/s600/melting_pot-BenjaminMadeira-com.jpg" title="Study Notes - Official Website - BenjaminMadeira" width="420px" /> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Why some immigrants struggle to become integrated into society </font></a> - Photo: <a alt="Why some immigrants struggle to become integrated into society" href="http://www.benjaminmadeira.com/search/label/cultural-studies" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/QGJBis] This paper deals with the multifaceted issue of why some <a alt="IMMIGRANTS, INTEGRATION AND THE INTERSECTION OF IDENTITIES, by J. S. Frideres" href="http://canada.metropolis.net/events/diversity/immigration.pdf?origin=http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="IMMIGRANTS, INTEGRATION AND THE INTERSECTION OF IDENTITIES, by J. S. Frideres"><font color="#FF4000">immigrants struggle</font></a> to become <a alt="ESSAYS ON INTEGRATION AND PARTICIPATION, edited by Peter Harrington" href="http://www.demos.co.uk/files/Integration%20-%20web.pdf?origin=http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="ESSAYS ON INTEGRATION AND PARTICIPATION, edited by Peter Harrington"><font color="#FF4000">integrated into society</font></a>. </span></div></H2> <br /><br />

<div class="citajbm"> :: RT: <a alt="Essays on Marginalization and Integration of Immigrants and Young Criminals, by Cedric Gorinas" href="http://pure.au.dk/portal/files/55458663/Cedric_Gorinas_PhD_thesis.pdf?origin=http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="Essays on Marginalization and Integration of Immigrants and Young Criminals, by Cedric Gorinas"><font color="#FF4000">Why some immigrants struggle to become integrated into society?</font></a> || #Racism #RacialPrejudice #IntegrationTheory Multiculturalism; ethnic minorities; state policies; Western Europe, Acculturation, Integration, Assimilation, #Immigration #USA #UK #GreatBritain #UniversityStudies #StudyNotes #CulturalStudies | Examples of areas where integration can be a challenge are for instance 'race or ethnicity, socio-economics or class, cultural and political impact, and religion'. Drawing your own conclusions based on figures, models, history and current situations is exactly what students need to aim for in academic writing.</div> <br /><br />

<div class="citajbm"> <span style="color: #FF7400; font-weight: bold;font-size:260%;">W</span>hen dealing with the contentious issue of reducing particular differences between newcomers and natives, and removing obstacles for second generation migrant offspring in society, one cannot relegate individual and national identity, and racial prejudice to a sphere that does not impinge on immigrants and their offspring, if natives and the new inhabitants are to coexist in a tolerant intellectual climate. As stated by Ane Øien-Vikaune: “Any examination or discussion on minorities, immigration or integration will ultimately lead to discussion on race and racial prejudice,” which continue to be factors in social and political debates in the US and the UK (2015, Lesson 2, video: 00:45). Furthermore, should immigrants be 100 percent American, British, without clinging to some of their native culture? Integration into a new Western society can be very or less problematic depending on where immigrants originally come from. In general, immigrants who come from Western societies whose governments are driven by liberal democratic principles integrate themselves in a better and faster way into another Western society, especially if those newcomers have Caucasian characteristics. </div> <br /><br />

<div class="JBMCode"> Some immigrants, lacking the Caucasian characteristics, feel that some of the receiving countries provide them with a feeding ground of interaction, but find out that back that interaction there is also hidden a ‘gradual fusion’, which many of them do not wish to be endowed with. In some cases Western policies have been adopted with the view that society should best converge to some pre-determined life-style (“assimilation”, “fusion”, “the assimilationist integration model”), described as “Americanization” or “Anglo-conformity”, in the US, where they believe that all nation’s members should “share a common national culture, including common values, ideals of excellence, moral beliefs and social practices” (Healey & O'Brien, 2014, p. 45; Parekh, Bhikhu, 2000, pp.197-199; Øien-Vikaune, 2015, Lesson 2, video: 20:47), rather than policies that have been adopted with the perspective of convergence to an endogenous, average life-style (“integration", “social cohesion”, “pluralist integration model”) that leads to uniformity, which is the case in many European countries. In order for an immigrant to become integrated into a society, interaction or participation in local communities is a paramount aspect in human sociality and the State needs to be committed to actively grant foreigners access to equal rights and opportunities locals already have. Now, ‘gradual fusion’ or metamorphosis should be every individual’s decision. Newcomers should choose whether they want injection of regular doses of local culture or not (Parekh, Bhikhu, 2000, p. 197; Øien-Vikaune, 2015, Lesson 2, video: 24:09). Expecting immigrant and minority groups to undergo an assimilation process, in which they emulate local traditions or embrace “national identity”, meaning ‘they internalize national symbols’, as a pre-condition to acceptance into a new society, is not an essential ingredient to become integrated in a plural society. This process of assimilation, giving up their heritage, is what some immigrants struggle with; they want to remain strongly connected to their identity (Entzinger & Biezeveld, 2003, p. 6). </div><br />

<div class="citajbm"> “Identity” is a topic of wide variety, but can be defined for this purpose as ‘their understanding of who they are, what they want to be recognized as.’ The concept of individual identity is non-static, it changes all the time, and immigrants struggle with an evolving identity within themselves. Immigrants’ struggle within them is about whether they have to be impervious to outside influence, giving up their own values that constitute their identity, such as converse in native vernacular, profess their religion or exercise their rights to secular views, gourmandize native food, to name a few. (Bloom, William, 1990, p. 52; Fearon, James D., 1999, pp. 4-6).  </div> <br /><br />

<div class="JBMCode"> Some Western governments have a policy of ambiguity on immigrant integration matters, one of them is on the linguistic level. When immigrants do their best to become integrated into their new home countries, they are subjected to blatant or subtle forms of racism, comments based on their biological characteristics. Carol Thatcher referred to Jo-Wilfried Tsonga, a tennis player, as looking like a ‘Golliwog.’ Tsonga’s father is from Congo. The debate raged in the UK as to whether this was truly offensive or not? General speaking, there are politically correct terms when referring to ‘ethnic’ minorities, in Europe, but it is also true that there exist ‘soft racial epithets’, although people argue they are only joking. For some this might be entertaining, but those racist attitudes and stereotypes influence political decision-making and are factors that further complicate integration of newcomers (Woolley, Simon, 2010). </div><br />

