Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
A survey conducted by the Malaysian Government revealed that about 60,000 Malaysian
graduates were unemployed due to a lack of experience, poor English, poor communication
skills, and because they had pursued studies irrelevant to the market place (Zahratul, 2005).
The research further mentioned that the typical unemployed graduate was female, mainly
from the Malay ethnic group, and from the lower income group. Most unemployed graduates
had majored in business studies or information technology. A total of 81 percent of the
unemployed graduates had attended public universities where the medium of instruction in
many courses was the Malay Language. According to Wong and Zainol (2005), 70 percent
of graduates from public universities and institutions of higher learning are still unemployed.
This is in contrast with 26 percent from private institutions of higher learning and 34 percent
who are foreign graduates (Suresh, 2006).
The general consensus among Malaysian employers indicates that Malaysian graduates are
well trained in their areas of specialization but unfortunately they lack the soft skills (Nurita,
Shaharudin, & Ainon, 2004). This deficit in graduate skills has also been acknowledged by
the UK government with respect to its graduates (Dickinson, 2000). Lawrence (2002) adds
that America is also experiencing the same problem (p. 289). Studies of employers have
repeatedly stressed the priority which they give to personal transferable skills (Dearing
Committee, 1997). Employers today are looking for graduates not only with specific skills
and knowledge but with the ability to be proactive to identify and respond to problems. In
Malaysia, more employers are searching for graduates who not only have good academic
results but also possess communication, problem solving, and interpersonal skills as well as
the ability to be flexible (Nurita et al, 2004). These soft skills (also known as employability
skills) are foundation skills that apply across the board, no matter what job the employee is
performing (Lawrence, 2002).
Baxter and Young (1982) have indicated that employers need entry level workers who are
dependable and trustworthy, have basic communication, thinking and problem solving skills,
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and have the desire to learn and advance their ability to work as part of a team, and
possess a proper attitude. These skills have been defined as those needed by todays
students in a report published by the United Nations Educational, Scientific and Cultural
Organisation (UNESCO) (2006). Graduates are required to master employability skills, also
called foundation skills, and competencies in order to find meaningful work. Foundation
skills are basic skills, thinking skills, and personal qualities, while competencies include
resource, interpersonal, information, systems, and technology competencies (UNESCO,
2006).
(Excerpt adapted from Singh, G. K. G., & Singh, S. K. G. (2008). Malaysian graduates employability skills. Unitar E-Journal,
4(1), 15-45. Retrieved from http://www.teo-education.com/teophotos/albums/userpics/GurvinderMalaysianGraduate_1.pdf)
References
Baxter, M., &Young, J. L. (1982). What do employers expect from high school graduates?
New York, NY: Pearson.
Dearing Committee (1997). Higher education in the learning society. Report of National
Committee of Inquiry into Higher Education. London, UK: Oxford.
Lawrence, T. (2002). Teaching and assessing employability skills through skills in the USA.
In E. Meyer (Ed.) Proceedings of Research and Development in the Workplace. 7th
American Conference on Workplace Quality and Professional Development (pp. 285-
294). Hillsdale, NJ: New Jersey City University.
Nurita Juhdi, Shaharudin Ahmad, & Ainon Abdullah (2004). Perceived employability skills of
graduating students: Implications for SMEs. Journal of Human Resource Management,
4, 525-539.
Wong, Y. S., & Zainol Hasim (2005). What next? Employability of Malaysian graduates in
the private and government sectors. Selangor, Malaysia: Pelanduk Publications.
United Nations Educational, Scientific and Cultural Organisation (UNESCO) (2006). Skills
for employment in the 21st Century. Bangkok, Thailand: UNESCO Bangkok Asia and
Pacific Regional Bureau for Education. Retrieved from http://unesdoc.unesco.org/
images/0021/002157/215706e.pdf
Voss, R., Gruber, T., & Szmigin, I. (2007). Service quality in higher education: The role of
student expectations. Journal of Business Research, 60(9), 949-959.
