"...The stroller caught something and began to fold. The boy began to cry. The driver opened the door and shouted angrily, 'You gonna get off lady? I got traffic here.'
The woman was magnificent. She adjusted her coat and gloves before doing anything else. Then she righted the stroller. Then she picked up the boy. She adjusted her purse on her shoulder. Then she picked up the stroller. Then, very deliberately, holding traffic up all over Manhattan, she lowered herself and her things down the steps, pausing before stepping down onto the curb. As the bus pulled away, Rosie looked back and saw the woman serenely strap the boy, who was no longer crying, into the stroller, then hand him a banana from her purse, then begin her promenade down the sidewalk. It was a riveting sight. She said to Mary, 'Did you see that?'
'What?' replied Mary.
'That woman.'
'God she was rude,' said Mary.
And from that Rosalind knew that Mary would live the rest of her life in the Midwest, which she did.
Rosalind saw that, if you had enough self-possession, you could reconnoiter, plan ahead, take your time. It went beyond being careful. Being careful was something you did if you were in a rush. If you were self-possessed, you never had to be in a rush.
And so Rosalind had cultivated her self-possession at Smith College, at Mademoiselle magazine, working as an intern, at Conde Nast Traveller, working as an editor, and in Westchester County, as the wife of Alexander P. Maybrick and the stepmother of his three children, who didn't especially like her but admired her capacity for resisting their father" (Jane Smiley, Horse Heavan, 30).
Wednesday, October 27, 2010
He stabs innocent girls
This 19 year old NSF was recently being broadcast over the news. Every front pages of the newspaper were pictures of him. He had stab a 32 year old lady to death during mid-autumn festival. This murdered case took place in woodlands area in the night. After killing her, he proceed back to his army camp as instructed by his officers. Before killing this lady he had actually hurt several women. All the women that he harmed had long hair and they reminds him of his ex-girlfriend which he had broken up with recently.
However, i think that he should be given another chanced. Reasoning being that he had a very sad family background. He had seven siblings, amongst them one was sent away, three were diagnosed with cancer. Currently he is living with his stepfather. To me when he broke up with his girlfriend i think that he do not have someone to share his story with. He could only keep everything to himself. He was a rather quiet boy, who is not like many of us who are out spoken. For him share such things with an outsider i think that it will requires great courage from him.
Whenever this happen, i think that everything starts from young. Firstly was to address his family issue. School Councillor should be notified with such situations. Home visit should be provided to ensure that this boy actually have someone to speak and will not be affected to what that had happen to his family.
Monday, October 25, 2010
Saturday, October 23, 2010
Stop the bullying at the University of Memphis!
I want to bring your attention to bullying happening at the college level at the University of Memphis.I've become a victim to this and I know it's not just me as another young woman in my program got bullied by our department's administration. The interim chair, Sandra Sarkela, told this woman's adviser, David Appleby, that she wanted the woman "out of the program". Then Sarkela had the woman's graduate assistantship supervisor, Katherine Hendrix, assign the woman last minute "work" on a Saturday. Their tactics worked, the young woman dropped out of her assistantship credits and Sarkela's class.
Another young woman in the program was barred from taking certain classes when younger, Caucasian students were allowed. She was also treated differently than these others in terms of grading. When she brought this up to Sandra Sarkela, she was discriminated against and retaliated against.
I, too, have been treated in this manner by Sandra Sarkela and our department administration and even by the university administration and Shirley Raine's office. I have a ADA medical condition that was ignored by the Affirmative Action Officer, Michelle Banks. I was put in a work condition (noisy public computer lab, no air conditioning, no water, being surveillanced) that caused my anxiety problems to worsen.
I complained about discrimination to Sandra Sarkela, who then had me terminated, hence attempting to destroy my academic and work credibility when I have an unblemished record. After figuring out that was a federal crime, the university reinstated me, but since then has retaliated against me at every turn to try to make me leave "voluntarily" like the first young woman.
When I turned in my work, they ignored my sources and called me a plagiarist in an email, again attempting to undermine my academic and work future. They also refused to fill out an incident report for a work injury I had and threatened via email with an "If/Then" statement to stop paying me. This was by university counsel Sheryl Lipman. I am a minority female who moved from California to get a PhD and become part of this community. Now, the university has put a condition on my assistantship that I sign over a full psychiatric examination (fitness for duty) for just working by myself with books- over to them. This is not right.
I would like to share with you and our community the atrocities that are going on in higher education at The University of Memphis.
More info at: http://www.thepetitionsite.com/7/stop-the-bullying-at-the-university-of-memphis/
Learning and Your Child
Research shows that many individuals have a unique learning style, a way in which they take in and process information best. As a parent, there are ways in which you can better understand and support your child's learning style, whether they are gifted or struggling with a learning disability. We've got it all covered to help you advocate for your child.
Friday, October 22, 2010
King's College London: Support Virginia Jibowu
-----------------
Sign the online petition at:
http://www.gopetition.com/petition/38617.html
-----------------
I am a 26 year old female of Nigerian-Welsh origin. I was a full-time undergraduate student on the Defendant’s Extended Medical Degree Programme (EMDP) from September 2002 until December 2008. On 20 October 2008 I was injured by a porter driving a wheelchair into the back of my leg whilst I was on my clinical attachment at King’s College Hospital. As a result of my injury, Professor Greenough (Head of the medical School) removed me from my programme. I am currently unemployed and suffer from reduced mobility as a result of the injury sustained.
