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Communication Theories
Choose one of the two case studies below to prepare an essay response.  You must decide which area of communication theory studied this semester primarily addresses the case study question.  Review the relevant week’s readings provided on the QCD211 Blackboard site AND other academic sources in order to prepare your reference page. Ensure you follow all guidelines provide to prepare both your essay and your reference page.
Case One
Suki is an international student enrolled in the first semester of an undergraduate degree at an Australian university. This is the first time she has been away from her family and friends. She has found the transition to life in Australia extremely difficult. However, recently Suki started a part-time job at a small boutique through which she has started to make friends and socialise more. Suki’s parents do not want her to work while she is studying and have told her if her grades suffer, they will withdraw the financial support they currently provide. As a result, Suki decides not to tell her parents that she is working. She tells herself that this is not lying as long as they never ask her if she has a job. In her home country, Suki was a high achieving student and had never experienced any issues in relation to her academic progress. She believes she will be able to maintain the same standards while studying in Australia.
Everything seems to be going well for Suki. However, as her mid-semester exams approach she realises that she is behind in most of her units. In addition to her exams, she has several assignments due and she starts missing classes in order to try to catch up. She tells her friend Benji that she does not know what to do and that she is sure that she will fail her assessment. Benji tells her not to worry as his cousin is in the second year of the same degree that Suki is enrolled in. Benji reassures Suki that he will be able to get a copy of all past assessment items from his cousin. Suki is concerned and asks Benji what she will do with his cousin’s assessment. Benji advises Suki not to worry and that all students copy from each other. Suki recalls all her lecturers warning students about plagiarism and the consequences if caught. However, she feels she has no alternative and uses Benji’s cousin’s assignments. She believes that no one will ever know as she makes some changes and her Turnitin reports do not show a high percentage of copying. However, later in semester Suki receives an email from one of her lecturers asking her to attend an appointment to discuss her assessment.
Case Two
Jasmine works for a small research company. She has been with the company since it started ten years ago. Although the company is not very large, it has been successful in securing a number of large educational research projects. Jasmine has just started to work on a research project which aims to investigate the most successful learning strategies for international students. This is an important piece of research as the number of students studying outside their home countries is continually increasing. It is also important as there are many misconceptions about international students. As a result, Jasmine’s manager instructs her to use a large and diverse sample of participants to ensure greater reliability and validity of the research findings. Jasmine is quite concerned as it is extremely challenging to find willing research participants. Before she can start approaching participants, she must gain the official support of the educational institutions they attend. As a result, Jasmine’s manager invites the Vice-Chancellors of several leading universities to a meeting in which Jasmine must persuade them of the value of her research.
Jasmine prepares extensive documents about her research. She starts the meeting by offering the Vice-Chancellors drinks and snacks. She thinks this approach will make her more likeable. However, she feels rather uncomfortable when the Vice-Chancellors tell her that they do not have a lot of time to waste and ask her to provide details of her research. At this point, she becomes lost for words and distributes the documents she prepared prior to the meeting. She tells the Vice-Chancellors to have a quick read and she will answer their questions. The Vice- Chancellors look at each other confused. One of them then asks if Jasmine could explain why they should allow their students to participate in this research. Another asks how the universities will benefit from this research. Jasmine did not anticipate these questions and responds rather vaguely stating that the research is really important and will help universities understand international students. Not long after the meeting Jasmine receives an email telling her that the Vice-Chancellors are not supportive of Jasmine’s research.
For the exam, you must write a correctly structured case study essay of approximately 1200 words in which you apply your analytical problem-solving skills to a chosen situation. Your analytical response must be based on relevant communication theory as covered in this unit. You are required to incorporate theory into your essay as both direct quotes or paraphrases from a reference page (see details below) prepared in advance. Each quotation and/or paraphrase that you include in your essay must be relevant and well-incorporated.
Your essay will be assessed on your ability to:
?    Recognise and apply relevant communication theory as presented in the unit
?    Analyse, synthesise and evaluate information
?    Structure a case study essay
?    Use academic language and tone
?    Select and incorporate references in-text
?    Use appropriate referencing conventions
Reference Page Requirements
•    On one side of a single sheet of A4 paper, list 10 one-sentence direct quotations NOT paraphrases which support your case study response.
?    6 of these direct quotations must come from resources provided on the QCD211 site
?    4 of these direct quotations must come from external academic sources (your research contribution)
•    On the other side of the A4 page, provide the corresponding APA reference list for all sources.
?    It is recommended that you have at least 6 different sources
•    It is your responsibility to have your reference page signed by your tutor in tutorial time or consultation time only. No pages will be signed outside these times.
