cellular respiration essays

cellular respiration essays Cellular respiration begins with glucose. Glucose is the primary fuel used in glycolysis, the first stage of cellular respiration. This molecule is found in the gel-like substance called cytoplasm that fills the cell. In glycolysis, glucose undergoes phosphorylation by ATP. The ATP is converted back to ADP. The glucose molecule is rearranged and undergoes a second phosphorylation by ATP. The second ATP is also converted back to ADP. Glucose, a six-carbon molecule, is split into 2 three-carbon molecules of PGAL. As oxidation takes place, NAD picks up a hydrogen atom from each molecule to form 2NADH. Phosphorylation takes place again. For each molecule, 2ADP combine with two phosphates to form a total of 4 ATP, and pyruvic acid molecules are formed. A net gain of 2 ATP have been formed. As the pyruvic acid molecules make their way toward the mitochondria, two more molecules of NADH are formed. A carbon atom also breaks off and combines with two oxygen atoms to produce the waste product carbon dioxide. As a result of these reactions, each pyruvic acid molecule is transformed into a two-carbon compound called an acetyl group. The two acetyl groups combine with a molecule of coenzyme A each to form two acetyl coenzyme A molecules. These molecules are processed in a complex pathway called the Krebs cycle. As the Krebs cycle progresses through both pyruvic acid molecules, six molecules of NADH, two molecules of ATP, and additional carbon dioxide are all formed. FAD picks up a hydrogen atom from each pyruvic acid molecule, and a total of 2 FAD2 are formed. NADH and FAD2 transport their hydrogen atoms and electrons to the electron transport chain. The electrons are passed down the chain of attracting molecules until they reach oxygen. Joined with hydrogen, they combine with the oxygen to form water. As the electrons flow down the electron chain, they release energy that is used to make more ATP. Eight of the ten NADH f ...

Indulgences and their Role in the Reformation

Indulgences and their Role in the Reformation An ‘indulgence’ was part of medieval Catholicism and a major trigger to the Protestant Reformation. Basically, indulgences could be purchased in order to reduce the punishment you were owed for your sins. Buy an indulgence for a loved one, and they would go to heaven and not burn in hell. Buy an indulgence for yourself, and you neednt worry about that pesky affair youd been having. If this sounds like cash or good deeds for less pain, that is exactly what it was. To many holy people like Martin Luther, this was against Jesus, against the idea of the church, against the point of seeking forgiveness and redemption. When Luther acted against it, Europe had evolved to the point that it would split in the revolution of the Reformation. What They Did The medieval western Christian church – the Eastern Orthodox church was different and not covered by this article – included two key concepts which allowed indulgences to occur. Firstly, you were going to be punished for the sins you accumulated in life, and this punishment was only partly erased by good works (like pilgrimage, prayers or donations to charity), divine forgiveness and absolution. The more you had sinned, the greater the punishment. Secondly, by the medieval era, the concept of purgatory had developed: a state entered after death where you would suffer the punishment which would reduce your sins until you were free, so you weren’t damned to hell but could work things off. This system invited something which would enable sinners to reduce their punishments in return for something else, and as purgatory emerged so bishops were given the powers to reduce penance. This developed in the crusades, where you were encouraged to go and fight (often) abroad in return for your sins being canceled. It proved a highly useful tool to motivate a worldview where the church, God,  and sin were central.From this, the indulgence system developed. Do enough to earn a full or ‘Plenary’ indulgence from the Pope or lesser ranks of churchmen, and all your sin (and punishment) was erased. Partial indulgences would cover a lesser amount, and complex systems developed which claimed to tell you to the day how much sin you’d canceled. Why They Went Wrong This system of reducing sin and punishment then went, to the eyes of many Reformation reformers, hideously wrong. People who didn’t, or couldn’t, go on crusade wondered whether some other practice might allow them to earn the indulgence. Perhaps something financial? So the indulgence came to be associated with people ‘buying’ them, whether by offering to donate sums to charitable works, to buildings to praise the church and all the other ways money could be used. This began in the thirteenth century and developed, to the point where government and church were creaming off a percentage of the funds, and complaints about selling forgiveness spread. You could even buy indulgences for your ancestors, relatives, and friends who were already dead. The Division of Christianity Money had infested the indulgence system, and when Martin Luther wrote his 95 Theses in 1517 he attacked it. As the church attacked him back he developed his views, and indulgences were squarely in his sights. Why, he wondered, did the church need to accumulate money when the Pope could, really, just free everyone from purgatory by himself? The church divided into fragments, many of which threw the indulgence system entirely out, and while they didn’t cancel the underpinnings, the Papacy reacted by banning the sale of indulgences in 1567 (but they still existed within the system.) Indulgences were the trigger to centuries of bottled up anger and confusion against the church and allowed it to be cleaved into pieces.