King’s College London medical School is called Guy’s King’s and St Thomas’ School of Medicine (GKT). KCL is in partnership with Guy’s, King’s and St Thomas’ NHS Trust Hospitals. The Institute of Psychiatry (IOP) became a school of King’s College London in August 1997. The King’s College Hospital is further affiliated with the South London and Maudsley NHS Trust. KCL also has various alliances with South London G. P. Practices within Lambeth and other Primary Care Trusts. The General Medical Council and the South Thames Foundation Schools are also closely linked with KCL.
Whilst at King’s College London (KCL) I was subjected to disability discrimination preventing me from taking up the F1 post I had secured with the Wales Foundation School. I suffer from severe incapacitating dysmenorrhoea. This is a debilitating condition which prevents me from carrying on my normal day to day activities for at least 2 days every month (I refer to the letter dated 6 August 2001 from Anne Giwa-Amu to the Health Authority (marked exhibit 1), with the response dated 17 August 2001 (marked exhibit 2), and also the letter dated 10 August 2001 from Guy’s and St Thomas’ Hospital confirming my referral to the Pain Management Centre (marked exhibit 3).
I was also subjected to ‘continuing acts’ of racial segregation, racial discrimination, harassment, bullying and institutional racism from 2002-2009. In summary:
a) I was racially discriminated against during the recruitment and selection process and racially segregated onto the EMDP course which I had not applied for.
b) Despite my protests, I was kept on the EMDP course from 2002-2008/9.
c) The EMDP course is a 6 year programme whilst the standard MBBS is a 5 year programme. Therefore, being placed on the EMDP course subjected me an additional year at university during which time I could have been employed.
d) I was compelled to wear a badge from 2002-2008/9 marking me out as one of the EMDP students. As the course was advertised as being designed to bring in more students from socially deprived ethnic minority backgrounds this was a humiliating experience for me.
e) I was compelled to participate in various research projects without my knowledge and consent. This included social research, psychological research and IQ tests from 2002 -2008/9.
f) I was covertly monitored without good reason over a period of time whilst on the EMDP course.
g) My complaints of racial harassment and bullying by fellow students were not investigated but I was ‘watched’ because I had made those complaints.
h) I was subjected to ‘institutional victimisation’ because of my complaints by members of the management team who orchestrated a campaign to discredit me.
i) Following my injury whilst on clinical attachment at King’s College Hospital, management refused to investigate my complaints and continued to spread false and defamatory statements about my mental health.
Further details are provided below.
Due to my complaints of racial segregation, racial discrimination, harassment, bullying and institutional racism, I suffered victimisation from members of the management team. My protected acts are as follows:
a) In 2002 I protested to Gavin Brown that my application for the MBBS 5 had been rejected in order to channel me onto the experimental EMDP course.
b) In 2002-2003 I made complaints to Dr Pamela Garlick and Professor Standring about the segregated nature of the EMDP course and asked to be transferred to the MBBS5 course.
c) In 2005 I made a complaint to the college of harassment and bullying by Richard Pinder who was my clinical partner at the time. I asked to be moved away from him.
d) On 2 December 2006, I submitted a written complaint of harassment and bullying against Emily Bowen, Steve Dixon and Simon Hill. I made a verbal complaint to staff indicating that the harassment was racially motivated.
e) On 19 September 2007 I made a complaint to the Dean of Victoria Hospital (St Lucia), and the Elective Coordinator against Alexis Johnson, Johanne Adley, Jaskiren Kaur, Emon Malik and Sivathatishana Meinerikandathevan for assault, bullying, harassment and breach of contract.
f) On 9 September 2007, I sent Emon Malik a ‘letter of claim’.
g) 24 September 2008, I submitted a claim at the Employment Tribunal.
h) 21 November 2008, I submitted a claim for discrimination at the Central London County Court (8CL09060) which was lost on the court system.
i) 23 December 2008, I submitted a replacement claim at the Central London County Court (which was returned as permission was needed to serve on the defendant’s Solicitor)
j) On 28 January 2008, I submitted the claim for racial discrimination at the Central London County Court.
More information at: http://www.virginiajibowu.co.uk
Thursday, October 21, 2010
Parenting and Families
Parents play a monumental role in their children's lives. Being involved, being a good role model, and understanding your parenting style can help you better address the needs of your child. Do your part to ensure your child becomes a well balanced adult.
Parenting and Families
Parenting is the ultimate learn-as-you-go endeavor. And few parents have more than a vague notion of how they'll do it until they are doing it. But parenting style matters - not just because it affects the way children turn out, but because it affects your relationship with them.
Sunday, October 17, 2010
a sudden bout of melancholia, in honour of Lauren Leaving Day
My awesome friend Lauren is off to Tanzania today to do the kind of amazing and necessary work of which the world needs more.
This girl's blog must be mined for content like the Romantic primary text it surely is.
Saturday, October 16, 2010
...
“Artworks,” says Adorno,
“have the immanent character of
being an act, even if they
are carved in stone, and this endows them
with the quality of being something
momentary and sudden.”
“have the immanent character of
being an act, even if they
are carved in stone, and this endows them
with the quality of being something
momentary and sudden.”