<div class="citajbm"> To summarize, some immigrants altercate with the new forces that draw them towards the 'national identity', which some of them are reluctant to be part of; they refuse to shed all vestiges of their cultural heritage (Parekh, Bhikhu, 2000, 197). Immigrants calibrate their 'identity' by wondering if they are truthful recognized as autonomous individuals, in the new society, despite their diversity. Some immigrants struggle to become integrated into a new society because of marginalization, based on their biological characteristics, cultural values, religion, and sometimes, language. In addition, migrant and minority groups are associated with crime, poor educational achievement, as well as reliance on social welfare. The State has the responsibility to not let them and their progeny be denizens of an inferior social ghetto. This requires the receiving countries' understanding of integration as a two-way process; "The existing community needs to change in order to recognize its minorities" (Øien-Vikaune, 2015, Lesson 2, video: 24:09). It is a process of mutual accommodation between migrants and the receiving society. "[...] minorities have a right to maintain and transmit their ways of life, and denying it to them is both indefensible and likely to provoke resistance." (Parekh, Bhikhu, 2000, 197). </div> <br /><br />

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<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  —  REFERENCES:  </span> <br /><br />

• [1] Entzinger, Han and Renske Biezeveld, 2003: Benchmarking in Immigrant Integration, Rotterdam: ERCOMER. Study carried out for the European Commission, DG Justice and Home Affairs, August 2003. <br /><br />

• [2] Bloom, William, 1990. “Personal Identity, National Identity, and International Relations”. Cambridge: Cambridge University Press. <br /><br />

• [3] Fearon, James D., 1999. “What is identity?” Stanford University. <br /><br />

• [4] Healey, Joseph F. & ‎Eileen O'Brien, 2014. “Race, Ethnicity, Gender, and Class: The Sociology of Group Conflict and Change”. SAGE Publications. <br /><br />

• [5] Parekh, Bhikhu C., 2000. <a alt="Rethinking Multiculturalism" href="https://drive.google.com/file/d/0B4kGy0lOHL12VjdyVXkweFZ5Nkk/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="Rethinking Multiculturalism"><font color="#FF4000">“Rethinking Multiculturalism” in: The Political Structure of Multicultural Society</font></a>. <br /><br />

• [6] Woolley, Simon, 2010. Compendium: “Racism has shades of grey”. The Guardian. 5 July. <br /><br />

• [7] Øien-Vikaune, Ane, Take Credit, 2015, Lesson 2. “Cultural Studies Unit 2: Race, and integration theory”. Web. Retrieved on January 2015 from (video: min: 00:45)

</div> <br /><br />

<div class="JBMCode"> 
<b>Cite:</b> (APA) Madeira, Benjamin (2015). <a alt="Why some immigrants struggle to become integrated into society? - Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society? - Benjamin Madeira"><font color="#FF4000"> "Why some immigrants struggle to become integrated into society?"</font></a>. Retrieved on (place month here) (place date here), (place year here), from <a alt="Why some immigrants struggle to become integrated into society? - Benjamin Madeira" href="http://www.benjaminmadeira.com/search/label/immigration" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society? - Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/search/label/immigration </font></a> <br /><br />

<b>Cite:</b> (MLA) Madeira, Benjamin. <a alt="Why some immigrants struggle to become integrated into society? - Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society? - Benjamin Madeira"><font color="#FF4000"> "Why some immigrants struggle to become integrated into society?"</font></a>, 2015. Web. < <a alt="Why some immigrants struggle to become integrated into society? - Benjamin Madeira" href="http://www.benjaminmadeira.com/search/label/immigration" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society? - Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/search/label/immigration </font></a> >. Retrieved on (place month here) (place date here), (place year here).  <br /><br />

<b>Cite:</b> (CHICAGO) Madeira, Benjamin, <a alt="Why some immigrants struggle to become integrated into society? - Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/02/integration.html" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society? - Benjamin Madeira"><font color="#FF4000"> "Why some immigrants struggle to become integrated into society?"</font></a>, 2015, accessed (place month here) (place date here), (place year here), <a alt="Why some immigrants struggle to become integrated into society? - Benjamin Madeira" href="http://www.benjaminmadeira.com/search/label/immigration" style="text-decoration: none;" target="_blank" title="Why some immigrants struggle to become integrated into society? - Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/search/label/immigration </font></a> </div><br />

Essay — «Cultural Studies» — "Immigrant integration" — Study notes - (PDF)

Why some immigrants struggle to become integrated into society - Photo: illustration — [http://goo.gl/QGJBis] This pape...

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Plagiarism — «How to Cite Sources» for Students — Videos, PDF, MP3

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Plagiarism </font></a> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> and source citing </font></a> - Photo: <a alt="Plagiarism and source citation for students" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;" target="_blank" title="Plagiarism and source citation for students"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H4> <div style="text-align: center"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> — [http://goo.gl/kucYeB] </span>  <span style="color: #FF6600; font-family: Arial,Helvetica,sans-serif;">Understanding and avoiding plagiarism: </span> <br /><br />

<span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">Plagiarism and source citation </span> -

<span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">The Concept of Plagiarism - </span> <span style="color: #0066FF; font-family: Arial,Helvetica,sans-serif;"> There has always been and will always be a debate on plagiarism. The term "plagiarism", which conveys a strong sense of disapproval, originated from the Latin word <i>plagiarius</i> meaning <i><a alt="Plagiarism, authorships and the academic death penalty, by Rebecca Moore Howard" href="http://www.jstor.org/stable/378403?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Plagiarism, authorships and the academic death penalty, by Rebecca Moore Howard"><font color="#FF4000"> the theft of words as well as slaves</font></a></i> (Howard, 1995). As professor Howard, in the Department of Interdisciplinary Writing at Colgate University (1995: 790) writes, "the very etymology of the word plagiarism demonstrates the antiquity of the concept”. With the rapid development of modern technologies giving writers access to vast textual resources, plagiarism is seen as "an ever-increasing practice and problem" both within the academy and among the general population (Chandrasoma et al., 2004: 172).  </span> </div> </h4> <br /><br />