Second Language Aquisition and Perceptions of Native Language by Essay

Second Language Aquisition and Perceptions of Native Language by Foreign Students in UK Colleges - Essay Example Foreign students of English in the UK may feel particularly overwhelmed as they learn what is now the global language in its birthplace. Feelings of embarrassment over their accent and unfavorable comparisons with their own language could come into play in such a setting. The purpose of my study will be to investigate these comparisons and to find out to what extent it affects the performance of foreign students in UK Colleges. Learning a second language in young adulthood, as compared to any other age, has as many advantages as disadvantages. Young adults according to Clyne (2006) possess a distinct advantage in comparison to children in that they are better able "to achieve an analytical understanding of the new language being studied, while children can only reason about language in relatively concrete terms. Adolescents can add a child-like willingness to experiment and play with language to this capacity for metalinguistic awareness, and so they become the speediest second language learners" (P. 2). Despite these advantages it can be argued that psychological factors often outweigh mental preparedness, depending on the case. Problems with motivation and anxiety that young adults often face can impede even the brightest of students from reaching their academic goals. Anxiety surrounding language learni... Phillips claims, "Although many variables may interact to affect language learning, foreign language anxiety should be of considerable concern to language educators and students because of its potential impact not only on performance on oral tests, but also on students' affective reactions, hence their attitudes toward language learning in general" (P. 14). If a foreign student is having troubles with or doubts about the culture they are immersed in they may not feel comfortable speaking with those who are a part of this culture. This could result in the anxiety levels of foreign students building with few outlets for relief. 2. Motivation Motivation is key to success in education. If a student is not motivated they will most probably not be successful in their studies. Green (1993) believes that there are two levels of motivation in language learning. One level is cognitive linguistic which is brought out in formal language-learning situations. The second is cultural linguistic which is brought out in the environment outside of the classroom when the student is driven by what he calls instrumental and integrative motivation. Instrumental motivation comes from such forces as employment, promotions and academic success while integrative motivation comes from positive perceptions of the target-language culture and its peoples (p. 3). Green believes that, "integrative motivation might best be redefined as a force potential in any environment conducive to second-language acquisition, while acknowledging that it could equally well be viewed in universal, nonlinguistic terms as the drive for acceptance and security to bring a sense of belonging to a particular community (p.

