Informative Outline About Coco Chanel Essay - 1033 Words

Informative Presentation Outline Fundamentals of Oral Communication Topic: Coco Chanel General Purpose: To Inform Specific Purpose: By the end of my speech the audience will know better about Coco Chanel. Thesis: Coco Chanel brought the world of high fashion to the masses. Introduction I. Does anyone know what this logo is? A. I am assuming most of women in this room know what this is. B. This is Chanel logo, one of the most famous fashion brand in the world. C. A lot of women know Chanel and they are fascinated of Chanel products, but how many people know about Coco Chanel, the first designer of Chanel? II. Today, I am going to inform my audience about who Coco Chanel was, and her famous fashion†¦show more content†¦Baughman (Ed.), 2001). d. In that year she also moved into couture, designing dresses, skirts, and sweaters in jersey, a fabric not previously used in the French fashion houses (J. Baughman (Ed.), 2001). B. She was the first woman to start a cosmetics line and the first to have a perfume named after her (Brownell, 2009). C. Coco Chanel’s real name is Gabrielle Chanel. 1. After she left the orphanage, she sang during evening concerts at a fashionable cafà © called La Rotonde. 2. According to a quotation from a book â€Å" A Woman of Her Own† by Axel Madsen, â€Å"The only cabaret songs she knew besides â€Å"Qui qu’a vu Coco?† was â€Å"Ko ko ri ko† (Madsen, 26). 3. She earned her nickname ‘Coco’ from the songs that she sang at the cafà ©. Transition: Now that I’ve talked about who Coco Chanel was, now I will discuss her famous fashion product lines. II. What are her famous fashion product lines? A. Chanel No. 5 is one of the most prestigious scents in the world (J. Baughman (Ed.), 2001) 1. According to â€Å"The Secret of Chanel No. 5†, Chanel No.5 is sold in nearly every country 2. One bottle is sold every 30 seconds (The Secret of Chanel No.5). 3. More than 100 million dollars is made each year of this perfume (The Secret of Chanel No.5). B. Coco Chanel’s â€Å"The Little Black dress† is thought to be element to the world of women’s fashion. 1. Almost a century after its real birthday in 1925, the Little Black Dress

The Hunters Moonsong Chapter Thirty-Three Free Essays

string(97) " secretive curve to his mouth, almost as if Damon was even more pleased with himself than usual\." Ethan was, Matt observed, totaly freaking out. The guy’s usual cheerful composure had worn off, and he was supervising the initiation arrangements with the intensity of a dril sergeant. â€Å"No!† he snarled from across the room. We will write a custom essay sample on The Hunters: Moonsong Chapter Thirty-Three or any similar topic only for you Order Now He darted over and slapped the leg of a girl who was standing on a chair and weaving roses through the welded metal V at the top of the central arch. â€Å"Ouch!† she yel ed, dropping the roses to the floor. â€Å"Ethan, what is your problem?† â€Å"We don’t put anything on the V, Lorelai,† he told her coldly, and bent to pick up the flowers. â€Å"You must respect the symbols of the Vitale Society. It’s a matter of honor. When our leader final y joins us, we must demonstrate to him that we are disciplined, that we are capable.† He shoved the roses back into her hands. â€Å"We don’t do that by draping garbage al over the symbol of our organization.† Lorelai stared at him. â€Å"I’m sorry. But I thought you were the leader of the Vitale Society, Ethan.† Everyone had stopped working to watch Ethan’s melt-down. Noticing that he was the center of attention, Ethan breathed deeply, clearly trying to regain his composure. Final y he addressed them al , biting off his words sharply. â€Å"I am trying to prepare you al , and to prepare this chamber, for the initiation ceremony. For you.† His voice was steadily rising as he glared around at them. â€Å"And this is when I learn that, despite al your promise, you’re a bunch of incompetents. You can’t even place a candle or mix some herbs without my help. We’re running out of time, and I might as Welljust be doing everything myself.† Matt glanced around at the other pledges. Their faces were shocked and wary. Like him, al along they had been looking up to Ethan and were flattered and encouraged by his praise. Now their role model had turned on them, and no one seemed to know how to react. Chloe, setting out candles by the arch, was anxious, her lips pressed together tightly. She looked quickly at Matt and then away, back toward Ethan. â€Å"Just tel us what you want us to do, Ethan,† Matt said, stepping forward. He tried to keep his voice level and soothing. â€Å"We’l do our best to make everything perfect.† Ethan glowered at him. â€Å"You couldn’t even get your friend Stefan to join us,† he said bitterly. â€Å"One simple task, and you failed.† â€Å"Hey,† Matt said, offended. â€Å"That’s not fair. I got Stefan to come talk to you. If he’s not interested, that’s his decision. He doesn’t have to join us.† â€Å"I question your commitment to the Vitale Society, Matt,† Ethan said flatly. â€Å"And the conversation with Stefan Salvatore is not over.