•    Refer to the model on BB for details about other requirements of this page

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Analysis of Yi T’aejun, Janet Poole, trans. Eastern Sentiments (New York: Columbia University Press, 2009)
Value: 15% of the final grade. Due date: On April 10, 2014, during the study period. Late Penalty: 5% penalty on the first day, 2% penalty on each subsequent day late, including weekends. The essay will not be accepted one week after the due date. Submission method: Assignment link on OWL. A hard-copy is not required. Length: Approximately 9 to 11 pages, not including footnotes and bibliography. It should be Times New Roman, 12 point, double-spaced, ordinary margin.
Please do NOT make large spaces between paragraphs to make your paper seem longer.
The following assignment is designed to develop your skills in analyzing a key primary source. In format it should be structured as an ordinary essay. The goal is to engage in a close reading of an important text from modern East Asia, Eastern Sentiments by Yi T’aejun. Yi T’aejun’s Eastern Sentiments recorded his thoughts about Korean culture, East Asian culture, modernity, tradition, and literature during the 1930s, which also saw the rise of Japanese fascism. Yi T’aejun, as a Korean, was a colonized person controlled by Japan, but was also a wealthy person, who in many ways benefited from the economic inequality of the era.
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Guide to the Assignment:
The purpose of the assignment is to engage in a detailed assessment of one aspect of Eastern Sentiments. Do not try to be comprehensive, although you should also have read the entire book.
You are encouraged to ask some of the following questions: What sort of information does Yi T’aejun present us? How does he understand his role in society? How does he understand the world, and the changes that he is experiencing? Given the likely censorship of the era, are there any coded criticisms of Japanese rule? Or is he really in many ways supporting Japanese rule?
With those questions in mind, I suggest the following topics:
Yi T’aejun is a modern author, but he comments positively on Korean tradition during a period of rapid change and urbanization under Japanese rule. Perhaps he is even looking at tradition from a somewhat essentialist point of view. Critically assess his understanding of tradition and modernity.
Yi T’aejun is writing, as a colonized person, during a period of the rise of Japanese imperialism and fascism. How does he locate Korea in East Asia? How does he relate Korean culture with a broader East Asian culture?
Translation: Please do not concern yourself with the fact that the texts have all been translated into English. Your job is not to evaluate the translations (which you will not be able to do, in any case, as you don’t read the source languages), but to evaluate the texts as historical sources.
Citation: Structure your footnotes according to Adam Bohnet’s house-style, including in my guide to essay writing (attached).
Hints:
It is very important to engage in a close reading of this text. Don’t talk in vague terms, but quote specific passages and analyze them in depth.
However, having finished the analysis, be sure to organize your discussion into paper with a clear thesis.
Research:
You should refer to at least four secondary sources (not including the textbook, which should, however be cited also). However, make sure that these sources are scholarly sources, and do not be too lazy. One brief reference to a source on a minor point will not count with me this time.
Remember, with Chinese language or Korean language sources, it is possible to obtain the articles in question via interlibrary loan.
Close Reading and Quotations:
The purpose of this assignment is, above all, to make a close reading of the text. To do this, students are encouraged to make effective use of well-selected quotations or detailed reference to the text. This is not to say that students should quote for the sake of quoting. However, as students are supposed to engage in close readings, students are strongly encouraged to fine key passages, and engage in a detailed reading of those passages. To this end, one might quote a portion of the text (either as a large block-quote or largely paraphrased with quotation of smaller phrases) and follow this quotation with a detailed discussion of the quotation. Burrow into the text like a parasite into its host, and extract sustenance from it.
Remember that this detailed discussion of the quotation should be one building block in your argument. Before you finish your paper, go through the paper carefully. First go through each paragraph, and ask if each part of the paragraph supports the over-all statement being made by the paragraph. Then go through each paragraph and ask if each paragraph supports the over-all argument of the essay as a whole. Then look at the introductory paragraph and especially the thesis statement and see if there is any way to tighten the introductory paragraph to make it clearer, sharper, and more interesting. Then go through the whole process again!
Remember also that writing is a long process, for which there is no end. The same is true of slow reading.
Finally, be sure to inform yourself thoroughly on the subject of plagiarism which is discussed below.
POLICY REGARDING PLAGIARISM
Preamble: Any written text (and supporting materials), whether printed (e.g. a book, an article, a pamphlet) or “manuscript” (e.g. ms. for a scholarly paper or a dissertation), is the property of its author[s]. Therefore, any use of any part of such materials must be acknowledged. When the use is “indirect”, as in a summary of information and/or ideas, the “borrowing” is acknowledged with a footnote. When the “borrowing” is “direct”, that is when a portion of the text or of the supporting material is quoted verbatim, the “borrowing” is acknowledged in two ways: (1) quotation marks around the material quoted, and (2) a footnote. It is worth repeating that both forms of acknowledgement are mandatory when the material is copied directly. Use of on-line sources, if permitted by your instructor, must be acknowledged as to specific source, date of access, etc.