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<div class="citajbm"> :: RT: Plagiarism — «How to Cite Sources» for Students «Academic essays» Evaluating Internet Sources || #UniversityStudies #StudyNotes #English #Literature #politics #humor #satire #parody</div> <br /><br />

<h3> <span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;"><a alt="Plagiarism Is Seven Words Long" href="http://www.marcnair.com/plagiarism-is-seven-words-long/?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Plagiarism Is Seven Words Long"><font color="#FF4000"> Are all slaves or thieves of words?</font></a></span> <span style="color: #0066FF; font-family: Arial,Helvetica,sans-serif;"> – Many students have done it, even well-known writers have done it. What exactly constitutes an original text? [American]-English T.S. Eliot (1888–1965), essayist, publisher, playwright, literary and social critic, and "<a alt="Bush, Ronald. T.S. Eliots Life and Career. American National Biography. Ed. John A Garraty and Mark C. Carnes. New York: Oxford University Press, 1999" href="http://www.english.illinois.edu/maps/poets/a_f/eliot/life.htm?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Bush, Ronald. T.S. Eliots Life and Career. American National Biography. Ed. John A Garraty and Mark C. Carnes. New York: Oxford University Press, 1999"><font color="#FF4000"> one of the twentieth century's major poets</font></a>", published one of the best-known poems in the English language: The Waste Land (1922), a poem that is widely regarded as "<a alt="Bennett, Alan (12 July 2009). Margates shrine to Eliots muse. The Guardian" href="http://www.theguardian.com/books/2009/jul/12/ts-eliot-margate-shrine?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Bennett, Alan (12 July 2009). Margates shrine to Eliots muse. The Guardian"><font color="#FF4000"> one of the most important poems of the 20th century</font></a>" and a central text in Modernist poetry. Readers will recognize a line in it from Baudelaire’s collection of poems entitled "<a alt="Les fleurs du mal - Baudelaire" href="https://docs.google.com/file/d/0B56ZglZpnTuKZWxvYThWSXBmWW8/edit?pli=1?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Les fleurs du mal - Baudelaire"><font color="#FF4000"> Les fleurs du mal</font></a>" ("<a alt="The flowers of evil - Baudelaire" href="https://archive.org/download/flowersofevil00bauduoft/flowersofevil00bauduoft.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The flowers of evil - Baudelaire"><font color="#FF4000"> The flowers of evil</font></a>"). How is it possible that such a well-known and highly regarded author have deliberately chosen to 'copy words' from a widely read and highly esteemed French poet. "<a alt="The Waste Land, by T.S. Eliot" href="http://www.bartleby.com/201/1.html?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The Waste Land, by T.S. Eliot"><font color="#FF4000"> You! hypocrite lecteur! — mon semblable, — mon frère!</font></a>" (<a alt="The Waste Land, verse 76, by T.S. Eliot" href="http://www2.hn.psu.edu/faculty/jmanis/tseliot/wastelan.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The Waste Land, verse 76, by T.S. Eliot"><font color="#FF4000"> T.S. Eliot, verse 76</font></a>). The line from Charles Baudelaire reads: "<a alt="The flowers of evil - Charles Baudelaire" href="http://fleursdumal.org/poem/099?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The flowers of evil - Charles Baudelaire"><font color="#FF4000"> — Hypocrite lecteur, — mon semblable, — mon frère!</font></a>" ('Hypocritical reader, how alike we are, just like brothers!'. My translation).  (Eliot,T.S., 1922, verse 76; Baudelaire, 1857) </span> </h3>  <br />

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<H3> <div style="text-align: center"> Example of what is not good citing from a non-reliable source. <br /><br/>

Let us consider the following website: <a alt="Is the website whitehouse.georgewbush.org a reliable source for an academic essay?" href="http://whitehouse.georgewbush.org?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Is the website whitehouse.georgewbush.org a reliable source for an academic essay"><font color="#FF4000"> http://whitehouse.georgewbush.org</font></a> </div> </h3> <br />

<div class="citajbm"> <span style="color: #FF6600; font-family: Arial,Helvetica,sans-serif;"> Evaluating our source</span> - Let us evaluate that site [<b>WhiteHouse.GeorgeWBush.org</b>]. In a single paragraph, we can discuss 1) what we know about the publication venue, and 2) who or what is the author or publisher. What do we notice about 3) graphics, 4) tone, and 5) content? 6) What is the purpose of the page or site? 7) What issues does the site or page raise for us? Finally, let us determine whether 8) the site would be a good resource for a related topic, or as a secondary source for an academic essay. Why, or why not?  <br /><br />

No reasonable person would ever think that this website [<b>WhiteHouse.GeorgeWBush.org</b>] was sponsored or endorsed by the United States Government, given the site's patently satirical content. Moreover, at the bottom of each page of the website is the description '<B>A Chickenhead Productions Parody</B>.'" </div> <br /> <br />

<H3> <a alt="This website should not be accessed by persons under 18 years of age" href="http://whitehouse.georgewbush.org/kids/index.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="This website should not be accessed by persons under 18 years of age"><font color="#FF4000">The content of this web site [<b>WhiteHouse.GeorgeWBush.org</b>] is intended for mature audiences, and should not be accessed by persons under 18 years of age</font></a> </H3> <br /> <br /> <br /> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Now, let us read an excerpt by former USA president, George W. Bush as published on the website.  </span></div> </h2> <br /> <br />

<div class="comillas">Fellow citizens: [...]  I just want to say that we can all agree on one thing: whether you're an immigrant terrorist or non-terrorist, a bellyaching homo, a legless Iraqazoid, a drowned corpse bloating in the New Orleans sun, an effete Huffington Post-reading urban iPhone zombie, or a Hannity-worshipping redneck patrio-fascist, a negro, a Mexi-rican, a normal guy, a feminist, a stoner, or a fixed income oldster reduced to buying Walgreens-brand Depends, odds are you're tickled pinker than Barry Manilow's boa that I'm getting the fuck outta Dodge (Bush,  George  W. 2009. President Bush's Farewell Speech). </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 1) What do we know about the publication venue? </span></div> </h2> <br />

<div class="citajbm"> If we do not know anything about a given publication venue, then we should investigate, especially if we are researchers. </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 2) Who or what is the author or publisher? </span></div> </h2> <br />