Precis Article Example | Topics and Well Written Essays - 500 words - 1

Precis - Article Example rvative approach to assess the seriousness of the ongoing extinction crisis, by setting a high bar for recognizing mass extinction, that is, the extreme diversity loss that characterized the very unusual Big Five. The purpose of the authors in this research is to highlight some of most probable approaches in extinction. The article by Anthony D. Barnosky and others is very crucial in comprehending about the anticipated future of extinction of species and has impacted me in such ways that now I have started to think about the future of human beings. It is particularly significant for me since before reading it, I never considered â€Å"extinction† as a serious matter and secondly I am now thoughtful about what could be done to deal with this. I believe other readers too will be affected in similar ways as I am and will now think about what to do regarding this. Barnosky, Anthony D., Ben Mersey, Nicholas Matzke, Elizabeth A. Ferrer, Kaitlin C. Maguire, Emily L. Lindsey, Jenny L. McGuire, Charles Marshall, Tiago B. Quental, Brian Swartz, Guinevere O. U. Wogan, and Susumu Tomiya (2011). Has the Earth’s sixth mass extinction already arrived?   Nature  471.7336 (2011): 51-57. Print. Stuart L. Pimm, Mà ¡rcio Ayres, Andrew Balmford, George Branch, Katrina Brandon, Thomas Brooks, Rodrigo Bustamante, Robert Costanza, Richard Cowling, Lisa M. Curran, Andrew Dobson, Stephen Farber, Gustavo A. B. da Fonseca, Claude Gascon, Roger Kitching, Jeffrey McNeely, Thomas Lovejoy, Russell A. Mittermeier, Norman Myers, Jonathan A. Patz, Bradley Raffle, David Rapport, Peter Raven, Callum Roberts, Jon Paul Rodrà ­guez, Anthony B. Rylands, Compton Tucker, Carl Safina, Cristià ¡n Samper, Melanie L. J. Stiassny, Jatna Supriatna, Diana H.Wall, and David Wilcove in their article â€Å"Can We Defy Nature’s End?† assert that preventing extinctions is practical, but requires innovative measures. The authors here develop and support their major claim through opinion of the majority while