Lifetime Advantage: Skills for competing in a global economy
Success in the digitally and globally integrated world of the 21st Century requires skills like self awareness and self-confidence, goal setting, public speaking and active listening, teamwork and cross-cultural awareness, and critical and creative thinking—all skills upon which our programs focus.
Current research underscores that education programs that assist students in developing these
Current research underscores that education programs that assist students in developing these
Educational excellence is embedded in our DNA
Our educational philosophy places the student at the center of the learning process, surrounded by what we know through research and experience are the skills that a student needs in order to succeed in school, in college, in the workplace and throughout life.
We recognize that every student who comes to an Envision program comes with a strong foundation of achievement and a unique background
We recognize that every student who comes to an Envision program comes with a strong foundation of achievement and a unique background
Friday, October 15, 2010
The unkindly art of mobbing - in Academia
At a practical level, every professor should be aware of conditions that increase vulnerability to mobbing in academe. Here are five:
• Foreign birth and upbringing, especially as signaled by a foreign accent.
• Being different from most colleagues in an elemental way (by sex, for instance, sexual orientation, skin color, ethnicity, class
origin, or credentials).
• Belonging to a discipline with ambiguous standards and objectives, especially those (like music or literature) most affected by
post-modern scholarship.
• Working under a dean or other administrator in whom, as Nietzsche put it, “the impulse to punish is powerful”.
• An actual or contrived financial crunch in one’s academic unit (According to an African proverb, when the watering hole gets
smaller, the animals get meaner).
Other conditions that heighten the risk of being mobbed are more directly under a prospective target’s control. Five major ones are:
• Having opposed the candidate who ends up winning appointmentn as one’s dean or chair (thereby looking stupid, wicked, or crazy in the latter’s eyes)
• Being a rate buster—achieving so much success in teaching or research that colleagues’ envy is aroused.
• Publicly dissenting from politically correct ideas (meaning those held sacred by campus elites).
• Defending a pariah in campus politics or the larger cultural arena.
• Blowing the whistle on, or even having knowledge of serious wrongdoing by, locally powerful workmates.
The upshot of available research is that no professor needs to worry much about being mobbed, even when in a generally vulnerable condition, so long as he or she does not rock the local academic boat. The secret is to show deference to colleagues and administrators—to be the kind of scholar they want to keep around as a way of making themselves look good. Jung said that “a man’s hatred is always concentrated on that which makes him conscious of his bad qualities.”
By Professor Kenneth Westhues
• Foreign birth and upbringing, especially as signaled by a foreign accent.
• Being different from most colleagues in an elemental way (by sex, for instance, sexual orientation, skin color, ethnicity, class
origin, or credentials).
• Belonging to a discipline with ambiguous standards and objectives, especially those (like music or literature) most affected by
post-modern scholarship.
• Working under a dean or other administrator in whom, as Nietzsche put it, “the impulse to punish is powerful”.
• An actual or contrived financial crunch in one’s academic unit (According to an African proverb, when the watering hole gets
smaller, the animals get meaner).
Other conditions that heighten the risk of being mobbed are more directly under a prospective target’s control. Five major ones are:
• Having opposed the candidate who ends up winning appointmentn as one’s dean or chair (thereby looking stupid, wicked, or crazy in the latter’s eyes)
• Being a rate buster—achieving so much success in teaching or research that colleagues’ envy is aroused.
• Publicly dissenting from politically correct ideas (meaning those held sacred by campus elites).
• Defending a pariah in campus politics or the larger cultural arena.
• Blowing the whistle on, or even having knowledge of serious wrongdoing by, locally powerful workmates.
The upshot of available research is that no professor needs to worry much about being mobbed, even when in a generally vulnerable condition, so long as he or she does not rock the local academic boat. The secret is to show deference to colleagues and administrators—to be the kind of scholar they want to keep around as a way of making themselves look good. Jung said that “a man’s hatred is always concentrated on that which makes him conscious of his bad qualities.”
By Professor Kenneth Westhues
Global Education
The SAT is an aptitude test. Like all aptitude tests, it must choose a medium in which to measure intellectual ability. The SAT has chosen Math and English. Most of the aspirants for undergraduate studies to US need to take it. NEW SAT takes about 3 hours and 45 minutes. It contains Critical Reading, Math and Writing Section. The NEW SAT is about 2400 marks, English section is for 1600 marks
GED: The Key to Better Jobs and Higher Education
There is no short-cut to better jobs and higher education. For the 39 million American adults without high school diplomas, it can be frustrating to find that opportunities are closed to them. Pam Graves had experienced this frustration first hand.
As a new mother needing a higher-paying job, Graves applied for a position at a bank. When she saw that the application asked for her education, she
As a new mother needing a higher-paying job, Graves applied for a position at a bank. When she saw that the application asked for her education, she
Imported Silver Chains Are They Really Better?
Many individuals who love to wear jewelry made from silver have many imported silver chains in their jewelry box. They are worn almost every day with a variety of clothing styles. Imported silver chains are attractive as well as affordable when you compare them to other jewelry made from precious metals. This type of silver chains are versatile and can fit any style and type of fashion sense you
Thursday, October 14, 2010
various activities one could engage in, in lieu of work
1. make fun of luck-obsessed people who got married on Oct 10th in Vegas because 10/10/10 is somehow auspicious.
you. cannot. win. in. Vegas.
2. create a playlist of songs that alternatively make me want to sleep and startle me awake. Decide this will absolutely help my writing.