Definition: Plagiarism, simply defined, is a form of theft. Were the plagiarised material to be subsequently published it could well lead to legal action against the culprit. Plagiarism generally takes one of two forms (with infinite variations). “Flagrant plagiarism” occurs when portions of one or more written texts are copied, but no quotation marks are used to indicate the borrowing … although a footnote may appear, which, as indicated above, is not sufficient. “Disguised plagiarism” occurs when the original text is paraphrased in such a way as to “disguise” the theft … changing a word here and there, etc., even if a footnote is provided. Example: The original text says “The Cabinet met three times in an effort to resolve the issue”; the “paraphrased” text says “The Cabinet met on three occasions in an effort to resolve the problem”.
Plagiarism checking: The University of Western Ontario uses software for plagiarism checking. Students may be required to submit their written work in electronic form for checking. Plagiarism is a major academic offence. For further information see the section on Scholastic Offences in the Academic Calendar.
Penalties: The Department Chair will determine the appropriate penalty in consultation with the student’s course instructor. Penalties may include the following:
A. Inadvertent plagiarism by a beginning student will result in a warning to the student.
B. “Flagrant plagiarism” results in a “0” for the assignment.
C. “Disguised plagiarism” results in a “0” for the assignment.
D. Submission of an assignment which is also being submitted in another course (or has been submitted in another course in a previous year), results in a “0” for the assignment.
E. Submission of an assignment prepared by someone other than the alleged author results in a “0” FOR THE COURSE.
F. Instances of plagiarism will be reported to the Dean.
King’s University College
at The University of Western Ontario
Statement on Academic Offences:
King’s is committed to Academic Integrity.
Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of hat constitutes a Scholastic Offence, at the following Web site:
http://www.uwo.ca/univsec/handbook/appeals/scholastic_discipline_undergrad.pdf
PLAGIARISM AND CHEATING ARE SERIOUS SCHOLASTIC OFFENCES. All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com (http://www.turnitin.com)
PAGE * MERGEFORMAT 2
Plagiarism/Academic Dishonesty
Plagiarism – broadly speaking, representing somebody else’s ideas and words as your own – is a problem at all universities. Some people say that this is a growing problem, although this is hard to know for certain, as life for plagiarists, and for those tasked with catching plagiarism, has been transformed by the Internet, which makes it easier to plagiarise, and also easier to catch somebody for plagiarism.
I follow university policy and always report plagiarists to the university. The minimum result for plagiarism is a 0, the maximum result is expulsion from the university with “plagiarist” on your academic record.
That being said, there is some confusion about what plagiarism is. Beyond consulting the academic calendar, please also consult the following guide.
Plagiarism, like skateboarding but unlike copyright violation, is not usually a crime. However, like riding an invisible skateboard during a marathon, it is always cheating. It is unfair to those students who work hard to write a perfect paper if other students simply cut and paste earlier work and represent it as something new.
Following point #1: Note that, therefore, it is also plagiarism to submit the same assignment, or sections of the same assignment, more than once, even if you are the original author of the first assignment. If you want to build on something that you wrote before and under other circumstances, please talk to me first. I will want to see the first assignment, and will also want you to indicate on your paper to me which sections of the paper are actually derived from your earlier assignment.
Beyond fairness, plagiarism violates the very core purpose of the academic essay, which is to establish your own argument by critiquing or building on the ideas of others. If you are not clear which ideas are your own, and which ideas belong to earlier scholars, then not only you have completely failed to write an academic paper, you have also lost an opportunity to develop your own ideas and defend your own point of view.
Citation
To avoid plagiarism it is necessary to know how to cite the work of other scholars. The basic rule is: whenever you refer to the ideas of other scholars, you need to footnote those ideas, and whenever you quote another scholar’s words, you need to use quotation marks.
Nearly all literate cultures have methods for assimilating the work of other authors to support their own, although many lack the requirement for clear and explicit citation of other people’s ideas and ideas that is characteristic of the academic paper developed in the modern university. If you take a job with the government of Canada, for instance, you not only are allowed to copy the wording of earlier reports, you are even encouraged to do so. Classical Chinese poetry is often built up through a series of quotations from other poems which are generally unacknowledged but which the educated reader is supposed to recognize.
In academic writing, however, you need to cite clearly. Remember, it is much safer to over-cite than to under-cite. I won’t take away marks for citing unnecessarily, but I will take off marks for poorly supported arguments or unclear sources.