Zahratul Abdul Rais (2005, November 10). 60,000 Malaysian Graduates Unemployed. New
Straits Times, pp. 3-4.
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Task 1
Answer the questions that follow.
1. What is a citation?
2. What is a quotation?
3. What is a paraphrase?
6. How many of the citations are quotations and how many are paraphrases?
7. How are the references listed in the reference list - chronological order (by year) or
alphabetical order?
8. Do the second line and subsequent lines of each source listed in the references start
at the same position as the first line or indented?
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B. Citation Styles
To attribute information to authoritative sources, you can either quote directly or paraphrase
(write in your own words). This unit will describe the use of direct quotations while the next
unit (1c) will deal with paraphrasing.
For citations involving direct quotations, the amount of text quoted determines the style
used. When citing, ALWAYS provide the author, year, and specific page number(s). Study
the following examples of direct quotations.
Quotations fewer than 40 words are incorporated into the paragraph. For example:
Marketers know that toddlers and preschool children have considerable purchase influence
and can successfully negotiate purchases through what marketers term the nag factor or
pester power (McNeal, 1999, p. 75).
OR
McNeal (1999) reported that marketers know that toddlers and preschool children have
considerable purchase influence and can successfully negotiate purchases through what
marketers term the nag factor or pester power (p. 75).
Reference
McNeal, J. (1999). The kids market: Myth and realities. Ithaca, NY: Paramount Market
Publishing.
Story, M., & French, S. (2004). Food advertising and marketing directed at children and
adolescents in the US. International Journal of Behavioral Nutrition and Physical
Activity, 1(3), 109-142.
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Long quotations
Long quotations of 40 words or more are placed in a paragraph, indented inch from the
left margin.
In the history of higher education research, one of the more intriguing ways of
dealing with context has been phenomenography, which by treating the data as a
single transcript consciously attempts to strip out context from the analysis. As
Ashwin (2009) explains
these phenomena within a group. Thus it does not examine individuals conception of
these phenomena but rather examines the number of qualitatively different ways in
Reference
Ashwin, P. (2009). Analyzing teaching-learning interactions in higher education. London,
UK: Continuum.
Clegg, S., & Stevenson, J. (2013): The interview reconsidered: Context, genre, reflexivity
and interpretation in sociological approaches to interviews in higher education research,
Higher Education Research & Development, 32(1), 5-16.
OR
In forming multiple national identities, it is thought that transmigrants will also be better
equipped to withstand sometimes overwhelming social, economic and political pressures
encountered in their daily lives. Engaging in transnational practices may result in
a source of identity, the country of residence a source of rights, and the emerging
transnational space, a space of political action combining the two or more countries.
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Reference
Kastoryano, R. (2000). Settlement, transnational communities and citizenship. International
Social Science Journal, 52(165), 307-312.
When the same author is cited multiple times in the same paragraph and the authors
name is part of the narrative, you do not have to include the year in subsequent author-
focus (non-parenthetical) citation. However, you must include the year in all parenthetical
citations. Example:
A study by Tunon and Brydges (2007) found that the quality of the two sets of citations were
comparable. The subjective rubric developed by Tunon and Brydges helped establish this.
The study went on to show a difference between academic programs. Their results indicated
clearly that some academic programs were better in highlighting the need to acknowledge
others works while some failed miserably (Tunon & Brydges, 2007).
When several research articles have similar information, you can write a general
statement that covers the results of those articles and put the studies in the same
parenthesis, as shown in the box below.
A survey of recent articles published on AIDS shows a growing interest in developing reliable
research methods to test high-risk groups, such as drug abusers and prostitutes (Broadhead
& Heckathorn, 1994; Carlson et al., 1994; Steiner, Lemke, & Roffman, 1994).
Note:
List the works by different authors in alphabetical order but do not change the
order of names for a particular article. E.g., Do NOT change Steiner, Lemke
and Roffman (1994) to Lemke, Roffman and Steiner (1994).