3. look at the bed bug registry and plan to torch multiple buildings in close proximity to mine.
4. multi-coloured pedicure.
5. pace. read Ginsberg aloud in an angry voice. pace more.
6. have vibrant imaginary conversations with various people in my life.
7. handstands.
8. think about doing something about this: Tightrope Books is accepting submissions for an anthology about Canadian hospitals for a proposed 2012 publication date. All pieces must be from personal experience and written in first person P.O.V. Length and form are flexible. Send abstracts of 100-300 words by December 1, 2010.
9. research puppies.
10. handstands. handstands. handstands.
you. cannot. win. in. Vegas.
2. create a playlist of songs that alternatively make me want to sleep and startle me awake. Decide this will absolutely help my writing.
3. look at the bed bug registry and plan to torch multiple buildings in close proximity to mine.
4. multi-coloured pedicure.
5. pace. read Ginsberg aloud in an angry voice. pace more.
6. have vibrant imaginary conversations with various people in my life.
7. handstands.
8. think about doing something about this: Tightrope Books is accepting submissions for an anthology about Canadian hospitals for a proposed 2012 publication date. All pieces must be from personal experience and written in first person P.O.V. Length and form are flexible. Send abstracts of 100-300 words by December 1, 2010.
9. research puppies.
10. handstands. handstands. handstands.
Wednesday, October 13, 2010
trying to write something, and stopping now and again, to ask myself..
Where are we going?
At which point I have to sing this Bright Eyes song aloud to myself:
So there was this woman and
she was, uh, on an airplane and
she's flying to meet her fiancé
sailing high above the--the largest ocean
on planet earth and she was seated
next to this man who, you know
she had tried to start conversations
an really--really the only thing
she heard him say was to order his bloody mary
and she's sitting there and she's reading
this really arduous magazine article about a
third world country that she couldn't
even pronounce the--the name of and
she's feeling very bored and very despondent
and--and then, uh, suddenly there's this huge mechanical failure and one of the--the engines gave out
and they started just falling -an- thirty thousand feet
and the pilot's on the microphone and he's saying,
"I'm sorry, I'm sorry, Oh My God, I'm Sorry"
and apologizing and she looks at the man and she--and she says,
"Where are we going?" and he looks at her and he says,
"We're going to a party, it--it's a birthday party.
It's your birthday party, happy birthday darling.
We love you very, very, very, very, very, very, very much."
And then, uh, he starts humming this little tune and--and, uh, it kind of goes like this, it's kinda...
At which point I have to sing this Bright Eyes song aloud to myself:
So there was this woman and
she was, uh, on an airplane and
she's flying to meet her fiancé
sailing high above the--the largest ocean
on planet earth and she was seated
next to this man who, you know
she had tried to start conversations
an really--really the only thing
she heard him say was to order his bloody mary
and she's sitting there and she's reading
this really arduous magazine article about a
third world country that she couldn't
even pronounce the--the name of and
she's feeling very bored and very despondent
and--and then, uh, suddenly there's this huge mechanical failure and one of the--the engines gave out
and they started just falling -an- thirty thousand feet
and the pilot's on the microphone and he's saying,
"I'm sorry, I'm sorry, Oh My God, I'm Sorry"
and apologizing and she looks at the man and she--and she says,
"Where are we going?" and he looks at her and he says,
"We're going to a party, it--it's a birthday party.
It's your birthday party, happy birthday darling.
We love you very, very, very, very, very, very, very much."
And then, uh, he starts humming this little tune and--and, uh, it kind of goes like this, it's kinda...
I wish I had more vices.
Monday, October 11, 2010
Stop bullying at the University of Newcastle - Australia
We are a group of people who have all spoken out about wrongdoing here and have been bullied into silence. From our experiences, we feel very strongly that the situation cannot continue. To end the bullying, we need to have information on the extent and type of bullying that is going on. This is why we are asking people to fill in this survey.
We are very aware how devastating bullying can be and we do not intend to make anything worse for you. That is why we assure you that this survey is completely anonymous and no details (e.g. ISP addresses) will be tracked.
Please help us to end this bullying.
If you would like to share your story, please add to our blog - you can post anonymously to this blog and no details (e.g. ISP addresses) will be tracked. PLEASE NOTE: Do not include any identifying details in your blogs - we are not responsible for the information posted on this site.
It is a huge support to others to hear your stories of bullying so please contribute if you feel you are able to.
http://stop-b-uon.blogspot.com/
We are very aware how devastating bullying can be and we do not intend to make anything worse for you. That is why we assure you that this survey is completely anonymous and no details (e.g. ISP addresses) will be tracked.
Please help us to end this bullying.
If you would like to share your story, please add to our blog - you can post anonymously to this blog and no details (e.g. ISP addresses) will be tracked. PLEASE NOTE: Do not include any identifying details in your blogs - we are not responsible for the information posted on this site.
It is a huge support to others to hear your stories of bullying so please contribute if you feel you are able to.
http://stop-b-uon.blogspot.com/
Friday, October 8, 2010
the advantages of belonging to an infinite number of listservs
are receiving emails like this:
Dear all,
I've just realized that 200 years ago today Percy Bysshe Shelley arrived at University College, Oxford. Here's to the beginnings of quiet (and not so quiet) revolutions.
My hopes that the fall is beautiful where you are on this serene Friday.
Best,
----.
happy autumn, everyone.