† He walked straight past Matt, glancing briefly at the rest of the pledges gathered around him. â€Å"There’s not much time, everyone. Get back to work.† Matt could feel the beginnings of a headache starting at his temples. For the first time, he wondered if maybe he didn’t want to join the Vitale Society after al . â€Å"I could have this door open in a single second,† Damon said irritably. â€Å"Instead we stand here, waiting.† Meredith sighed and careful y wiggled the bobby pin in the lock. â€Å"If you force the door open, Damon, they’l know right away that someone broke into the campus security office. By picking the lock instead, we can keep a low profile. Okay?† The bobby pin caught on something, and she careful y slid it upward, trying to turn it to catch the pins of the lock so she could move the tumbler. Then the bobby pin bent, and she lost the angle. She groaned and dug into her bag for another bobby pin. â€Å"Twenty-seven weapons,† she grumbled. â€Å"I brought twenty-seven separate weapons to col ege and not a single lock pick.† â€Å"Well, you couldn’t be prepared for everything,† Elena said. â€Å"What about using a credit card?† â€Å"Being prepared for everything is sort of my job description,† Meredith muttered. She sat back on her heels and stared at the door. The lock was pretty flimsy: not only Damon but either she or Elena could have easily forced it open. And yes, a credit card or something similar probably would work just fine. Dropping the bobby pin into her open bag, she took out her wal et instead and found her student ID. The ID slid right into the crack between the door and the doorjamb, she gave it a careful little wiggle, and, bingo, she was able to easily slide the lock back and pul the door open. Meredith smiled over her shoulder at Elena, arching one eyebrow. â€Å"That was strangely satisfying,† she said. Once they were inside and the door was locked again behind them, Meredith checked to make sure the windows were covered, then flicked on the lights. The security office was simply furnished: white wal s, two desks, each with a computer, one with a forgotten half cup of coffee on top, and a filing cabinet. There was a dying plant on the windowsil , its leaves dry and browning. â€Å"We’re sure that none of the officers are going to show up and catch us?† Elena asked nervously. â€Å"I told you, I checked their routine,† Meredith answered. â€Å"After eight o’clock, al but one of the security guards on duty is patrol ing the campus. The one who isn’t is sitting in the downstairs lobby of the administration building, keeping in radio contact with the others and helping students who lock themselves out of their dorms and stuff.† â€Å"Well, let’s get it over with,† Damon said. â€Å"I don’t particularly relish the idea of spending the whole evening in this dismal little hole.† His voice sounded both Wellbred and bored, as usual, but there was something different about him. He was standing very close to Elena, so close that his arm was brushing against hers, and, as Meredith watched, his hand came up to touch Elena’s back very lightly, just with his fingertips. There was a slight secretive curve to his mouth, almost as if Damon was even more pleased with himself than usual. You read "The Hunters: Moonsong Chapter Thirty-Three" in category "Essay examples" â€Å"Well?† he asked, gazing back at Meredith. â€Å"What now, hunter?† Elena stepped away from him and knelt in front of the filing cabinet before Meredith could answer, sliding the top drawer open. â€Å"What was Samantha’s last name? Her file’s probably under that.† â€Å"Dixon,† Meredith told her, pushing away the little shock she kept getting whenever anyone referred to Samantha in the past tense. It was just †¦ she’d been so ful of life. â€Å"And Christopher’s was Nowicki.† Elena rifled through the files in both drawers, pul ing out first one thick folder and then a second. â€Å"Got them.† She opened Samantha’s folder and made a sick little sound in her throat. â€Å"They’re †¦ worse than I thought,† she said, her voice shaking as she looked at pictures from the murder scene. She turned over a few pages. â€Å"And here’s the coroner’s report. It says she died from blood loss.† â€Å"Let me see,† Meredith said. She took the file and made herself study the crime scene pictures to see if she had missed anything when she was there. Her eyes kept flinching away from Sam’s poor defenseless body, so she swal owed hard and focused on the areas away from the body, the floor, the wal s of Samantha’s room. â€Å"Blood loss because she was kil ed by a vampire? Or because there’s so much blood everywhere else?† She was proud of how steady her own voice was, steadier than Elena’s anyway. She held out the folder toward Damon. â€Å"What do you think?† she asked. Damon took the folder and studied the photos dispassionately, flipping a few pages to read the coroner’s report. Then he held out his hand to Elena for Christopher’s file and looked through that one as Well. â€Å"I can’t tel anything for certain,† he said after a few minutes. â€Å"Just like with the bodies I found, they could have been kil ed by werewolves, who are primitive like this. Or it could have been sloppy vampires. Demons, easily. Even humans could do this, if they were sufficiently motivated.