Do not just stick a quick footnote after each paragraph. Remember, it has to be clear to me what your source is for each piece of information. For instance, you might write something like this (as:
The paradigm of East Asian square-studies has recently been transformed by new intellectual, aesthetic and political currents. It was once said that “squares are inherently boring shapes.” Yet, as Ivanovich rightly points out, squares possess a distinct, if understated, beauty that will often seduce even the most philistine of critics. Historians, moreover, have revealed that “squarephobia,” though dominant in East Asia since the 1950s, has not traditionally been the most influential ‘morpho-ideotic’ tendency. The rampant ‘squarephobia’ of South Koreans during the 20th century is in sharp contrast to the more general squarephilia of their ancestors during the Chos?n dynasty. Recent surveys of contemporary critical opinion suggest that squares, once banished as bourgeois by unimaginative materialist critics, are about to make a strong aesthetic comeback.
At the end of the essay including this paragraph, you might have a bibliography as follows
Bibliography
Bohnet, Adam. “The Squares of Ch’unch’?n: 1980-1990.” In Squares and Society, edited by Heejung Kim, 20-45. Ch’unch’?n: Kangwon UP, 1997.
Ivanovich, Ivan. Einleitung zür Quadrat Kunde. Wiesbaden: Harrassowitz Verlag, 2003.
Kim, Heejung. Philippic against Squares. Ch’unch’?n: Kangwon University Press, 1994.
— ed. Squares and Society. Ch’unch’?n: Kangwon University Press, 1994.
Kim Jinsuk. Memories of Ch’unch’?n. Translated by Adam Bohnet. Ch’unch’?n: Kangwon University Press, 1994.
Kw?n Chaptam. “K?nhy?ndae Han’guk es? ?i sagakhy?ng hy?moj?ng ?i chemunje.” S?ul Sagak. 30 (2007): 112-113
Liang Xiaoyan. Sijuexing yu dongyaxiya de xinshixue. Taibei: shixue chubanshe, 2006
O-Pak Yunh?i. Sagakhy?ng ?l pogo sagak ?l haess?! Seoul: Ilchogak, 2003
________________________________________________________________________
In your footnotes and bibliography, do not translate the titles of works written in languages other than English. An exception might well be made if you are referring to the title in text. For instance:
The story of Kang Shijue???, a seventeenth-century Ming Chinese refugee to Chos?n Korea, is told in The Concise Chronicle of Hamgy?ng Province (Pungno kiryak????). The Concise Chronicle describes him as having taken for his wife a post-station slave with whom he had two sons (????????).1
1. Entry for Musan (??), ??????(??: ??????, 1974), 235.
Internet sources: At one time I simply banned all on-line sources except for those earth-bound journals made available via the library website. This is no longer possible. More and more good quality scholarship is available on-line, including in free, on-line journals.
Students have a terrible tendency to copy information from on-line sources without citing their sources, and to restrict themselves exclusively to such information as can be obtained through a quick google-search. This can result in a very poor paper and a very poor grade. If the student forgets to use quotation marks around copied information, it can also result in the accusation of plagiarism. For Internet sources, the following are useful rules:
A – Never rely on Wikipedia (whether Chinese, Korean, English, Japanese or in any other language), Baidu or Daum! Even if you start by checking a few similar sites, by the time you finish your paper, be sure that you have confirmed all information in stable, scholarly sources.
B – Tourism websites, blogs, newspapers are not good sources for a scholarly study of East Asian history. Old newspaper articles (say an 1890 New York Times) or Youtube clips of old newsreels may be useful (depending on the topic), but only as primary sources to be critiqued, not as authoritative secondary sources. Museums and Art Galleries also often provide excellent on-line galleries which are worth consulting and quoting, provided one provides a proper reference. Should you have any doubts, please send me an e-mail, and I will check the quality of the source in question.
See the information about citing on-line sources below.
Frequently-Asked Questions:
Question: What if there is something that I just know? Do I still need a footnote?
Answer: Very common information, such as “Seoul is the capital of South Korea” or “Yi Kwangsu lived from 1892-1950,” does not need a citation. On the other hand, do be careful about things which you “just know,” as many are, in fact, memes which you picked up from high-school history or historical dramas, and which may, in fact, be false. An essay should not be filled with unsupported claims, even if they are true. Many students have told me in the past that the following sentence is something that they just know:
“Korea is a beautiful country with a homogenous race and ancient cultural traditions which is currently, despite having suffered more invasions than any other country in history, a leader in information technology and trade.”