Dear all,
I've just realized that 200 years ago today Percy Bysshe Shelley arrived at University College, Oxford. Here's to the beginnings of quiet (and not so quiet) revolutions.
My hopes that the fall is beautiful where you are on this serene Friday.
Best,
----.
happy autumn, everyone.
Sunday, October 3, 2010
one-eyed gaze; art faces
Robert McGinnis (reblogged from supersonicelectronic)
(reblogged from supersonicelectronic)
Angela Fraleigh (reblogged from Zizart)
Saturday, October 2, 2010
after 200 years, is it restitution in the animal kingdom or just ecologists jerking off? either way, I think it's good news
On Easter Sunday, 2009, officials at Germany's Harz National Park opened the gates to their wooded enclosure and let out two young lynx. The brother and sister, who had been found orphaned by the roadside a few months before, were once again on their own in the wild. And, witnesses said, they didn't look back.
If the lynx from the Harz can connect with other populations in the Bohemian and Bavarian forests scientists will worry less about inbreeding, which is now a concern. It will also prove that the Harz population is sufficiently established, since lynx have to spread out to find their own territory.
"It is our challenge to do the best job we can, give the lynx a good start and find out if they are able to survive -- not in computer models but in the real world...If they make it, we will score a win for another big threatened mammal species. If not, we would have to face the fact that in Germany, the age of the lynx and its habitat is definitely over."
On acting the asshole and being wrong
As it was Saturday morning, many dental office answering machines were consulted, and finally a call was answered to my "no-longer-beholden-to-me" periodontist, Dr. ----, on his personal cellphone. The long and short of this tale is that he was completely understanding, met us downtown at his office, fixed my tooth, spoke nicely to my mother and I, and then apologized about our previous two interactions of his own volition. Truly, I was astounded.
& I am going to take him back.
Friday, October 1, 2010
Submission of evidence to IUSS (Innovation, Universities, Science and Skills Committee) regarding plagiarism at Liverpool John Moores University
Introduction
I would like to submit written evidence on "plagiarism" at Liverpool John Moores University (LJMU). I have been fighting for years to expose the truth about plagiarism at the University but to no avail. I have recently written to the Rt. Hon Mr John Denham MP, Secretary of State for DIUS and Professor Paul Ramsden, Chief Executive for HEA regarding this issue. I have also formally written to HEFCE (evidence enclosed:[346] electronic correspondence with Professor David Eastwood) and QAA (evidence enclosed letter from Mr Peter Williams to the Chairman of Select Committee on IUSS) asking for the issue to be thoroughly investigated.
It was made clear to HEFCE and QAA that I am unwilling to disclose the substantive, compelling and indisputable evidence of plagiarism at the University without protection against future litigation (please see Mr Peter Williams letter to the House of Common on 30 October 2008).[348] The position of these organisations is that they cannot investigate my revelations without disclosing my identity to the University, nor can they offer me protection against future litigation.
I understand the only available pathway to divulge the truth to the public about plagiarism at the University is through the "Parliament Protection Privilege". To this end, enclosed please find a very small sample of the plagiarised students' course work reports as evidence.
1. Background information
I am Professor of Applied Physiology and worked at the University till I was summarily dismissed on 3 January 2007. I have contributed significantly to the British Education over the last 30 years in the teaching and research domains (please see enclosed statements by colleagues). This encompassed academic and administrative commitments including the supervision of several Ph.D. and MSc students to successful completion. I have published more than 200 refereed articles, scientific correspondence items, and meeting abstracts. My capability as a teacher and researcher furnish the grounds for my personal written evidence to IUSS on plagiarism at the University…
3. Plagiarism: the case
As it was advised by [committee staff], I sent to the Committee a very few course work of the students' plagirised reports. I would be happy to send substantially more plagiarised reports if this is required at this stage. These reports clearly and unambiguously exhibit the following:
— The verbatim copying of another's work within reports without clear identification and acknowledgements. This is defined as plagiarism according to the University's definition.
— That some or all of the students appear to have copied review articles and text books carelessly. Unidentified and unacknowledged quotations from another work are the main feature of the students' course work reports. This is plagiarism according to the University's definition.
— That some or all the references at the back of the report are not referred to within the text. This is plagiarism according to the University's definition.
3.1 The majority of students are tempted to lift sections of words from published papers or from textbooks. This is a very serious problem in the University. The students were clearly informed at the beginning of each academic semester and prior to the submission of the course work that this lifting is known as plagiarism and it is a very serious academic offence (please sees evidence attached). Students were also informed when they were handed back their course work reports to reinforce the point.
3.2 The first lecture of each new semester was allocated for an overview of the module syllabuses and the subject of the course work assignment. An over head projector was used to advise the students how to write their assignments and avoid plagiarism in line with the University's Modular Framework Assessment Regulations. A single printed sheet of A4 under the title "Assignment general and specific comments" was handed to the students at the commencement of the semester. This sheet contained a number of comments defining plagiarism and stating why it was unacceptable (please sees evidence attached). Students were advised to develop their own ideas and arguments and learn how to express themselves. They were informed about the seriousness of plagiarism and how to avoid it. The enclosed "Assignment general and specific comments" sheet was clearly explained to the students and at the commencement of each new semester, during the semester, and prior to the submission of the course work.