<div class="citajbm"> John A. Wooden, creator of <a alt="John Wooden, the man behind the website Jokes.com acquired by Comedy Central TV" href="http://jokes.cc.com/?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="John Wooden, the man behind the website Jokes.com acquired by Comedy Central TV"><font color="#FF4000">Jokes.com</font></a>, is the Editor in Chief of Chickenhead Productions, which runs the notorious political parody [whitehouse.georgewbush.org] </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 3) What do we notice about graphics? </span></div> </h2> <br />

<div class="citajbm"> Each fake press release was accompanied by a severely doctored photograph providing a fictional visual scene for the occurrence. The website [whitehouse.georgewbush.org] has its own <a alt="Officious Gift Shop" href="http://www.cafepress.com/thewhitehouse?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Officious Gift Shop"><font color="#FF4000">online webshop</font></a> where you can by own 'officious' products, such as a T-shirt where it reads: "<a alt="Jesus likes us best - USA kicks foreigners ass" href="http://sourball.chickenhead.com/whitehouse/cp/main-gw-usa.jpg" style="text-decoration: none;" target="_blank" title="Jesus likes us best - USA kicks foreigners ass"><font color="#FF4000">USA kicks foreigners ass</font></a>". Other grapics on the site that would have not been approved by the White House: "<a alt="Moron Psycho" href="http://whitehouse.georgewbush.org/images/gs/b-moron.gif" style="text-decoration: none;" target="_blank" title="Moron Psycho"><font color="#FF4000">Moron Psycho</font></a>", "<a alt="Posters making fun of the Bush administration" href="http://whitehouse.georgewbush.org/images/gs/p-ahnuld.jpg" style="text-decoration: none;" target="_blank" title="Posters making fun of the Bush administration"><font color="#FF4000">I want you to let me sniff your vagina</font></a>". Finally, the Seal of the President of the United States, with the bald eagle <a alt="The Seal of the President of the United States is a vulture" href="http://sourball.chickenhead.com/whitehouse/cp/cphead2.jpg" style="text-decoration: none;" target="_blank" title="The Seal of the President of the United States is a vulture"><font color="#FF4000">was replaced with a vulture, which appears on each webpage</font></a>. </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 4) What do we notice about tone of the texts? </span></div> </h2> <br />

<div class="citajbm"> The website [whitehouse.georgewbush.org] depicted the Bush administration and his supporters as greedy, arrogant, overtly egotistical, culturally ignorant, nepotist, misogynist, racist, homophobic, xenophobic, anti-Semitic, anti-Catholic. </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 5) What do we notice about content in general? </span></div> </h2> <br />

<div class="citajbm"> The content on the webpage [whitehouse.georgewbush.org] is obvious satirical after have been five minutes on the website, that is if you are fluent in English, which you should be if you are writing a book or an academic essay. The webpage contents vocabulary the White House would not have approved on a public domain, such as: 'McJesus', 'Learn Why God Wants Queers & Lezbiacs To Stay Lonely', '"Sex is for FAGS!" – For Boys', '"IRON HYMEN" – For Girls', 'Hurricane Katrina: President Announces Belated Launch of "Operation Bureaucratic Clusterfuck"', and so on. </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 6) What is the purpose of the page? </span></div> </h2> <br />

<div class="citajbm"> The website [whitehouse.georgewbush.org] is a political parody and published news satire via fake press releases following a real event concerning the Bush administration. </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 7) What issues does the site or page raise for us? </span></div> </h2> <br />

<div class="citajbm">  The website's purpose was to satirize the administration, their supporters and their politics using farce. This tells us that we should investigate thoroughly a potential source before referring to a dubious source. </div> <br /><br />

<h2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> 8) Is it [[whitehouse.georgewbush.org]] a good resource for a related topic, or as a secondary source for an academic essay? </span></div> </h2> <br />

<div class="citajbm"> The webpage is a good source when explaining what should not be a reliable source for academic papers. </div> <br /><br />

<h3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Now, let us examine if any reasonable person would have used this webpage [whitehouse.georgewbush.org] as a secondary source for an academic essay or even something serious as a book on History. </span></div> </h3> <br />

<div class="citajbm"> Dr. <a alt="Cristian Timmermann" href="http://unam.academia.edu/CristianTimmermann/CurriculumVitae?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Cristian Timmermann"><font color="#FF4000"> Cristian Timmermann</font></a>, from Israel, a <a alt="Cristian Timmermann, Post-doctoral researcher" href="http://scholar.google.com/citations?user=Qxg0jRgAAAAJ&hl=en?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Cristian Timmermann, Post-doctoral researcher"><font color="#FF4000"> Post-doctoral researcher</font></a>, <a alt="Cristian Timmermann refers to this website as a reliable source" href="http://whitehouse.georgewbush.org/news/2003/012803-SOTU.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Cristian Timmermann refers to this website as a reliable source"><font color="#FF4000"> refers to this website as a reliable source</font></a> in his dissertation/PhD thesis: "<a alt="Life Sciences, Intellectual Property Regimes and Global" href="https://www.academia.edu/4963224/Life_Sciences_Intellectual_Property_Regimes_and_Global_Justice_2013_?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Life Sciences, Intellectual Property Regimes and Global"><font color="#FF4000"> Life Sciences, Intellectual Property Regimes and Global</font></a>" (Timmermann, Cristian, 2013, p. 184) </div> <br /><br />

<div class="citajbm"> <span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">History</span> — Dr. Marianna Charountaki, when writing her book "<a alt="The Kurds and US Foreign Policy, International Relations in the Middle East, Google Book, PDF" href="http://books.google.com/books?id=TQfGBQAAQBAJ&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="The Kurds and US Foreign Policy, International Relations in the Middle East"><font color="#FF4000">The Kurds and US Foreign Policy: International Relations in the Middle East since 1945</font></a>" (2010), accessed the website on March 2009 and <b><a alt="Marianna Charountaki refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing a History book" href="https://books.google.com/books?id=TQfGBQAAQBAJ&pg=PT145&dq=whitehouse.georgewbush.org&hl=en&sa=X&ei=qP7YVL7eNczwUvaXgogH&redir_esc=y#v=onepage&q=whitehouse.georgewbush.org&f=false" style="text-decoration: none;" target="_blank" title="Marianna Charountaki refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing a History book"><font color="#FF4000">refers</font></a></b> to the fictional publication from April 2002 ["<a alt="Marianna Charountaki refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing a History book" href="http://whitehouse.georgewbush.org/news/2002/050102.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Marianna Charountaki refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing a History book"><font color="#FF4000">PRESIDENT PROMOTES COMPASSIONATE CONSERVATISM TO POOR, COLORED, CRACK-ADDICTED DEATH ROW INMATES</font></a>"] as a reliable source (Charountaki, Marianna, 2010) </div> <br /><br />