Pros and Cons of Curtailing Immigration to North America Essay Example for Free

Pros and Cons of Curtailing Immigration to North America Essay Debates on immigration and health care issues are regularly featured in the newspapers of the United States. The relationship that seems to exist between the current immigration policy and the state of the health care system in the country cannot merely be coincidental. Every year, the Border Patrol makes at least one million apprehensions of individuals that blatantly violate the immigration laws by crossing the United States borders unlawfully in order to work or to enjoy the benefits of free public services (â€Å"Illegal Immigration is a Crime†). No wonder, health care access has become a problem for countless legal citizens and residents of the U. S. to boot. There remain around 10 to 20 million illegal immigrants in the United States today. There are approximately 12 to 15 million jobs held by these people. So, illegal aliens represent around 8 percent of the U. S. work force. Between 4 to 6 million jobs held by illegal immigrants are serving the underground economy. The United States is foregoing around $35 billion each year in income tax collections because of such jobs. The country does not seem to be taking very strict action against undocumented immigrants and their means of earning a living because it â€Å"is simply hooked on cheap, illegal workers and deferring the costs of providing public services to these quasi-Americans (Justich and Ng 2). † What is most relevant to this discussion, however, is the fact that the United States is paying the consequences of being lenient toward illegal immigrants by suffering serious defects in its health care system. Illegal immigrants continue to add to the population requiring health care but ‘naturally. While the U. S. does not want to kick out all illegal immigrants because of their use to the U. S. economy, it also cannot afford health care for everybody. It is clear that immigrants have an effect on the health care system of the country, just as they have an effect on the U. S. economy. Therefore, it is correct to take stricter action against increasing flows of immigrants, both legal and illegal. Most of these people come to the United States with great hopes in a world-class system. At the same time, however, the United States believes that it cannot afford a health care system that includes illegal immigrants, when the legal residents and citizens of the country – the naturally born and the naturalized Americans – are complaining that they are finding health care too difficult to access because of high prices. High prices are, no doubt, led by high demand. Hence, it is obvious that immigrants are raising the demand of goods and services in the United States, thereby raising the prices. Only by checking the immigration policy and trying to control illegal immigration with stricter measures than before could the United States hope to achieve a balance in its health care needs, thereby making the health care system easily accessible to all. Legal immigrants have also benefited economies of North America, which is the reason why both the United States and Canada had opened their doors to huge numbers of foreigners in recent decades. Masci wrote about the United States in the year 2000: In the last 30 years the United States has absorbed the biggest wave of immigrants since the turn of the century, when millions arrived at Ellis Island in search of a better life. Today, more than 25 million Americans are foreign born – nearly 10 percent of the population. And that’s good for the economy, according to Federal Reserve Chairman Alan Greenspan, who says the pools of skilled and unskilled workers created by high levels of immigration have greatly contributed to the nation’s prosperity (Masci 571). Illegal immigrants, in particular, take up less-skilled jobs, and their wages are lower than those of native laborers. Natives must be rendered jobless if there are too many immigrants taking up their jobs. This is another reason why immigration must be curtailed. All the same, studies have shown that when the United States tightens border control, thereby making it more difficult than before for illegal immigrants to enter the nation, the economic growth of the nation turns into economic sluggishness. As an example, a drop in the number of illegal immigrants from Mexico in early 2001 coincided with the onset of a recession in March 2001 (Orrenius). Perhaps the current recession is also related to the nationwide debates on immigration in recent years and policy changes made through the debates. Now that the entire North America is facing a recession, it must be time to reconsider allowing greater numbers of immigrants into the United States and Canada. After all, immigrants bring their skills to North America as well (Messerli). Messerli describes other advantages of refusing to curtail immigration to North America thus: [Immigration] increases the diversity and expands the