3.3 Students were also referred to the University's Modular Framework Assessment Regulations (Section D Appendix C) regarding academic impropriety and that their course work should conform to those regulations. Students were advised to show that they have learnt about and can use other people work. They were taught how to quote and reference to show where they got the material from. Students were clearly informed that, in their assignment, when discussing other people ideas, they should acknowledge where the ideas came from with supporting references.
3.4 Students were advised that they must avoid direct copying from published papers or textbooks as this practice may suggest that they are incapable of using ideas for themselves. Students were also informed not to rely heavily on copying out segments from printed literature as copying the literature obscure whether the students understand the topic of the course work. Students, when submitted their course work reports, were required to sign a declaration that all sources consulted have been appropriately acknowledged (evidence submitted as attached to some of the plagiarised course work reports already sent to the Committee).
4. Although plagiarism is a very serious academic impropriety as clearly stated in the University's Modular Framework Assessment Regulations (Section D Appendix C), the University management has not taken this issue seriously.
4.1 The University strategies to identify plagiarism were inadequate and the procedures available to combat plagiarism were ineffective. I repeatedly tried to have my concerns about excessive toleration of plagiarism considered by the University. However, I was constantly put off by the University Management. All my complaints were ignored despite a litany of requests for action and no penalties were sanctioned when plagiarism was suspected and detected.
4.2 I had numerous grounds of grievances in relation to plagiarism over the years against colleagues and Management at the University. Most notably in May and December 2003 I have attempted to have my grievances about excessive toleration of plagiarism dealt with and investigated under the University's grievance procedures. This never happened.
4.3 When I suspected and identified plagiarism, the University should have taken my concerns seriously and a thorough investigation should have been conducted promptly in line with the University's regulations. This never happened.
4.4 I was only allowed to down mark the plagiarised assignment by 10% (see attached evidence entitled "Disciplinary Case"). I was not allowed to sanction more severe penalty or to fail any plagiarised course work during the consultation and moderation processes. Following my suspension, two Managers at the School alleged that they have remarked the assignments and came to the conclusion that no plagiarism had taken place (evidence would be provided on request). The external examiner confirmed the Managers conclusion (evidence would be provided on request)! I viewed this as an unacceptable practice. I believe that the managers at the University in collaboration with the external examiner were trying to cover up plagiarism.
4.5 I raised my concern about plagiarism through the University's procedures but it was then converted into a disciplinary against me with allegations that I had not followed University procedures, which is not true (see attached evidence entitled "Disciplinary Case"). There has been not the merest hint of actually dealing with the issue of plagiarism and I was stopped from providing the evidence I had gathered (abundant compelling evidence is available on request). This demonstrates, I believe, disregard for professional standards to an extent that should be intolerable in a British University.
4.6 Instead of investigating and determining my concerns of May and December 2003 in respect of plagiarism, managers at the University chose to suspend me on 10 December 2003. I was suspended for an unimaginable long time while the most dilatory "investigation" imaginable was conducted. This is viewed as the worst kind of sharp practice. Then I was accused of gross professional misconduct. The University managers made up false allegations against me to justify "Gross Professional Misconduct". I was eventually dismissed in January 2007 following an investigation and grievance and disciplinary hearing in October 2006. In April 2007 I appealed to the University's Board of Governors against the dismissal, but my appeal was not upheld and the final dismissal decision was conveyed to me in May 2007. The investigation was flawed in design and substance. The grievance and disciplinary and the appeal hearings were discriminatory and I was unfairly dismissed.
5. Through the University College Union (UCU) Legal Services Department, three claims (one in 2005 and two in 2007) were lodged with the Employment Tribunal and 20 days have been allocated for hearing the case commencing 14 January 2008. These complaints were based, among other issues, on protected disclosures in relation to plagiarism and overseas students' bench fees and unfair dismissal.
5.1 The Employment Tribunal hearings to a full trial never took place as I was virtually forced to enter into a compromise agreement with confidentiality clauses attached. The compromise agreement was signed on my behalf by the UCU's Director of the Legal Department as I was in a hysterical state and heavily sedated with medications and utterly refused to sign the compromise agreement.
6. My health disintegrated further as can be established by reference to several medical reports including one by the University's own occupational health doctor.
6.1 My academic career is now completely ruined, my health is ruined and the normal social fabric of my family is in a state of turmoil. The damage to my reputation and to my name and career is immense.
7. Conclusion and Recommendation
I do believe that the unfortunate story of plagiarism at Liverpool John Moores University is in the public interest and it is therefore my responsibility to bring the above facts to the IUS Select Committee Attention. The corrupted practices by the University are a threat to the public interest and to the reputation of British Education standard nationally and internationally.
I believe that the allegations about plagiarism presented in this written evidence are very serious and warrants further considerations and investigation by IUSS Select Committee…
Submission from Professor MS El-Sayed
I would like to submit written evidence on "plagiarism" at Liverpool John Moores University (LJMU). I have been fighting for years to expose the truth about plagiarism at the University but to no avail. I have recently written to the Rt. Hon Mr John Denham MP, Secretary of State for DIUS and Professor Paul Ramsden, Chief Executive for HEA regarding this issue. I have also formally written to HEFCE (evidence enclosed:[346] electronic correspondence with Professor David Eastwood) and QAA (evidence enclosed letter from Mr Peter Williams to the Chairman of Select Committee on IUSS) asking for the issue to be thoroughly investigated.