† Elena made a soft sound of denial, and Damon flashed his bril iant sudden grin at her. â€Å"Oh, don’t forget that humans can come up with far more creative means of violence than some simple hungry monsters do, sweetheart.† Serious again, he looked down at the photographs once more. â€Å"I can tel you, though, that more than one creature – or person – was responsible.† His finger traced a line across one of the pictures, and Meredith forced herself to look. Bloodstains were spattered in wide arcs across the room, beyond Samantha’s outstretched arms. â€Å"See the way the blood sprayed here?† Damon asked. â€Å"Someone held her hands and someone else held her feet, and at least one other, maybe more, kil ed her.† He flipped open Christopher’s folder again. â€Å"Same thing. This might be evidence that werewolves are the culprits, since they like to travel in packs, but it isn’t firm proof. You can get groups of almost anything. Even vampires: they’re not al as self-sufficient as I am.† â€Å"Matt saw only one person – or whatever – near Chris’s body, though,† Elena pointed out. â€Å"And he got there real y soon after Christopher screamed.† Damon waved a disparaging hand. â€Å"So they were fast,† he said. â€Å"A vampire could do it before a human had time to even react to the scream. Almost anything supernatural could. Speed comes with the package.† Meredith shuddered. â€Å"A whole pack of something,† she said numbly. â€Å"One would have been bad enough.† â€Å"A pack’s much worse,† Damon agreed. â€Å"Are you ready to go now?† â€Å"We’d better check and see if there’s anything else and then clean up,† Elena said. â€Å"Do you want to stand guard outside? I feel like we’re real y tempting fate by staying here so long. You could give some kind of signal if you see someone coming or use your Power to get rid of them. Please?† Damon smiled at her flirtatiously. â€Å"I’l be your watchdog, princess, but only because it’s you.† Meredith waited until he left to say dryly, â€Å"Speaking of dogs, remember when Damon kil ed Bonnie’s pet pug?† Elena opened the top file drawer again and started going through it methodical y. â€Å"I don’t want to talk about this, Meredith. It was Katherine who kil ed Yangtze, anyway.† â€Å"I just don’t think you realize what you’re getting into here,† Meredith said. â€Å"Damon’s not terrific relationship material.† Elena’s hands faltered in their efficient progress. â€Å"I don’t †¦ it’s not like that,† she said. â€Å"It’s not a relationship, I don’t want a relationship with anyone but Stefan.† Meredith frowned, confused. â€Å"Well, then, what – â€Å" â€Å"It’s complicated,† Elena said. â€Å"I care about Damon, you know that. I’m seeing where things might go with him. There’s something between us, there always has been. With Stefan gone† – her voice cracked – â€Å"I have to give it a chance. Just †¦ just let it alone for now, okay?† She picked up Samantha’s folder to put it back in the drawer. Her lips were trembling, and Meredith was about to pursue the subject: she wasn’t going to let it alone. Not when Elena was upset and somehow involved – more involved than she had been before – with Damon the dangerous vampire. But Elena interrupted her. â€Å"Huh,† she said. â€Å"What do you think this means?† Meredith craned to see what she was talking about, and Elena pointed. On the inside front of Samantha’s file was written a large black V. She picked up Christopher’s file. â€Å"This one, too,† she said, showing Elena. â€Å"Vampires?† Elena asked. â€Å"The Vitale Society? What else starts with V and might have to do with these murders?† â€Å"I don’t know,† Meredith started to say, when they suddenly heard the rumble of a car engine pul ing up outside the building. A raucous caw came through the window. â€Å"That’s Damon,† Elena said, shoving Christopher’s file back into the cabinet. â€Å"If we don’t want him to have to compel the whole security force, we’d better get out of here fast.† How to cite The Hunters: Moonsong Chapter Thirty-Three, Essay examples

sex n illicit desire Example For Students

sex n illicit desire GEND 2004: SEXUAL POWER AND ILICIT DESIRE Name: Danielle Cox I. D. #: 620041842 Class: Monday 12 -1 Date: October 22, 2012 GEND 2004: SEXUAL POWER AND ILICIT DESIRE Name: Danielle Cox I. D. : 620041842 Class: MON 12-1 Date: October 20, 2012 Question 4: Critically evaluate patriarchal ideologies and practices that perpetuate gender based violence and the interventions that are necessary to eradicate it. â€Å"The man is the head of the household†¦Ã¢â‚¬ , â€Å"a real man provides for his family†¦Ã¢â‚¬  â€Å"Men are brave and strong and should protect their family and their properties,† â€Å"men should be in charge because they are great leaders These are few of the common sayings and ideas in societies, across the globe that has shaped the concept or ideology of what men should be like, especially, when they are considered head of their homes or families. The ideology of patriarchy  has evolved from the struggles faced and the stories told of women