culture of the country. It improves the overall image of America internationally, as it is seen as an open, welcoming country; and immigrants who return home or maintain contact with family back home have a true image of America, not the one propagandized in much of the international media. Adding an additional group of cheap labor adds to the flexibility of business, leading to cheaper prices, better quality products, and higher profits. It gives struggling people all over the world an opportunity for a better life. This country was built on immigrants who sought opportunity, political religious freedom, etc (Messerli). However, curtailing immigration is necessary because immigration is also known to destroy diverse cultures. According to an article published by the Library of Congress: â€Å"When European settlers arrived on the North American continent at the end of the fifteenth century, they encountered diverse Native American cultures—as many as 900,000 inhabitants with over 300 different languages (â€Å"Destroying the Native American Cultures†). † It is known fact that the diverse cultures of the Native Americans were destroyed to a large extent, and most of their languages became extinct. Hence, other reasons for curtailing immigration must also be deliberated. Messler brings home the truth that immigrants could add to the population of drug dealers, terrorists and other kinds of criminals. Oak writes that immigrants are responsible for crowding. It is not surprising, therefore, that prisons in the United States are overcrowded. Oak also states that immigrants may bring diseases into North America, that is, diseases prevailing in their home countries. Moreover, curtailing immigration is important because home countries are hurt when their most intelligent workers are allowed into North America in increasing numbers (Messler). And, what if their foreign credentials are not recognized in North America? In Canada, even the most intelligent and qualified foreigners may have to take up low-skilled jobs because their foreign qualifications are not recognized (â€Å"Canada’s Immigration Problem†). Such people may have to settle for lower standards of living than before. What is more, even if their credentials are recognized, such people may have to behave as â€Å"functional illiterates† in Canada if they do not know English and/or French, simply because applications for immigration to Canada ask for only basic proficiency in these languages (â€Å"Canada’s Immigration Problem†). Then again, it is necessary to consider both the pros and cons of curtailing immigration to North America. The fact that immigrants boost economies is essential for policy makers to bear in mind. After all, North America values foreigners for the skills. Now that a worldwide recession has set in, it is even more important to allow increasing numbers of foreigners into both the United States and Canada. Research has already revealed that recessions may be connected to curtailing immigration. Increasing flows of immigrants add to the diversity of cultures in North America. However, it is also a fact that immigrants may destroy the culture of the natives, as it happened in the case of Native Americans. Furthermore, increasing flows of immigrants seem to have a relationship with health care problems facing the United States. Immigrants may bring in diseases from their home countries. If they are illegal immigrants, they may add to crime, too. Additionally, immigrants may take up low-paid jobs or bring their high skills to North America to replace native workers. During a period of recession, joblessness is a major problem. Thus, these issues surrounding immigration present a dilemma to policy makers that are presented with the question of whether to curtail immigration. Works Cited â€Å"Canada’s Immigration Problem. † Vive Le Canada. 5 Jul 2004. 10 Dec 2008. http://www. vivelecanada. ca/article/print/163651492. â€Å"Destroying the Native American Cultures. † The Library of Congress. 8 Apr 2003. 10 Dec 2008. http://memory. loc. gov/learn/features/immig/native_american. html. â€Å"Illegal Immigration is a Crime. † Fair US. 2006. 10 Dec 2008. http://www. fairus. org/site/PageServer? pagename=iic_immigrationissuecenters6ce3. Justich, Robert, and Betty Ng. â€Å"The Underground Labor Force is Rising to the Surface. † Bear Stearns Asset Management. 3 Jan 2005. 10 Dec 2008. http://www. bearstearns. com/bscportal/pdfs/underground. pdf. Masci, David. â€Å"Does the U. S. Admit Too Many Newcomers? † The CQ Researcher (14 Jul 2000) Vol. 10, No. 25, pp. 569-592. Messerli, Joe. â€Å"Should America Maintain/Increase the Level of Legal Immigration. † Balanced Politics. 8 Nov 2008. 10 Dec 2008. http://www. balancedpolitics. org/immigration. htm. Oak, Manali. â€Å"Pros and Cons of Immigration. † Buzzle. 2007. 10 Dec 2008. http://www. buzzle. com/articles/pros-and-cons-of-immigration. html. Orrenius, Pia M. â€Å"U. S. Immigration and Economic Growth: Putting Policy on Hold. † Southwest Economy (Nov-Dec 2004), Issue 6.