Consider this sentence:
The first bit, that Korea is a beautiful country, is true, but probably beside the point;
The “homogenous race” is left-over racialism from the early twentieth century, and is false;
“The ancient cultural traditions” may be true, but the statement is also almost certainly beside the point, and probably ignores the fact that individual “ancient” cultural traditions may be of much more recent vintage (P’ansori is mostly a late Chos?n art-form, Taekwondo a twentieth century reworking of martial arts; the Confucian family a late Chos?n development influenced by Japanese colonial patriarchy, etc. – of course, none of this is shameful, as Korea, like all other countries, has underdone dynamic development over the centuries);
The claim that Korea suffered more invasions than any other country in history is completely false;
The “leader in information technology and trade” may be true, but it most certainly does need a citation, and in any case is almost certainly derived from government-sponsored propaganda. Also, it probably has absolutely nothing to do with the course.
In other words, your essay would be vastly improved without this statement.
Before students of non-Korean heritage get TOO pleased, however, please note that I have seen similar sentences relating to Chinese, Canadian and European history.
Question: What if a very famous person (Churchill, Nietzsche, Marx) said something (“God is Dead” or “Religion is the Opiate of the Masses”) which everybody always quotes? Do I still need to cite the source?
Answer: Many instructors say “no.” I say “yes.” My reason is simple. If you do not know the context, then you don’t understand the quotation. If it is important for your paper that religion is the opiate of the masses, then look up Marx to see where he said that, and why. Remember the bad example of Christine Lagarde, former French finance minister and current head of the IMF, who quotes famous sayings from management guides and thinks that she is quoting Confucius.
Question: Can I cite lecture notes?
Answer: No. The point of citation is that it allows the reader to check the information cited by the author. Lecture notes cannot be checked. If I say something interesting, then ask me the source of my information. If another professor says something interesting, then ask him or her the source of the information. Unless there is no alternative and you receive permission from me, do not refer to lecture notes.
Question: May I use “I” “In my opinion,” or “I think” in my essay?
Answer: Of course, students are supposed to express their opinions in their essays. However, within an essay students are supposed not only to state their opinions, but also to prove their opinions through logically-developed arguments based on evidence. The goal is not merely to trumpet one’s own opinions, but to convince the reader. For this reason, many instructors discourage students from using “I” and “In my opinion.”
Because it is often difficult to write good English without occasionally using “I,” in my classes students are encouraged to use “I” when not using “I” results in an awkward sentence. However, students are strongly discouraged from using the phrase “In my opinion.” In my experience, when students use the phrase “in my opinion,” they usually express an opinion that is commonplace and unexceptional to an extreme. Banal sentences like, “In my opinion, killing people is wrong” or “In my opinion, Canada is a multicultural country” do not improve an argument.
Question: How should I deal with foreign terms, names and titles in my paper?
Answer: This is a very difficult problem indeed. It is not always necessary to translate terms, but it makes it very difficult to read a paper if you don’t translate enough terms.
What is the difference between The Tale of Genji, Genji Monogatari and ??????? Well, the first is easiest for English speakers to understand – but is a monogatari exactly the same as a tale? The third is easier to read for people who read Korean and Chinese, but do not know Japanese, but even then there can be some confusion. I have never encountered the word “??”(which would be pronounced as mur? in Korean) in any Literary Sinitic text from the Chos?n period – so I might well mistranslate it if I was thinking in the Chos?n version of Literary Sinitic (Also known as Classical Chinese or ??).
In all my classes I encourage students to use all their linguistic abilities to the fullest extent. So if you can read Korean or Japanese or Chinese, do refer to works written in those languages. Of course, no student is required to know a language other than English. However, when you translate from an Asian language into English, keep the following points in mind:
a) Use proper Romanization. For Korean, use McCune-Reischauer: http://www.lib.ucdavis.edu/dept/hss/e-asian/roman-mccune-korean.php, for Chinese use pinyin (http://www.pinyin.info/) and for Japanese use Hepburn (http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Hepburn_romanization.html).
b) Be careful when translating. Sometime the best technique is to check the textbook or another standard book and see how the term is translated there. If that doesn’t work, then you might try cautiously translating the title or term for yourself. A word for word translation is, of course, almost never a good idea. A translation using a machine translator is almost always a disaster. For instance, in one of my classes, an ambitious student tried to translate The Writings of the Grand Historian (????) as Too History Mr. Book. Each one of those words is potentially a correct translation of the Chinese characters that make up the title – but the translation as a whole is definitely wrong.
c) If that doesn’t work, you might consider leaving a term untranslated, or alternately, have a suggested translation with the original word in brackets. Note that generally one puts foreign words in brackets.
So, for instance:
“The most important concept within Confucianism is ren, which may be translated as ‘benevolence’ or ‘humanity’.”