worldwide. It comprises structures of domination and exploitation that affect womens position in the home society. Patriarchy, according to Macmillan Dictionary, is defined as a society, system or organization  in  which  men  have  all  or  most  of  the  power  and  influence in other words, means the rule of the father or the patriarch (a male member of the household or society). In the feminist practice and theoretical approach, patriarchy has been observed differently from the liberal to socialist feminism. Despite being defined quite simply it, however, implies a system in which the father or a male member in the household who is onsidered as the head of the family, has control over aspects such as the economic and property resources of the household, makes all the major/important decisions of the family, provide disciplinary actions if necessary or deemed fit and thereby creates and maintain an ongoing control over all members of the family and those who have some relation to it. It has been seen that this system establishes male dominance and control over women in society, in general, and particularly so within the family and somewhat maintains it. The unequal power relationship between men and women, gives or bestow power to men in an important institution of society. It is important to see patriarchy as both an ideology of the subordination and control of women, and, an idea of struggle against the same. The origins of patriarchy can be traced throughout the different stages of civilization. Several views have been expressed regarding the origins of patriarchy and its universality. Its roots have been traced in history, religion and in nature. There are views that the system of patriarchy has its  beginning in history, i. e. t is man made and therefore can be ended by many historical processes in the future. Patriarchy, for others, is considered a natural phenomenon, i. e. , being based on different biological aspects of human beings which have been categorized between male and female. Research and/or observation reveal that, patriarchy is universal, incepted by God, and have become natural to the point where it is somewhat unquestionable; changing patriarchy would amount to changing nature. Many have not accepted the above explanations and have sought to find others to adequately satisfy their queries or provide a more logical explanation. Since the term patriarchy has been established, there have been many claims that this system suppresses females and has, on many instances, resulted in violence one can look forward to critically evaluating patriarchal ideologies and practices that perpetuate gender based violence. Ideology; gender; violence, gender violence, terms to bear in mind while assessing how these practices affect different genders. Ideology can be classified as a body of doctrine, myth, belief, etc. that guides an individual, social movement, institution, class or large group. Gender, refers to which sex one identifies themselves and how one is socialized. ‘Violence, is defined  as the intentional use of physical force or power, threatened or actual, against a person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation. This definition associate’s intentionality with the committing of the act itself, irrespective of the outcome it produces. ‘World Health Organization (WHO) 2003. Gender-based violence can be described as violence against women based on women’s subordinate status in society. It entails any harmful acts or threats by men or male dominated organization which could cause/inflict psychological, physical and/or sexual harm to a woman or girl because of their gender. In cultures globally, norms, traditional beliefs and practices along with social institutions at times allow and aid in the perpetuating of violence against women. Gender-based violence at times manifests itself in different forms such as physical, psychological and sexual violence. Acts such as sexual abuse, which includes rape and sexual abuse of children by family members or individuals close to their family; forced pregnancy; domestic violence; sexual slavery; traditional practices that tend harmful to women, such as burning or acid throwing, mutilation of the female genitals, dowry-related violence; honor killings for rituals or celebrations, violence during armed conflict, such as rape and in some instances murder; and emotional abuse, such as coercion and abusive language. The trafficking of women and girls for prostitution, sexual harassment forced marriage and intimidation at work are additional examples of violence against women. Gender violence can occur in both the ‘public’ and ‘private’ spheres such as the home. Such violence not only occurs in the family and in the general community, but is sometimes also at times perpetuated by the state through laws, policies or the even the actions of agents of the state such as the military, police or immigration authorities. Gender-based violence happens in all societies, across all social classes, with women particularly at risk from men they know. Fig 1. 