It was made clear to HEFCE and QAA that I am unwilling to disclose the substantive, compelling and indisputable evidence of plagiarism at the University without protection against future litigation (please see Mr Peter Williams letter to the House of Common on 30 October 2008).[348] The position of these organisations is that they cannot investigate my revelations without disclosing my identity to the University, nor can they offer me protection against future litigation.
I understand the only available pathway to divulge the truth to the public about plagiarism at the University is through the "Parliament Protection Privilege". To this end, enclosed please find a very small sample of the plagiarised students' course work reports as evidence.
1. Background information
I am Professor of Applied Physiology and worked at the University till I was summarily dismissed on 3 January 2007. I have contributed significantly to the British Education over the last 30 years in the teaching and research domains (please see enclosed statements by colleagues). This encompassed academic and administrative commitments including the supervision of several Ph.D. and MSc students to successful completion. I have published more than 200 refereed articles, scientific correspondence items, and meeting abstracts. My capability as a teacher and researcher furnish the grounds for my personal written evidence to IUSS on plagiarism at the University…
3. Plagiarism: the case
As it was advised by [committee staff], I sent to the Committee a very few course work of the students' plagirised reports. I would be happy to send substantially more plagiarised reports if this is required at this stage. These reports clearly and unambiguously exhibit the following:
— The verbatim copying of another's work within reports without clear identification and acknowledgements. This is defined as plagiarism according to the University's definition.
— That some or all of the students appear to have copied review articles and text books carelessly. Unidentified and unacknowledged quotations from another work are the main feature of the students' course work reports. This is plagiarism according to the University's definition.
— That some or all the references at the back of the report are not referred to within the text. This is plagiarism according to the University's definition.
3.1 The majority of students are tempted to lift sections of words from published papers or from textbooks. This is a very serious problem in the University. The students were clearly informed at the beginning of each academic semester and prior to the submission of the course work that this lifting is known as plagiarism and it is a very serious academic offence (please sees evidence attached). Students were also informed when they were handed back their course work reports to reinforce the point.
3.2 The first lecture of each new semester was allocated for an overview of the module syllabuses and the subject of the course work assignment. An over head projector was used to advise the students how to write their assignments and avoid plagiarism in line with the University's Modular Framework Assessment Regulations. A single printed sheet of A4 under the title "Assignment general and specific comments" was handed to the students at the commencement of the semester. This sheet contained a number of comments defining plagiarism and stating why it was unacceptable (please sees evidence attached). Students were advised to develop their own ideas and arguments and learn how to express themselves. They were informed about the seriousness of plagiarism and how to avoid it. The enclosed "Assignment general and specific comments" sheet was clearly explained to the students and at the commencement of each new semester, during the semester, and prior to the submission of the course work.
3.3 Students were also referred to the University's Modular Framework Assessment Regulations (Section D Appendix C) regarding academic impropriety and that their course work should conform to those regulations. Students were advised to show that they have learnt about and can use other people work. They were taught how to quote and reference to show where they got the material from. Students were clearly informed that, in their assignment, when discussing other people ideas, they should acknowledge where the ideas came from with supporting references.
3.4 Students were advised that they must avoid direct copying from published papers or textbooks as this practice may suggest that they are incapable of using ideas for themselves. Students were also informed not to rely heavily on copying out segments from printed literature as copying the literature obscure whether the students understand the topic of the course work. Students, when submitted their course work reports, were required to sign a declaration that all sources consulted have been appropriately acknowledged (evidence submitted as attached to some of the plagiarised course work reports already sent to the Committee).
4. Although plagiarism is a very serious academic impropriety as clearly stated in the University's Modular Framework Assessment Regulations (Section D Appendix C), the University management has not taken this issue seriously.
4.1 The University strategies to identify plagiarism were inadequate and the procedures available to combat plagiarism were ineffective. I repeatedly tried to have my concerns about excessive toleration of plagiarism considered by the University. However, I was constantly put off by the University Management. All my complaints were ignored despite a litany of requests for action and no penalties were sanctioned when plagiarism was suspected and detected.
4.2 I had numerous grounds of grievances in relation to plagiarism over the years against colleagues and Management at the University. Most notably in May and December 2003 I have attempted to have my grievances about excessive toleration of plagiarism dealt with and investigated under the University's grievance procedures. This never happened.
4.3 When I suspected and identified plagiarism, the University should have taken my concerns seriously and a thorough investigation should have been conducted promptly in line with the University's regulations. This never happened.
4.4 I was only allowed to down mark the plagiarised assignment by 10% (see attached evidence entitled "Disciplinary Case"). I was not allowed to sanction more severe penalty or to fail any plagiarised course work during the consultation and moderation processes. Following my suspension, two Managers at the School alleged that they have remarked the assignments and came to the conclusion that no plagiarism had taken place (evidence would be provided on request). The external examiner confirmed the Managers conclusion (evidence would be provided on request)! I viewed this as an unacceptable practice. I believe that the managers at the University in collaboration with the external examiner were trying to cover up plagiarism.
4.5 I raised my concern about plagiarism through the University's procedures but it was then converted into a disciplinary against me with allegations that I had not followed University procedures, which is not true (see attached evidence entitled "Disciplinary Case"). There has been not the merest hint of actually dealing with the issue of plagiarism and I was stopped from providing the evidence I had gathered (abundant compelling evidence is available on request). This demonstrates, I believe, disregard for professional standards to an extent that should be intolerable in a British University.