“Minami, the S?toku ?? (Governor General) of the Japanese colony of Ch?sen ?? (Korea) met with an envoy from the Mussolini’s fascist government in 1938.”
“The priests of the Paris Foreign Mission (Société des Missions Étrangères de Paris) were arrested by the police (p’ojol ??) within the neighbourhood of chandari ??? to the west of Seoul’s Inwang Mountain (???.)
.
House Style for Adam Bohnet’s History Classes
Below is a modified version of the Chicago Manual of Style for Adam Bohnet’s classes. This is the only style to be used in this essay.
Note that you should never translate titles (except perhaps in the text in order to clarify the meaning – see above), and that even if you obtain an article on-line you need to provide complete bibliographic information. Include both bibliographic information and the URL.
Note also that my particular style for citations of Chinese-language scholarship is unorthodox. I balance consistency with the style used for English-language scholarship and respect for standard Chinese practice. In any case, I base myself primarily on South Korean practice. You are unlikely to use exactly this citation style in other classes and certainly won’t use it in China or South Korea.
Also note: I must have page numbers if I am to track down the article in question. Although page-numbers are not always included in Chinese bibliographies, they are required for essays written for this class.
Chicago Manual of Style: Documentation 1: Notes and Bibliographies (Humanities Style). The note reference follows the passage to which it refers and is marked with a numeral. Notes are arranged numerically either at the bottom of each page (footnotes) or at the end of the manuscript (endnotes). Notes include complete bibliographic information when cited for the first time. The bibliography lists only sources used in writing the paper. Entries are arranged alphabetically by author’s last name and include complete bibliographic information.
Journal Article (Chicago Manual of Style, p. 569)
Note (1st): ?Sean Hanretta, “Women, Marginality and the Zulu State: Women’s Institutions and Power in the Early Nineteenth Century,” Journal of African History 39 (1998), 390.
Jian Wen (??) ,???????????????, ???????3? (1995): 23-43.
Following footnotes of the same article: ?
??, 25.
Hanretta, 390.
Bibliography: ?Hanretta, Sean. “Women, Marginality and the Zulu State: Women’s Institutions and Power in the Early Nineteenth Century.” Journal of African History 39 (1998): 389-415.
Jian Wen (??),???????????????,???????3? (1995): 23-43.
If the article is made available online, also include the URL and the date of access in your entry.
So:
Jung Min, “Constructing Sectarian Pilgrimage Sites in Neo-Confucian Schools,” Korean Histories 3 vol. 1 (2012): 23-34. http://www.koreanhistories.org/files/Volume_3_1/KH%203.1%20Yoon.pdf (February 25, 2013).
The date at the end is the date of access. However, in nearly all cases with on-line journals, the journals are stable after publication, so the date is not that important.
Authored Book (Chicago Manual of Style, p. 529)
Note: ?N.W. Alcock, Old Title Deeds (Chichester, Sussex: Phillimore & Co. Ltd., 1986), 32.
Li Huazi (???), ??????????? (????????)?(???: ??????? , 2006), 53.
Following footnotes for the same book: ?? Herdt, 32.
???, 53.
? HYPERLINK “http://www.library.wwu.edu/ref/Refhome/chicago.html” l “For%20subsequent%20references%20to%20the%20same%20source:” More examples.
Bibliography (one author): ? Alcock, N.W. Old Title Deeds. Chichester, Sussex: Phillimore & Co. Ltd., 1986.
Li Huazi (???), ??????????? (????????)?, ???: ???????, 2006.
Note (three or more authors): ?Mary Jones et al., A History of the World (Bellingham: From the Beginning Press, 2000).
Following footnotes for the same book: ?Jones et al., History of the World, 17.
Bibliography (three or more authors): ?Jones, Mary, Frank Smith, Alex Jackson and Sarah Pope. A History of the World. Bellingham: From the Beginning Press, 2000.
For works having more than three authors, a note citation should give the name of the first author followed by “et al” or “and others.” The bibliography citation should list all the authors. ?
Primary Sources (????)
Sufficient bibliographic information should be given for traditional primary sources as well, although you may well want to also provide traditional chapter and page numbers. It is usually a very good idea to cite the modern edition that you are using. For example, if you are citing the Bible, even while you would probably give the standard chapter and verse information, you should also tell me if you are using the Jerusalem Bible, reading the Greek of the Septuagint as published by the Oxford Classics Library, and so forth.
Primary sources don’t always have clear author, in which case, it is acceptable not to include the author’s name. You generally do not have to cite “Anonymous” or “????.”
It is hard to insist on one clear set of rules for texts which were produced before modern bibliographic conventions. Use your judgment, but provide enough information so that I can find the passage in question without too much difficulty.