<div class="citajbm"> <span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">Law</span> — Dr <a alt="Russell Buchan - University of Sheffield" href="https://www.shef.ac.uk/law/staff/academic/rbuchan?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Russell Buchan - University of Sheffield"><font color="#FF4000">Russell Buchan</font></a>, a senior lecturer in public international law at the University of Sheffield School of Law. Buchan is part of the admissions team for the School's undergraduate courses and also the Director of Personal and Academic Tutoring. <br /><br />

when writing his book "<a alt="International Law and the Construction of the Liberal Peace, Google Book, PDF" href="http://books.google.com/books?id=54fqAwAAQBAJ&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="International Law and the Construction of the Liberal Peace"><font color="#FF4000">International Law and the Construction of the Liberal Peace</font></a>" (2013) on the field of <a alt="The Francis Lieber Prize" href="the Law of Armed Conflict" style="text-decoration: none;" target="_blank" title="The Francis Lieber Prize for books on the Law of Armed Conflict"><font color="#FF4000">the field of armed conflict</font></a> (for 2014), accessed the website and <b><a alt="Russell Buchan refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book" href="https://books.google.com/books?id=54fqAwAAQBAJ&pg=PT145&dq=whitehouse.georgewbush.org&hl=en&sa=X&ei=qP7YVL7eNczwUvaXgogH&redir_esc=y#v=onepage&q=whitehouse.georgewbush.org&f=false" style="text-decoration: none;" target="_blank" title="Russell Buchan refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book"><font color="#FF4000">cited (note 55 GWBush,'Stateof theUnion Address', The White House(28 January2003))</font></a></b> the publication from January 2003 ["<a alt="Russell Buchan refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book" href="http://whitehouse.georgewbush.org/news/2003/012803-SOTU.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Russell Buchan refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book"><font color="#FF4000">THE 2003 STATE OF THE UNION ADDRESS: COMPLETE TRANSCRIPT OF PRESIDENT BUSH'S SPEECH TO CONGRESS AND THE NATION</font></a>"] as a reliable source. Buchan's book won the American Society of International Law’s Francis Lieber Prize (Buchan, Russell, 2013) </div> <br /><br />

<div class="citajbm"> <span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">History</span> — Australian Editor <a alt="Ronald Huisken - Australian National University" href="https://researchers.anu.edu.au/researchers/huisken-rh?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Ronald Huisken - Australian National University"><font color="#FF4000">Dr. Ronald Huisken</font></a>, at the Australian National University, when preparing his book "<a alt="The Architecture of Security in the Asia-Pacific, Google Book, PDF" href="http://books.google.com/books?id=tH4qGYPb0YkC&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="The Architecture of Security in the Asia-Pacific"><font color="#FF4000">The Architecture of Security in the Asia-Pacific</font></a>" (2009) on the field of History, <a alt="Lu Dehong - Professor at the Kunming University of Science and Technology" href="http://www.researchgate.net/profile/Dehong_Lu" style="text-decoration: none;" target="_blank" title="Lu Dehong - Professor at the Kunming University of Science and Technology"><font color="#FF4000">Lu Dehong</font></a>, who wrote chapter 8 ("<a alt="Lu Dehong cites whitehouse.georgewbush.org as a reliable source when writing a chapter on History" href="http://press.anu.edu.au//sdsc/architecture/html/ch08.html?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Lu Dehong cites whitehouse.georgewbush.org as a reliable source when writing a chapter on History"><font color="#FF4000">The Role of the United States in the Future Security Architecture for East Asia—from the Perspective of China-US Military-to-Military Interaction</font></a>"), accessed the website on June 2009 and <b><a alt="Ronald Huisken cites whitehouse.georgewbush.org as a reliable source when writing a History book" href="https://books.google.com/books?id=tH4qGYPb0YkC&pg=PT145&dq=whitehouse.georgewbush.org&hl=en&sa=X&ei=qP7YVL7eNczwUvaXgogH&redir_esc=y#v=onepage&q=whitehouse.georgewbush.org&f=false" style="text-decoration: none;" target="_blank" title="Ronald Huisken cites whitehouse.georgewbush.org as a reliable source when writing a History book"><font color="#FF4000">referred to (note 5, 'Former US President George W. Bush’s 2004 State of the Union Address, January 2004' and, note 23, 'National Security Strategy of the United States of America, March 2006'</font></a>)</b> the publication from January 2003 ["<a alt="Ronald Huisken cites whitehouse.georgewbush.org as a reliable source when writing a History book" href="http://whitehouse.georgewbush.org/news/2003/012803-SOTU.asp" style="text-decoration: none;" target="_blank" title="Ronald Huisken cites whitehouse.georgewbush.org as a reliable source when writing a History book"><font color="#FF4000">THE 2004 STATE OF THE UNION ADDRESS: COMPLETE TRANSCRIPT OF PRESIDENT BUSH'S SPEECH TO CONGRESS AND THE NATION</font></a>"] as a reliable source. (Huisken, Ronald, 2009, pp. 85, 86, 97)   </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> This is what Bush said according to the source Dr. Ronald Huisken used: </span></div> </h2> <br /> <br />

<div class="comillas">Mr. Speaker, Vice President Cheney, fellow Republican CEOs, terrorist-coddling liberals, telegenic colored toddlers, and uniform-wearing military props: [...] Inside the United States, where 9/11™ happened, we must continue to exploit this tragedy [...] (Bush,  George  W. 2004. President Bush's State of the Union Speech). </div> <br /><br />

<div class="citajbm"> Now, Lu Dehong, in chapter 8, cites former US president George W. Bush as follows: "‘the U.S. needs no permission slip from the United Nations or anybody else to act’" <br /><br />