Free Othello Essays: Women as Victims in Othello :: GCSE Coursework Shakespeare Othello

Women as Victims in Othello Othello is a play that only contains three female characters. Their roles vary and it would be an exaggeration to categorize them all as victims. However, there are similarities between the three women. [1] The least involved woman in Othello is Bianca[2]. Her relationship with Cassio does not appear to be full of commitment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "What keep a week away? Seven days and nights?"   It could be argued that Cassio used Bianca somewhat.[3] The manner in which he asks for a favor creates an impression that he is experienced at sweet-talking her.   Ã‚  Ã‚  Ã‚   "Sweet Bianca, take me this work out" The way that Cassio initially addresses Bianca is rather sycophantic, especially as the task is so menial. Therefore, the role of Bianca and her relationship with Cassio is poor. It appears that he uses her and shows little affection, only when he wants something.[4] Emilia's role is more complex in Othello. Iago likes to dominate Emilia and in many respects uses her quite badly. However, she also proves that she can be strong and show control.[5] Halfway through Act 3 Scene 3 Emilia and Iago have their first moment alone together. Iago doesn't use any romantic setting for his wife.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "now now what do you here alone?" This lack of affection, straight to the point attitude continues throughout their conversation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "A good wench, give it to me." Throughout their conversation Iago's attitude towards Emilia has no respect. He doesn't talk to her like a husband but more like an employer. Emilia may be typecast as a victim early in the play but she shows real strength at the closing stages of the play. Despite the dominance that Iago has over her she manages to undermine his position and bring about his eventual downfall. Her strength can be clearly seen in her lines   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "She give it Cassio! No alas, I found it and I did give't my husband." Her strength and determination to punish Iago leads to her death though in this respect she may be seen as a victim. In her only moment of strength she was struck down. Iago's language towards Emilia gives an impression that she may be a victim.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Villainous whore!" and "good wench" He rarely complements her. Desdemona enjoys a much more loving relationship with her husband. Othello even says he is dependant on her. Free Othello Essays: Women as Victims in Othello :: GCSE Coursework Shakespeare Othello Women as Victims in Othello Othello is a play that only contains three female characters. Their roles vary and it would be an exaggeration to categorize them all as victims. However, there are similarities between the three women. [1] The least involved woman in Othello is Bianca[2]. Her relationship with Cassio does not appear to be full of commitment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "What keep a week away? Seven days and nights?"   It could be argued that Cassio used Bianca somewhat.[3] The manner in which he asks for a favor creates an impression that he is experienced at sweet-talking her.   Ã‚  Ã‚  Ã‚   "Sweet Bianca, take me this work out" The way that Cassio initially addresses Bianca is rather sycophantic, especially as the task is so menial. Therefore, the role of Bianca and her relationship with Cassio is poor. It appears that he uses her and shows little affection, only when he wants something.[4] Emilia's role is more complex in Othello. Iago likes to dominate Emilia and in many respects uses her quite badly. However, she also proves that she can be strong and show control.[5] Halfway through Act 3 Scene 3 Emilia and Iago have their first moment alone together. Iago doesn't use any romantic setting for his wife.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "now now what do you here alone?" This lack of affection, straight to the point attitude continues throughout their conversation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "A good wench, give it to me." Throughout their conversation Iago's attitude towards Emilia has no respect. He doesn't talk to her like a husband but more like an employer. Emilia may be typecast as a victim early in the play but she shows real strength at the closing stages of the play. Despite the dominance that Iago has over her she manages to undermine his position and bring about his eventual downfall. Her strength can be clearly seen in her lines   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "She give it Cassio! No alas, I found it and I did give't my husband." Her strength and determination to punish Iago leads to her death though in this respect she may be seen as a victim. In her only moment of strength she was struck down. Iago's language towards Emilia gives an impression that she may be a victim.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Villainous whore!" and "good wench" He rarely complements her. Desdemona enjoys a much more loving relationship with her husband. Othello even says he is dependant on her.