If the works are by the same author, you can write something like this:
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Several studies (Johnson, 1991a, 1991b, 1991c; Singh, 1983) have been conducted on
The APA publication style does not specifically deal with Malay names but Malay
researchers who publish internationally usually follow APA conventions and use their
fathers name as the surname. Note that bt and bin are not included.
Wiantoro, S., Maryanto, I., & Abdullah, M. T. (2012). Phylogeny and phylogeography of
Myotis muricola (Gray, 1846) (Chiroptera: Vespertilionidae) from the West and East of
Wallaces Line inferred from partial MtDNA cytochrome b gene. Journal of Tropical
Agricultural Science, 35(2), 271-292.
However, for some Malaysian publications, the Malaysian convention may be used. In this
case, cite the Malay names in full in the text and in the reference list.
In the text and the reference list, Mazmi Maarof would be written in full. She would be cited
as (Mazmi Maarof, 2012).
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C. Referencing Styles
For APA style, the cited sources are listed alphabetically at the end of the article.
Each entry takes the form of hanging indent the first line of every entry is always aligned
with the margin. If the entry covers two (or more lines), the second (and subsequent) line(s)
are indented.
(a) Books
Variants Citations Reference List
(Used in the text) (Appears at the end in alphabetical order)
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E.g.
Daft, R. L. (2012). New era of management
(12th ed.). Nashville, TN: Cengage
Learning.
2 authors Madden and Hogan (1997, Madden, R., & Hogan, T. (1997). The
p.17) stated that the definition of disability in Australia:
method should be used to Moving towards national consistency.
achieve consistency. Canberra, Australia: Australian Institute of
OR Health and Welfare.
The method should be
used to achieve
consistency (Madden &
Hogan, 1997, p. 45).
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In subsequent citations,
include only the surname
of the first author followed
by et al. and the year.
Or
. (Guerin et al., 2005)
6 or more Immediately use et al. 6 or more authors [List the first six
authors without listing the authors. authors, and the last author No & is
used]
Rodgers et al. (1996)
Rodgers, F. H., Choi, M. J., Angeli, L. L.,
OR Harland, A. A., Stamos, J. A., Thomas, S.
T., . . . Rubin, L. H. (2009). Web site
(Rodgers et al., 1996, p. usability for the blind and low-vision user.
35) Mason, OH: Thomson South Western.
the book Employment the (When no author is present, the title of the book
Professional Way (2000) replaces the authors place. The title should be
written in full in the reference list)
(Choose maximum the first
5 words of the title and it
should be italicised the
letters of main words are
capitalised)
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Kastenbaum (1993)
Kastenbaum, R. (Ed.). (1993). Encyclopedia of
Books with OR adult development. Phoenix, AZ: Oryx
Editor(s) Press.
(Kastenbaum, 1993)
(If multiple editors, use Eds. Note: E is
capitalised)
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(a) W. R Leonard. & M. H. Crawford (Ed.). (2002). Human biology of pastoral populations.
New York NY. Cambridge University Press.
(b) O'Neil, J. M. and Egan, J. (2002), Men's and women's gender role journeys: A metaphor
for healing, transition, and transformation (pp. 107-123). B. R. Wainrib (Ed.), Gender
issues across the life cycle. Oxford, UK: Springer.
(c) National Fire Protection Association. (2009). Fundamentals of fire fighting skills (Second
Edition). Sudbury, MA: Jones and Bartlett
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(b). Journals
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(a) Fearon, J. D., & Laitin, D. D. (2003). Power Balance Of Ethnicity In Civil Wars.
International politics review, 97(4), pp. 256-276.
(b) Delfabbro, P., Winefield, T., Trainor, S., Dollard, M., Anderson, S., Metzer, J.,
Williams, S., Bachman, D., & Hammarstrom, A. (2006). Peer bullying in
international primary and secondary schools: Prevalence and
psychosocial profiles. International Journal of Educational
Psychology, 76(1), 71-90.