For instance:
Note:??????( HYPERLINK “http://zh.wikipedia.org/wiki/%E9%A6%96%E7%88%BE” o “??” ??: ??????, 1974), 235.
Bibliography: ??????, ??: ??????, 1974.
Note that the traditional chapter (?) and page (?) of this particular location in the text could be represented as 2:49a, although the facsimile edition that I am using does not include the original numbering for the pages. Also note that, in the original text, the chapters were numbered according to the Book of Changes. So, the second chapter is, in fact, numbered ?, following the famous line in the Book of Changes, “????.” While it probably would be excessive to include that information in this case, one might under certain circumstances include such bibliographic information.
To return to this text, some information that one might well want to include could be the fact that the passage in question is from an entry of information concerning the administrative region of Musan (??) in present-day North Korea. So one might write the following footnote:
Note: Entry for Musan (??), ??????(??: ??????, 1974), 235.
This might be especially significant if you are quoting from famous classics such as The Confucian Analects (??) or the 300 Tang Poems (?????), since I might not be using the same edition that you are using. So it would be a good idea to provide some traditional bibliographic information. For instance, if you are quoting from the first chapter of the Confucian Analects, please provide the traditional chapter heading ???? as well as the information for the particular edition that you are using.
Also please note that a great many primary sources are now made available on-line. Use on-line sources with some caution, and whenever possible consult works published by such reputable outfits as South Korea’s ??????? (http://www.history.go.kr/) or Taiwan’s ????? (http://www.sinica.edu.tw). Obviously, a link to the source should be provided as well, but try to provide sufficient other information, including, possibly, the traditional volume and page-numbers or the traditional date of the entry in the case of a chronicle.
Note: ?????? 25:4a (1788?.1?. 12?), accessed via http://sillok.history.go.kr on February 25, 2013, 10:09 PM.
Bibliography: Probably you would not need to place this in the bibliography.
Please also see my note about citing primary sources above.
Translator, Compiler, Editor with an Author (Chicago Manual of Style, pp. 535, 559)??Note: ?Claude Julien, Canada: Europe’s Last Chance, trans. Penny Williams (New York: St. Martin’s Press, 1968).?(trans. or ed. or comp.)
Bibliography:?Julien, Claude. Canada: Europe’s Last Chance. Translated by Penny Williams. New York: St. Martin’s Press, 1968. (Translated by, Edited by, or Compiled by
Chapter or Article in an Edited Book or Anthology (Chicago Manual of Style, p. 535)
Note: ?Rodolfo Fiallos, “An Overview of the Process of Dating Undated Medieval Charters: Latest Results and Future Developments,” in Dating Undated Medieval Charters, ed. Michael Gervers (Woodbridge: Boydell Press, 2000), 37-48.
Wang Zhaolan (???) , ?15??????????????????????????? (??: ???????, 1996), 33.
Bibliog

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Blog
Order Description
Submission instructions Each blog entry should be saved as a single Microsoft Word file (.docx) and uploaded to the appropriate repository on blackboard (below) and should include in addition to the body of the text: • A title • A reference in Harvard or Vancouver format. • A hyperlink (web link) to the article upon which you have commented • A word-count for the body of the text (ie excluding title, reference and hyperlink) which should be no more than 500 words in length. Summative blog entries will be marked anonymously (i.e. with the marker blinded to the student’s identity) so it is important that you do not include your name anywhere in the files you submit. Mark calculation and assessment criteria This exercise contributes 20% towards the final module mark. The mark which will be used is the mean average of your final two blog entries. The marking criteria are broadly outlined below: Weighting Marking criteria Choice of article 10% Was a primary research article chosen?* Was the article correctly referenced? Was a hyperlink to the article included? Methods 25% Were the study methods, protocol, measurements and endpoints described appropriately? Results 25% Were the results described appropriately (including quantitative description). Critical analysis 30% Was relevant critical analysis included? Style 10% Was the style appropriate for a blog entry and for the intended audience? Was the article written in good English. Was a word-count included* Total 100% *If the blog entry does not describe a piece of primary research, exceeds the word limit, or includes an inaccurate word count, a mark of zero will be awarded General guidance on writing blog entries Choice of Article You need to comment on primary research articles. If you are in any doubt as to whether an article should be considered primary research, look and see whether it has a methods section. If it does not, it is almost certainly not primary research. Laboratory studies and clinical trials make excellent choices. You could also comment on systematic reviews and meta-analyses, however, the methods used in these types of publications are quite complex (including complex statistics) and may be difficult to summarise in a short blog entry. Studies which test an explicit hypothesis perhaps lent themselves more easily to critical analysis in comparison to observational studies which look at trends in diseases or prescribing. The inspiration for your blog entries can come from anywhere: you might read about a study in the newspaper and decide to find the original paper in an academic journal. You might come across paper during your background reading for the module. At some point, you will have to use an academic database. I will recommend the names of some below, and I would encourage you to become familiar with them and to discover which ones you find most