Acknowledging Sources Essay

For this entry created by the student, the student apparently misunderstood the source materials since although the source mentioned the roughness of the sport, the article that was used by the student as the primary source material did not directly state nor imply that the spectators are included in the roughness that occurs in hockey.   Also the student assumed that since the article mentioned that there were â€Å"built-in cooling-off periods† and â€Å"higher emotional temperature than [†¦] baseball or [†¦] football† (qtd. in McGrath 9), there was no cooling-off instances in the game of hockey (Spatt 475). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have the source ideas been acknowledged with sufficient and accurate documentation, according to MLA style?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The source ideas in this student’s essay were not sufficiently and accurately documented based on the MLA style.   This is evident in the lack of an in-text citation at the end of the paragraph of the student’s essay and thus committed an act of plagiarism.   According to Spatt, even if the writer may have used his or her own words in order to construct the paragraph, the ideas used by the student were that of McGrath (Spatt 475).   Without the ideas provided by McGrath in his article, the student would not have been able to create the said essay paragraph.   As such, credit and acknowledgement must be given to McGrath for his insights regarding the game of hockey (458-59). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have quotations from the source been indicated with quotation marks?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student borrowed the term â€Å"cooling-off periods† (qtd. in McGrath 9) from the article that was used by the student from the source material without the use of quotation marks.   This was the second error of the student that could cause the essay work be classified as a plagiarized essay.   Not only did the student not acknowledge the source where the ideas for the essay were derived from, but also the student failed to acknowledge the exact wording used by the author of the source used by the student through the use of quotation marks (Spatt 459). Student Essay B 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Has the source been misquoted or misunderstood?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student had misunderstood the context of the essay presented by McGrath in his article (Spatt 475).   Based on the essay that was constructed by the student, the reader of the essay would assume that the passionate emotional outbursts observed during hockey games were crucial in each hockey game (Spatt 475). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have the source ideas been acknowledged with sufficient and accurate documentation, according to MLA style?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although the student acknowledged the author of the article from where the ideas for the essay were derived from, the student may have overdid the documentation.   Since the student already specified the name of the author whose ideas were used in the essay, the student did not need to use the name of the author in the in-text citation at the end of the paragraph.   The specification of the page number at the end of the essay paragraph would have sufficed (Spatt 469). Also, the student placed the in-text citation after a period ending the essay.   In creating in-text citation, this should be placed before the period except in instances when the parenthetical citation is located at the end of an indented quotation.   It is only when indented quotations are included in the essay where the end of the indented quotation should be ended first with a period and then the parenthetical citation is placed after the period.   This is because there are no quotation marks that would state the end of the indented quotation that was inserted in the essay (Spatt 469). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have quotations from the source been indicated with quotation marks?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As with the first essay, the student borrowed the exact wording from the article used as the source material for the essay.   In this case, the student failed to put the words â€Å"cult of toughness† (qtd. in McGrath 9) in quotation marks.   Although the student did include an in-text citation in the essay, according to Spatt, there are two things that the student must remember to prevent plagiarism.   The first is that the source of the ideas should be acknowledged in the form of in-text or parenthetical citations.   The second is that if the student or the writer would opt to use the exact words used by the author in the resource material, the student should also place these in quotation marks (459). Student Essay C 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Has the source been misquoted or misunderstood?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student who created this essay did not misquote or send another meaning to the readers of his or her work apart from what the author of the resource material was trying to imply which was that although hockey was considered a rough sport, the roughness associated with this is embedded in the game similar to that of a ritual (Spatt 475-76). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have the source ideas been acknowledged with sufficient and accurate documentation, according to MLA style?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student properly acknowledged the author and the main source from where he or she derived the ideas for the essay from.   Since the student already mentioned the name of the author of the article in the paragraph, the student only included the page number from where the article was located.   The student also stated the page number where the article was located before the period ending the sentence of the paragraph which is the correct placing for the parenthetical citation (Spatt 458-59). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have quotations from the source been indicated with quotation marks?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student had accurately indicated various terms that he or she had used in the essay he or she constructed with the use of quotation marks in order to establish to his or her readers that the student is acknowledging not just the source where the ideas where taken from, but also acknowledging that some of the vocabulary and terminologies that the student used in the essay where also the terminologies and vocabulary that were derived from the article as well (Spatt 459). Student Essay D 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Has the source been misquoted or misunderstood?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student who created this last essay was accurate in delivering the same idea that McGrath had (qtd. in Spatt 475) intended his article to relay to his readers. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have the source ideas been acknowledged with sufficient and accurate documentation, according to MLA style?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although the student had acknowledged the source materials used for the essay using a parenthetical citation, the style that was used by the student for the in-text citation was incorrect.   The format to be used for using an in-text or parenthetical citation for the MLA style is to specify the last name of the author followed by the page number inside the parenthesis.   The last name of the author should not be separated from the page number using a comma.   Also, the page number should not be preceded by the letter â€Å"p† (Spatt 466-67). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Have quotations from the source been indicated with quotation marks?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student had specified quotations from the source with quotation marks.   However, there was only ones that needed to be placed in quotation marks which were the phrases â€Å"fistfights to routinely break out† (qtd. in Spatt 475) and â€Å"cult of toughness† (qtd. in Spatt 475) since these were direct quotations from the article written by McGrath.   The phrase â€Å"burn at a high emotional level† (Spatt 476) was a paraphrase done by the student from the original text from the article which was written as â€Å"burn at a much higher emotional temperature† (qtd. in Spatt 475).   This being the case, the student did not need to put this inside quotation marks. The phrase â€Å"ritualistic pushing† (Spatt 476) should have included three periods in between and after the words â€Å"ritualistic† and â€Å"pushing† because in the original article, there were additional words in between and after the two words.   The addition of three periods in between these two words would advise the readers that although this was a direct quotation from the article, the student left out some of the words in order to make the statement or the phrase more cohesive and as such be able to create a clear statement while ensuring that the ideas and thoughts of the author are acknowledge in order to prevent any possibility of plagiarism (Spatt 477). Works Cited Spatt, Brenda. Writing for Sources 7th ed. Boston: Bedford/St. Martin’s, 2007.