(c) C., Xu, & Y., Ding, (2014) An exploratory study of pauses in computer-
assisted EFL writing. Language Learning & Technology, 18(3). Retrieved 16th
January 2015 from http://llt.msu.edu/issues/october2014/xuding.pdf
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(d). Encyclopaedias
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(e). Dictionary
(f). Thesis.
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(g). Magazines.
(h). Newspapers
No author New drug appears (1993) New drug appears to sharply cut risk of death
from heart failure. (1993, July 15). The
(Choose the title of the Washington Post, p. A12.
article as author, maximum
the first 5 words)
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(i). Reports
Report from Dearing Committee (1997). Dearing Committee (1997). Higher education
a special in the learning society. Report of National
committee Committee of Inquiry into Higher Education.
London, UK: Oxford
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(l). Figures
Figure X. Descriptive
phrase that serves as title
and description. Reprinted
[or adapted] from Book
Title (page number), by
Author First Initial. Second
Initial. Surname, Year,
Place of Publication:
Publisher. Copyright [Year]
by the Name of Copyright
Holder. Reprinted [or
adapted] with permission.
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Example:
Figure 1. Schematic
drawings of a bird's eye Wang, S. H., & Kohne, L. (2007). Visual
view of the table (a) and experience enhances Infants' use of task-
the test phase of the relevant information in an action task.
choice task (b). Numbers Developmental Psychology, 43(3), 1510 -
represent the dimensions 1524
in centimeters. Adapted
from Visual Experience
Enhances Infants' Use of
Task-Relevant Information
in an Action Task," by S.-h.
Wang and L. Kohne, 2007,
Developmental
Psychology, 43, p. 1515.
Copyright 2003 by the
American Psychological
Association.
Website General Format
Figure X. Descriptive
phrase that serves as title
and description. Reprinted
[or adapted] from Title of
Website, by Author First
Initial. Second Initial.
Surname, Year, Retrieved
from URL. Copyright [year]
by the Name of Copyright
Holder. Reprinted [or
adapted] with permission.
Example:
Figure 1. An example of
the cobra yoga position.
Reprinted from List of
Yoga Postures, by D. K. Dawson, D. K. (2000). List of yoga postures. ,
Dawson, 2009, Retrieved Retrieved from
from http://en.wikipedia.org/wiki/List_of_yoga_po
http://en.wikipedia.org/wiki/ stures
List_of_yoga_postures.
Copyright 2007 by
Pearson. Reprinted with
permission.
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References
Copies of the APA manual are available at CAIS, UNIMAS (Level 1) [call No: BF76.7 .P976 2010].
Task 2
The passage below contains TEN (10) errors in citation. Choose the correct answer from the
options provided below.
Internet use during childhood is meaningfully organized in terms of common online activities
such as playing games, communicating, and visiting websites. 1Marie Johnson (2005)
explained that child development refers to the processes by which children becoming
increasingly capable of complex social, emotional and cognitive behaviours. Findings from
several studies2(Simon, 2003; Jason & Adams, 2004; Yamamoto, 2008) indicated that
children who used the Internet more had higher scores on standardized tests of reading
achievement and higher grade point averages than the children who used the Internet less.
Alternatively, a recent survey that correlated behavioural and psychological aspects of
childrens life with the number of hours spent online, found that those who used the Internet
the most had the weakest interpersonal connections 3 (Sanders, Diego, & Kaplan, 2008).
Approximately one-third of the time that children are online, they report playing games 4
(Livingston & Bober 2002, as cited in Rider, 2004). Highly proficient 10- and 11-year-old
video gamers were noted to possess extremely high levels of self-monitoring, pattern
recognition, and visual memory. DeBell, Henry, and Chapman (2006) concluded that
Internet use promotes cognitive development in children, specifically in the area of visual
intelligence where certain computer activities particularly games may enhance the ability to
monitor several visual stimuli at once, to read diagrams, recognize icons, and visualize
spatial relationships.