This is what George W. Bush actually said at the 2004 State of the Union Address: "From the beginning, America has sought international support for our operations in Afghanistan and Iraq, and we have gained much support. There is a difference, however, between leading a coalition of many nations and submitting to the objections of a few. America will never seek a permission slip to defend the security of our country." (<a alt="Address Before a Joint Session of the Congress on the State of the Union, January 20, 2004" href="http://www.presidency.ucsb.edu/ws/index.php?pid=29646?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Address Before a Joint Session of the Congress on the State of the Union, January 20, 2004"><font color="#FF4000">WhiteHouse Archives, January 20, 2004, pp. 197, 202</font></a> ) </div> <br /><br />

<div class="citajbm"> <span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">Social Science</span> — Dr. <a alt="Jaye Cee Whitehead - Professor of Sociology at Pacific University in Oregon" href="http://www.pacificu.edu/about-us/faculty/jaye-cee-whitehead-phd?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Jaye Cee Whitehead - Professor of Sociology at Pacific University in Oregon"><font color="#FF4000">Jaye Cee Whitehead</font></a>, Professor of Sociology at Pacific University in Oregon. Her areas of interest include feminist studies, sociology of the family, governmentality, and sex-essentialism. <br /><br />

when writing her book "<a alt="The Nuptial Deal, Same-Sex Marriage and Neo-Liberal Governance, Google Book, PDF" href="http://books.google.com/books?id=PDzpiU1FPW4C&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="The Nuptial Deal, Same-Sex Marriage and Neo-Liberal Governance"><font color="#FF4000">The Nuptial Deal: Same-Sex Marriage and Neo-Liberal Governance</font></a>" (2012) on the field of Social Science, accessed the website January 2011 and <b><a alt="Jaye Cee Whitehead refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book" href="https://books.google.com/books?id=PDzpiU1FPW4C&pg=PT145&dq=whitehouse.georgewbush.org&hl=en&sa=X&ei=qP7YVL7eNczwUvaXgogH&redir_esc=y#v=onepage&q=whitehouse.georgewbush.org&f=false" style="text-decoration: none;" target="_blank" title="Jaye Cee Whitehead refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book"><font color="#FF4000">refers to (note 23 GWBush,'State of the Union Address', The White House (20 January 2004))</font></a></b> the fictional publication from January 2004 ["<a alt="Jaye Cee Whitehead refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book" href="http://whitehouse.georgewbush.org/news/2004/012004-SOTU.asp" style="text-decoration: none;" target="_blank" title="Jaye Cee Whitehead refers to the fictional text of whitehouse.georgewbush.org as a reliable source when writing an award-winning book"><font color="#FF4000">THE 2004 STATE OF THE UNION ADDRESS: COMPLETE TRANSCRIPT OF PRESIDENT BUSH'S SPEECH TO CONGRESS AND THE NATION</font></a>"] as a reliable source. (Whitehead, Jaye Cee, 2011) </div> <br /><br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Articles mocking George W. Bush.  </span></div> </h2> <br /> <br />

<div class="JBMCode"> <span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">Citing or referring to fake sources is not funny</span> — At first sight, this website seems to be a reliable source maybe because it resembles an official website. In fact, the banner at the top of the website's front page reads: "THE WHITE HOUSE" (and then in smaller print underneath) "OFFICIOUS WEBSITE OF PRESIDENT GEORGE W. BUSH". If a researcher is not careful enough, it could seem that it reads '"official" website'. The content is, however, totally fake, or better: it is a parody website, for those who love a good joke. It is a webpage that ridicules former president George W. Bush and his family, friends and administration. It is "dedicated to preserving and celebrating the godly legacy of the most honest, peaceful, and intelligent leader in the 6,000 year history of the planet Earth." (Wooden, John, George W. Bush, 2001/2009). </div> <br /> <br />

<div class="citajbm"> For a good researcher the keyword should be the adjective "officious" ( of·fi·cious /əˈfɪʃ əs/ ) which is used to describe an annoying person who tries or is eager to tell other people what to do in a way that is not wanted or needed. An example could sound as follows: "Bush was an officious man at the White House who was always telling everyone else how to do their jobs." It also means "disapproving", "self-important", "informal", "unofficial" (Collins Dictionary, 2009, pp. 1081-1082; Wells, 2000, p. 530). </div> <br /> <br />

<div class="citajbm"> To avoid confusion between the webpage that pokes fun at the former president and the official White House website, the words <a alt="A Chickenhead Production parody" href="http://whitehouse.georgewbush.org/tos.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="A Chickenhead Production parody"><font color="#FF4000">"A Chickenhead Production parody" and a link to a disclaimer are listed at the bottom of the webpage</font></a>. In spite of the site's authors' efforts to make the distinction obvious, some of the reader mail posted to the website indicates that some readers nevertheless believe, until recently (2013) (or at least pretended to believe) <a alt="A Chickenhead Production parody" href="http://whitehouse.georgewbush.org/feedback/47.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="A Chickenhead Production parody"><font color="#FF4000">whitehouse.georgewbush.org</font></a> was the real White House website. The actual White House site is at <a alt="The Official White House site" href="http://www.whitehouse.gov/blog?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The Official White House site"><font color="#FF4000">www.whitehouse.gov</font></a>  </div><br /> <br />

<div class="citajbm"> The Bush administration, in a letter, tried to take down the webpage by <a alt="The Bush administration demanded that all of the material be removed" href="http://whitehouse.georgewbush.org/administration/love_letter.asp?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The Bush administration demanded that all of the material be removed"><font color="#FF4000">demanding that all of the material be removed</font></a>, but without success. <br /> <br />

The Supreme Court of the United States has held that the <a alt="First Amendment fully protects satirical treatment of public figures" href="http://www.gpo.gov/fdsys/pkg/GPO-CONAN-1992/pdf/GPO-CONAN-1992-10-2.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="First Amendment fully protects satirical treatment of public figures"><font color="#FF4000">First Amendment</font></a> fully protects <a alt="satirical treatment of public figures" href="http://www.rcfp.org/sites/default/files/2014-08-22-elonis-v-united-states.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="satirical treatment of public figures"><font color="#FF4000">satirical treatment of public figures</font></a>, even when that satire is outrageous and false. </div> <br /> <br />