1 Table showing Examples of Violence against Women throughout Life Cycle The link between Gender-based violence and patriarchies can currently be seen throughout history and more recently in current society, within the family setting. Families around the globe, particularly those who live in patriarchal households, tend to respect the men or males in their family especially the ‘alpha male’ i. . the one who is at the head. One of many factors which influence gender- based violence is gender socialization. ‘Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples. Gender socialization begins as early as when a woman becomes pregnant and people start making judgments about the value of males over females. These stereotypes are perpetuated by fa mily members, teachers and others by having different expectations for males and females. LeMoyne, UNICEF Aug 2007. Chevannes highlighted/argued how boys and girls are socialized in order to fit in society, he states how from an early age they are dressed in colors to differentiate their genders and are taught how to act and conduct themselves according to their gender. Chevannes goes on to argue that females have been socialized to stay home (indoors) they are taught tasks such as house work i. e. ashing, cooking; cleaning; and are also taught how to take care of younger siblings in preparation for child bearing; females were to socialized be soft spoken, submissive and always well groomed, she was to accept the fact that the men were indeed head of the household, he was in charge of finances and properties while the female stayed home and reared the children while on the other hand males were expected to be outdoors, they were to be strong, full of energy and strength and be able to complete hard tasks such as yard work when needed. Chevannes highlighted the fact that boys tend to be freer; less restricted than girls and, at times, were treated better than girls were. Boys growing, throughout almost every culture, are usually told or constantly reminded that one day they will be in charge of a company/ business but more importantly that one day they will be at the head of their households, they are told that they should learn to be strong and have a certain level of command and respect, many young men are also taught that women are their property or that a woman should always listen or be obedient; submissive to their partners needs however this is not always the case. Things Fall Apart 6 EssayDespite the statistics presented not a lot has been done to rectify the situation at hand. There have been many efforts from many organizations around the world which has had campaigns lobbying for the cease of violence against women. There have been programs established geared towards making changes in behavioral issues among many other however it has still proven to be inadequate. In order to evoke a change, one must highlight the issues that need to be addressed in order to achieve desired results. If observed carefully, there aren’t many legislative laws that are geared towards protecting women and the few that are provided inadequately serves to really and truly protect a woman, another issue is that victims are often threatened not to talk to anyone or at times hide because they tend to be ashamed, the economic gains that some of these victims stand to gain at times are one of the many contributing factors which makes them stay in such situations they face, the lack of opportunities provided for these women forcing them at times to do menial or demeaning jobs. In order to rectify the situation at hand these are just some of the issues to be fixed. More stringent laws geared to towards the protection of females which are actually tailored to suit their needs are required. Also there need to be new rules, policies and laws set in place that will actually be able to help women; aiding them is able to have faith in the authorities or the state if problems with abuse arise again. The issue of accountability is a major factor to be dealt with. Individuals who are responsible for committing heinous acts against women and also those who condoned or upheld such practices should be reprimanded and punished also, having special laws and policies in place to be able to penalize the culprits. There . Fig 1. 3 Diagram showing an Excerpt of how Males after shown Statistics tried their bests and re evaluated themselves and tried their best to make improvements. is also a need for more policies and opportunities as it relates to women in the work environment. Women should be able to access certain fields of interest if desired and also be able to be granted the same opportunities and privileges as their male counterpart. There is also a need for women to be educated more on the fact that there is nothing wrong with speaking out against abuse, they need to understand that the quicker they voice their woes the better they are able to deal with the situation, avoid the abuse and remain alive. Also more support groups can be formed or even revamp old supporting groups to help females deal with such situations when they occur. Gender- based violence comes in many shapes and forms