easy-to-use. They’re very powerful search tools, and allow you to filter the results by date, or by type of article (for instance you might want to restrict your search to clinical trials only). Pubmed Scopus ScienceDirect Web of Knowledge You may know of others, and are welcome to use them. in addition the University has its own search tool which is called ‘Discover’ and is particularly helpful, because it helps you find articles which are available in the universities electronic library collection. The purpose of my own blog www.cardiovascularnews.co.uk is occasionally to highlight areas of interest and relevant articles to you, rather than to provide model blog entries. Structure of your blog entry You can structure your blog entry however you see fit, hoever you should include the following information: Introduction You should briefly describe the purpose and aims of the study you are describing. Remember your audience is GPs and pharmacists. You shouldn’t need to give long explanations of common medical conditions. Remember that the marks are awarded for your description and critical analysis of the research. Description of methods Think carefully about including the most important details in the methods, because you will not be able to include all the details. You should include details of the the experimental protocol, but do not forgot to mention what was measured (and how) and what the primary end point of the study was (or which value was compared between groups.). As your critical analysis is largely dependent on the methods, it is important to make clear how the experiment was conducted. Description of results It is important to discuss the most important results quantitatively and to consider the most important information to include in a short summary. Don’t be tempted to write too much about statistical significance, without commenting on the size of the effect measured. Many papers will include lots of measurements, you need to consider which are the most important, as you won’t have room to discuss them all. Critical analysis This is probably the most difficult section (and consequently, where the most marks are available). Essentially, you should aim to consider the work critically, rather than simply accepting the authors’ conclusion. You can approach this task by asking questions such as: Were the methods (and endpoints) appropriate? What do the results mean? Is the authors’ interpretation of the results supported by the data? You should try to judge each paper on its own merits. If a paper set out to test the hypothesis that ‘dogs enjoy eating bones’ it’s not really fair to criticise it for not asking whether cats like eating bones. Proposing an extension to a study (however interesting) is not critical analysis. You may wish, briefly, to discuss the implications of the research which is again interesting but is not critical analysis. Try to keep your critical analysis specific rather than general for example, rather than automatically saying ‘the experiment would have been better if the sample size had been bigger’ consider whether this is really the case. In very may experiments it is true, but it requires some justification. Experimenters don’t usually pick a sample size (n number) out of thin air, they will perform calculations to work out the sample size they need. A trial that is bigger than it needs to be costs more money and may have ethical implications relating to unnecessary experimentation on volunteers or animals. A comment along the lines of ‘the authors don’t state how they calculated their sample size’ or ‘the authors calculated their sample size but were not able to recruit enough volunteers’ is a much more useful indication that something is wrong. It is important to comment on bias e.g. ‘there were more people with hypertension in the control group than the test group’ and to think carefully about critical analysis of the measurements and endpoints used in the trial. Many studies will claim that drug x reduces cardiovascular risk, when in fact they have only measured the effect of drug x on blood pressure, not on cardiovascular events. If a trial uses the ‘Penson depression score’ as its endpoint, you need to question what this score is? What does it mean? Has it been validated in other trials? What are its strengths and weaknesses?. Some experiments don’t seem to have a clear hypothesis and don’t state the primary endpoint in the methods. This is often the case with trials involving mental health where the patients will be assessed for severity of symptoms using 4 or 5 different scales before and after an intervention. You should be asking if it is necessary to use so many scales , or whether the authors were ‘hedging their bets’ and hoping they would see a significant difference in at least one of the measurements. It is also interesting to comment on the way in which numerical data are treated. For example, Some trials of antihypertensives set out arbitrary categories for BP (ie normal<140/90<hypertensive) and then presented their results saying ‘at the end of the trial 20% of people in the control group were hypertensive and 10% of people in the treatment group were hypertensive’ When data is categorised li
ke this, it is a good idea to ask why? Is there a good reason? Or would it have been better to present the mean BP in each group? You may find it helpful to commented on the statistics used in published work. Often these are very ropy!

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Please watch the media ‘Coke’s water bomb’ (and/or use the article) and answer the discussion questions below.
1. What are the important segmentation variables for the water market in the UK?
2. What segments exist for bottled water?
3. What segment(s) did they target?
4. What mistake(s) did Coca-Cola make in the UK?
Please limit your response to between 750–1,000 words, be academic on universities level and include external
references in support of your comments. (References all together at least six.)

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