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> Do not let yourself fall into the trap of April Fool's 'research-day' when referring to or citing a source for an academic essay. Just <a alt="Some Youtube videos by the satirical site" href="https://www.youtube.com/user/whitehousedotorg/videos?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Some Youtube videos by the satirical site"><font color="#FF4000">have a good laugh</font></a> before you keep on searching reliable sources for your academic essays. Do not make the same <a alt="MSNBC did quote a post from the satirical site" href="https://www.youtube.com/watch?v=WyKKGOtIQPA?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="MSNBC did quote a post from the satirical site"><font color="#FF4000">mistake MSNBC did when quoting a post from the satirical site</font></a>, then called whitehouse.org, as an actual source. </span></div> </h3> <br /> <br />

<div class="citajbm"> Even a clerk at the Republican National Committee <a alt="Confidential misssives involving political conspiracy" href="https://books.google.com/books?id=e5D0qDgAO1gC&pg=PT145&dq=whitehouse.georgewbush.org&hl=en&sa=X&ei=qP7YVL7eNczwUvaXgogH&redir_esc=y#v=onepage&q=whitehouse.georgewbush.org&f=false" style="text-decoration: none;" target="_blank" title="Confidential misssives involving political conspiracy"><font color="#FF4000">sent confidential misssives involving political conspiracy</font></a> to <b><a alt="Confidential misssives involving political conspiracy" href="http://books.google.com/books?id=e5D0qDgAO1gC&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="Confidential misssives involving political conspiracy"><font color="#FF4000">@GeorgeWBush.org</font></a></b>, instead of sending them to @GeorgeWBush.com (Palast, Greg, 2006) </div> <br />

<h2>REFERENCES:</h2><br/><br/>

• [1] Björkell, Johanna, 2011. [TheEdulab]. (2012, January 18). Plagiarism [Educative/Education Video]. Retrieved from https://www.youtube.com/watch?v=ptHIA5bMnio  <br/><br/>

• [2] Buchan, Russell, 2013. International Law and the Construction of the Liberal Peace, Hart Publishing, Oxford <br/><br/>

• [3] Chandrasoma, Ranamukalage, Celia Thompson, and Alastair Pennycook, 2004. Beyond plagiarism: transgressive and nontransgressive intertextuality. Journal of Language, Identity and Education, 3 (3), 171-193. <br/><br/>

An article that provides student examples that show insight into the understanding of plagiarism in terms of patchwriting and common knowledge. The authors argue that instead of plagiarism, we should instead use the terms "transgressive" or "nontransgressive" "textuality" as a way to more completely describe the ways that individuals use sources in their writing. Which term should be employed is only determined in context, and they should be considered within the context of intentionality, development, identity, resistance, student epistemologies, common knowledge, mediated discourse, interdisciplinary, variability and task type. <br/><br/>

• [4] Charountaki, Marianna, 2010. <a alt="The Kurds and US Foreign Policy, International Relations in the Middle East, Google Book, PDF" href="http://books.google.com/books?id=TQfGBQAAQBAJ&printsec=frontcover&hl=en&source=www.BenjaminMadeira.com&output=embed&redir_esc=www.BenjaminMadeira.com" style="text-decoration: none;" target="_blank" title="The Kurds and US Foreign Policy, International Relations in the Middle East"><font color="#FF4000">The Kurds and US Foreign Policy: International Relations in the Middle East since 1945</font></a>, Routledge Studies in Middle Eastern Politics <br/><br/>

Dr. Marianna Charountaki is a Sessional Lecturer at Reading (UK) University. Her research interests range from international relations and foreign policy analysis to the international relations of the broader Middle East. She is the author of The Kurds and US Foreign Policy: International Relations in the Middle East since 1945 (Routledge, 2010) as well as a number of articles, including “Turkish Foreign Policy and the Kurdistan Regional Government,” Perceptions: Journal of International Affairs XVII, no. 4 (Winter 2012): 185–208.<br/><br/>

• [5] Collins COBUILD, Advanced Dictionary of English, 2009. Heinle Cengage Learning. <br /> <br />

• [6] Collins English Dictionary (2012) William Collins Sons & Co. Ltd. 1979, 1986. HarperCollins Publishers <br /> <br />

COBUILD is an acronym for Collins Birmingham University International Language Database, indicating partly the collaboration between Collins publishers and the University of Birmingham. It is a British research facility established at the University of Birmingham in 1980 and funded by Collins publishers. <br/><br/>

• [7] Eliot, T.S., 1922. <a alt="The Waste Land, by T.S. Eliot" href="http://www.bartleby.com/201/1.html?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The Waste Land, by T.S. Eliot"><font color="#FF4000"> The Waste Land</font></a>. The Criterion (<a alt="T.S. Eliot in The Criterion, a British literary magazine" href="http://modernistmagazines.com/media/pdf/287.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="T.S. Eliot in The Criterion, a British literary magazine"><font color="#FF4000">British literary magazine</font></a>); The Dial (<a alt="T.S. Eliot in The Dial, a British literary magazine" href="https://www.msu.edu/course/eng/362/johnsen/waste.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="T.S. Eliot in The Dial, a British literary magazine"><font color="#FF4000">an American literary magazine</font></a>). <br/><br/>

• [8] Baudelaire, Charles, 1857. <a alt="The flowers of evil - Charles Baudelaire" href="http://www.sema.edu.br/editor/fama/livros/letras/Flores-do-Mal-Charles-Baudelaire-Ingles.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The flowers of evil - Charles Baudelaire"><font color="#FF4000">The flowers of evil</font></a>. <br/><br/>

• [9] Howard, R. M., 1995. <a alt="Plagiarism, authorships and the academic death penalty, by Rebecca Moore Howard" href="http://composingthoughts.qwriting.qc.cuny.edu/files/2011/01/Howard-Authorships.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Plagiarism, authorships and the academic death penalty, by Rebecca Moore Howard"><font color="#FF4000"> Plagiarism, authorships and the academic death penalty </font></a>. College English, 57 (7), 788-806. Accessed on Feb. 2015, from http://composingthoughts.qwriting.qc.cuny.edu <br/><br/>