4.6 Instead of investigating and determining my concerns of May and December 2003 in respect of plagiarism, managers at the University chose to suspend me on 10 December 2003. I was suspended for an unimaginable long time while the most dilatory "investigation" imaginable was conducted. This is viewed as the worst kind of sharp practice. Then I was accused of gross professional misconduct. The University managers made up false allegations against me to justify "Gross Professional Misconduct". I was eventually dismissed in January 2007 following an investigation and grievance and disciplinary hearing in October 2006. In April 2007 I appealed to the University's Board of Governors against the dismissal, but my appeal was not upheld and the final dismissal decision was conveyed to me in May 2007. The investigation was flawed in design and substance. The grievance and disciplinary and the appeal hearings were discriminatory and I was unfairly dismissed.
5. Through the University College Union (UCU) Legal Services Department, three claims (one in 2005 and two in 2007) were lodged with the Employment Tribunal and 20 days have been allocated for hearing the case commencing 14 January 2008. These complaints were based, among other issues, on protected disclosures in relation to plagiarism and overseas students' bench fees and unfair dismissal.
5.1 The Employment Tribunal hearings to a full trial never took place as I was virtually forced to enter into a compromise agreement with confidentiality clauses attached. The compromise agreement was signed on my behalf by the UCU's Director of the Legal Department as I was in a hysterical state and heavily sedated with medications and utterly refused to sign the compromise agreement.
6. My health disintegrated further as can be established by reference to several medical reports including one by the University's own occupational health doctor.
6.1 My academic career is now completely ruined, my health is ruined and the normal social fabric of my family is in a state of turmoil. The damage to my reputation and to my name and career is immense.
7. Conclusion and Recommendation
I do believe that the unfortunate story of plagiarism at Liverpool John Moores University is in the public interest and it is therefore my responsibility to bring the above facts to the IUS Select Committee Attention. The corrupted practices by the University are a threat to the public interest and to the reputation of British Education standard nationally and internationally.
I believe that the allegations about plagiarism presented in this written evidence are very serious and warrants further considerations and investigation by IUSS Select Committee…
Submission from Professor MS El-Sayed
Tribunal finds in favour of Gloucestershire whistleblower
The University of Gloucestershire has lost a tribunal case brought by a manager who claimed she was sidelined after blowing the whistle on the state of the institution’s finances.
Jan Merrigan, business development manager at Gloucestershire’s Faculty of Education, Humanities and Sciences, said she had suffered professionally after drawing attention to financial problems, particularly at the faculty.
She claimed at an employment tribunal in Bristol this week that public money was being spent inappropriately on overseas travel for academic staff and part-time payments for workers already in full-time contracts. She added that Gloucestershire was losing money on courses run in partnership with London-based international colleges.
In 2008-09, the university’s overall deficit was £6.3 million, and the early indications are that it suffered another large deficit in 2009-10.
The university disputed any evidence of unlawful practice during the tribunal hearing, which also heard claims that Paul Bowler, Gloucestershire’s former deputy vice-chancellor, had “plotted a coup” against Patricia Broadfoot, its former vice-chancellor.
Mr Bowler, who left the post in December after a period on suspension, denied the allegation, although he told the tribunal that when the vice-chancellor had asked him whether he thought she should resign, he told her she should.
Professor Broadfoot retired in August.
The tribunal panel upheld the claim lodged by Ms Merrigan, who still works at the university, and ordered Gloucestershire to pay £6,000 in compensation.
Ms Merrigan said: “I am delighted I have won, but most importantly, that my concerns were taken seriously. I never wanted to take my case to an external tribunal, but the internal procedures were flawed and despite my best efforts, the university did not want to hear what I had to say or address my serious concerns over financial flaws.”
Gloucestershire was unavailable for comment.
From: http://www.timeshighereducation.co.uk
UNISON Press Release
Jan Merrigan, business development manager at Gloucestershire’s Faculty of Education, Humanities and Sciences, said she had suffered professionally after drawing attention to financial problems, particularly at the faculty.
She claimed at an employment tribunal in Bristol this week that public money was being spent inappropriately on overseas travel for academic staff and part-time payments for workers already in full-time contracts. She added that Gloucestershire was losing money on courses run in partnership with London-based international colleges.
In 2008-09, the university’s overall deficit was £6.3 million, and the early indications are that it suffered another large deficit in 2009-10.
The university disputed any evidence of unlawful practice during the tribunal hearing, which also heard claims that Paul Bowler, Gloucestershire’s former deputy vice-chancellor, had “plotted a coup” against Patricia Broadfoot, its former vice-chancellor.
Mr Bowler, who left the post in December after a period on suspension, denied the allegation, although he told the tribunal that when the vice-chancellor had asked him whether he thought she should resign, he told her she should.
Professor Broadfoot retired in August.
The tribunal panel upheld the claim lodged by Ms Merrigan, who still works at the university, and ordered Gloucestershire to pay £6,000 in compensation.
Ms Merrigan said: “I am delighted I have won, but most importantly, that my concerns were taken seriously. I never wanted to take my case to an external tribunal, but the internal procedures were flawed and despite my best efforts, the university did not want to hear what I had to say or address my serious concerns over financial flaws.”
Gloucestershire was unavailable for comment.
From: http://www.timeshighereducation.co.uk
UNISON Press Release
Subscribe to:
Posts (Atom)