it and it is evident around the world in many societies. This type of violence has left many women, children, family and friends of individuals distraught over the matter and for many no resolution has surfaced. It is imperative that we reform our rules and policies, provide the adequate resources and materials necessary for women and more importantly cherish women and stop the abuse. BIBLIOGRAPHY Brown J, Chevannes B (1998) Why man stay so – tie the Heifer and loose the bull: an examination of gender socialisation in the Caribbean. Mona: University of the West Indies. EuroJournals Publishing, Inc. . (2009). Conventional Patriarchal Ideology of Gender Relations: An . European Journal of Scientific Research , 561-569. Innocenti Research Centre. (2006). Domestic Voilence Against Women and Girls. Innocenti Digest , 1-30. LeMoyne. (2007, August 29). unicef. Retrieved October 20, 2012, from unicef. com: http://www. unicef. org/earlychildhood/index_40749. html Macmillan Dictionary (2009) Innocenti Reasearchers. (2000, June). Unicef. Retrieved October 20, 2012, from Unicef: http://www. unicef-irc. org/publications/pdf/digest6e. pdf LeMoyne. (2007, August 29). unicef. Retrieved October 20, 2012, from unicef. com: http://www. unicef. org/earlychildhood/index_40749. html THE UNIVERSITY OF THE WEST INDIES MONA CAMPUS INSTITUTE FOR GENDER AND DEVELOPMENT STUDIES Undergraduate Coursework Accountability Statement This form is to be attached to any coursework essay submitted for undergraduate courses in the Institute for Gender and Development Studies. I hereby certify that I am the author of the attached item of coursework or the section thereof for which I am responsible, herein after referred to as this paper, and that all materials from reference sources have been properly acknowledged. I certify that I have read the relevant regulations contained in the UWI Mona Institute for Gender and Development Studies Undergraduate Handbook and the documents to which the regulation refers. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. I certify that this paper contains no plagiarized material. In particular: All quotations taken from other works have been referenced to the source from which I obtained them and clearly indicated in this paper by the use of quotation marks or indented paragraphs; All paraphrases and summaries of material taken from other works have been clearly indicated by appropriate framing and/or referencing; Where material is drawn from other works I have avoided the use of cosmetic paraphrasing thereby ensuring that I have presented paraphrases and summaries that represent substantial representation of material from the source or alternatively I have used direct quotations; I have included in the bibliography all works from which I have taken ideas inclusive of, where appropriate, separate lists of works that have been cited and works that have been consulted; I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution or if it has I have made an additional declaration below. In the case of a group work, I certify that the work that is the responsibility of each member of the group has been clearly indicated and that where no such indication has been given, I take responsibility for the as if it were the section of the paper for which I were solely responsible and that I have not collaborated with any member of the group to breach the University’s regulation. Name _________________________ Signature _________________ Date _________________ Additional accountability statement where work has been previously submitted I have set out in the attached statement the details regarding the circumstances under which this paper or parts thereof have been previously submitted. I have received written permission from my Supervisor/Lecturer/Instructor regarding the submission of this paper and I have attached a copy of that written permission to this statement. I hereby declare that the submission of this paper is in keeping with the permission granted. Name _________________________ Signature _________________ Date _________________ Extracted from the UWI Mona, Institute for Gender and Development Studies Undergraduate Handbook 2011-2012 PLAGIARISM Plagiarism is a form of cheating. Plagiarism is the authorized and/or unacknowledged use of another person’s intellectual efforts and creations howsoever recorded, including whether formally published or in manuscript or in typescript or other printed or electronically presented f rom and includes taking passages, ideas or structures from another work or author without proper and equivocal attribution of such source(s), using the conventions for attribution or citing used in this University. † Since any piece of work submitted by a student must be that student’s work, all forms of cheating including plagiarism are forbidden. Plagiarism also involves the case of material taken from the Internet without acknowledgement or giving proper credit (Cyber cheating). Any Plagiarism violates academic integrity. Any instances of plagiarism that are established will be subject to penalties. Students are referred to the UWI