• [10] Huisken, Ronald, 2009. <a alt="The Architecture of Security in the Asia-Pacific, Google Book, PDF" href="http://www.oapen.org/download?type=document&docid=458802?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="The Architecture of Security in the Asia-Pacific"><font color="#FF4000">The Architecture of Security in the Asia-Pacific</font></a>. ANU E Press, Canberra. <br/><br/>

• [11] Palast, Greg, 2006. <a alt="Armed Madhouse: From Baghdad to New Orleans--Sordid Secrets and Strange" href="https://books.google.com/books?id=e5D0qDgAO1gC&pg=PT145&dq=whitehouse.georgewbush.org&hl=en&sa=X&ei=qP7YVL7eNczwUvaXgogH&redir_esc=y#v=onepage&q=whitehouse.georgewbush.org&f=false" style="text-decoration: none;" target="_blank" title="Armed Madhouse: From Baghdad to New Orleans--Sordid Secrets and Strange"><font color="#FF4000">Armed Madhouse: From Baghdad to New Orleans--Sordid Secrets and Strange</font></a>. Penguin Books <br/><br/>

• [12] Timmermann, Cristian, 2013. <a alt="Life Sciences, Intellectual Property Regimes and Global" href="http://sammelpunkt.philo.at:8080/2384/1/excerpt.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Life Sciences, Intellectual Property Regimes and Global"><font color="#FF4000"> Life Sciences, Intellectual Property Regimes and Global</font></a>" p. 184, accessed on Feb. 2015, from http://unam.academia.edu/CristianTimmermann <br/><br/>

• [13] Wells, J.C., 2000 Longman Pronunciation Dictionary. Longman. Pearson Education Limited. <br/><br/>

• [14] Whitehead, Jaye Cee, 2012. The Nuptial Deal: Same-Sex Marriage and Neo-Liberal Governance. University of Chicago Press. <br/><br/>

• [15] WhiteHouse Archives, 2001–2008. <a alt="Selected Speeches of President George W. Bush" href="http://georgewbush-whitehouse.archives.gov/infocus/bushrecord/documents/Selected_Speeches_George_W_Bush.pdf?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Selected Speeches of President George W. Bush"><font color="#FF4000"> Selected Speeches of President George W. Bush</font></a>. Accessed on Feb. 2015, from georgewbush-whitehouse.archives.gov <br/><br/>

• [16] Wooden, John, creator of the '<a alt="Officious George W. Bush webpage" href="http://www.georgewbush.org?origin=http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Officious George W. Bush webpage"><font color="#FF4000"> Officious George W. Bush webpage</font></a>', 2000/2008, accessed on Feb. 2015 from http://www.georgewbush.org

</div> <br />

<div class="citajbm"> <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="https://onedrive.live.com/view.aspx?cid=92528EAF21F7B384&resid=92528EAF21F7B384!2312&app=WordPdf" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> Plagiarism:</font></a> <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="https://drive.google.com/file/d/0B4kGy0lOHL12OXJwc1pGZE5Jc2s/view?usp=sharing" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> «Source citation» - BenjaminMadeira.com - PDF </font></a> :: <br /><br />

<b>Cite:</b> (APA) Madeira, Benjamin (2015). <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> "Plagiarism: How to Cite Sources"</font></a>. Retrieved on (place month here) (place date here), (place year here), from <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="http://www.benjaminmadeira.com/search/label/plagiarism" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/search/label/plagiarism </font></a> || <br /><br />

<b>Cite:</b> (MLA) Madeira, Benjamin. <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> "Plagiarism: How to Cite Sources"</font></a>, 2015. Web. < <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="http://www.benjaminmadeira.com/search/label/plagiarism" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/search/label/plagiarism </font></a> >. Retrieved on (place month here) (place date here), (place year here). || <br /><br />

<b>Cite:</b> (CHICAGO) Madeira, Benjamin, <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/02/plagiarism.html" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> "Plagiarism: How to Cite Sources"</font></a>, 2015, accessed (place month here) (place date here), (place year here), <a alt="Plagiarism: How to Cite Sources - Benjamin Madeira" href="http://www.benjaminmadeira.com/search/label/plagiarism" style="text-decoration: none;" target="_blank" title="Plagiarism: How to Cite Sources - Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/search/label/plagiarism </font></a>.  </div> <br /><br />

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<span style="color: #0066FF; font-family: Arial,Helvetica,sans-serif;"> - Plagiarism and source citation is very much a problematic issue for students, and far too many go to university studies with no solid understanding of what should be cited, what does not need to be cited, and how one goes about handling those sources. The more students work with these issues, the less likely they are to fall into the trap of plagiarism. They are more likely to have a solid understanding of the issues and methodologies, and are more aware of the consequences of failing to exercise good citation habits. </span> <br /><br />

<span style="color: #FF0000; font-family: Arial,Helvetica,sans-serif;">Plagiarism and improper use of secondary sources is unacceptable. </span> <span style="color: #0066FF; font-family: Arial,Helvetica,sans-serif;"> - Professors do distinguish between citing sources badly and deliberate cheating, but at high level of academic performance, it is important that students both understand and demonstrate that understanding of what should be cited and proper citation methods.  </span> <br/><br/>

MLA Style Guide
http://www.rbc.edu/wp-content/uploads/2014/01/mla_pdf.pdf

APA
http://www.rbc.edu/wp-content/uploads/2014/01/apa_pdf.pdf

PLAGIARISMS, AUTHORSHIPS, AND THE ACADEMIC DEATH PENALTY
Rebecca Moore Howard 
http://composingthoughts.qwriting.qc.cuny.edu/files/2011/01/Howard-Authorships.pdf

Bibliography on plagiarism
http://www.english.illinois.edu/documents/undergraduate/plagiarism_bib_RIW.pdf

Plagiarism or intertextuality? A study of the politics of knowledge, identity and textual ownership in undergraduate student writing 
https://opus.lib.uts.edu.au/research/bitstream/handle/2100/369/02whole.pdf?sequence=2

Beyond the Accusation of Plagiarism
http://sro.sussex.ac.uk/2106/1/Beyond_the_accusation_of_plagiarism.pdf

citing sources, overview
libguides.mit.edu/citing
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