Apart from playing games, children are using communication tools such as email, chat, and
instant message frequently when they are online 5(DeBell, Henry, & Chapman, 2006).
Socially anxious children were found to communicate online less than nonsocially anxious
respondents. In addition, a qualitative analysis of adolescent second language learning
using real-time text-based practice revealed that adolescents, who communicated online,
compared to those who did not, used more complex sentences or sentencing involving
auxiliaries beyond expected grammar levels 6(Jason, 1994; 1995). Based on interviews with
girls and analysis of chat room archives, 7Michael, Wong, Kim, Langston, Ang and Hunt
(2001) concluded that female adolescent use of popular electronic communication is
resulting in linguistic innovation within new, virtual social networks in a way that reflects
more wide-reaching changes in the communication landscape.
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Several studies have concluded that context (i.e., home, school, and community
characteristics) mediates the developmental impact of Internet use during childhood. For
example, 8Cho and Cheon (a2005, b2005) surveyed families and found that parents
perceived control reduced childrens exposure to negative Internet content. Following
detailed interviews and repeated observations, 9Burnett & Andy (2005) concluded that
creative problem solving was evident in home-based, but not necessarily school-based, use
of the Internet. Hence, the paths of influence between Internet use and child development
appear complex and mediated by ecological forces. There is a need to devise a model to
uncover those forces clearly.
(adapted from Johnson, 2008)
1. A. Johnson (2005)
B. Johnson, M. (2005)
C. Marie (2005)
D. Marie, J. (2005)
5. A. (DeBell, 2006)
B. (DeBell et al. 2006)
C. (DeBell et. al, 2006)
D. (DeBell et al., 2006)
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Task 3
The following reference list contains errors (some more than one error).
(i) Identify the parts which are wrong
(ii) Correct each error.
Adams, M. (n.d.). What is SWOT analysis. Retrieved May 25, 2011, from
http://www.swotportal.com/info.html
Cohen, J. (1994). The earth is round. American Psychologist, 49(2), pp. 997-1003.
Jobber, D., Hooley, G., and Sanderson, S. (1985). Marketing in a hostile environment: The
British textile industry. Industrial Marketing Management, 14(2), 35-41.
Rowe, G., & Wright, G. (2001). Expert opinions in forecasting role of the Delphi technique. In
Armstrong, J. S. (Ed.) Principles of forecasting: Handbook for researchers and
practitioners (125-144). Norwell, MA: Kluwer Academic Publishers.
Stevie Gerard, Andy Carol, & Lionel Suarez. (2011). You will never walk alone again.
Blackwell Publishing: Nevada, Texas.
Tan, G., & Lewandowsky, S. (1996, May 26). A comparison of operator trust in humans
versus machines. Paper presented at 5th Cyber Ergonomics Conference, Los Angeles,
California.
NOTE: Always remember that the reference list should be listed in ALPHABETICAL
ORDER. E.g. Starts with Adams, M. (n.d.) and end with Rowe, G. (2001)
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Task 4
Each of the reference below contains ONE (1) error. Circle the option with the error.
1. Rawlings, Carla. (2000). Imagining the impossible. Austin, TX: Blackwell Publishing.
A. (2000).
B. Austin, TX:
C. Rawlings, Carla.
D. Imagining the impossible.
2. Marvis, K. J., & Davis, M. (2008). Understanding the causes of posterior cortical anthropy.
Journal of Neurology, 13(4), 222-239.
A. 13(4),
B. 222-239.
C. Journal of Neurology,
D. Understanding the causes of posterior cortical anthropy.
3. Abdullah, S. (1997). Effect of buffer layer and and external stress on magnetic properties
of films. In Miller, H. L., Rice, C., & Pascal, D. (Eds.), Recent research in applied
physics (pp. 167-280). Washington, DC: Springer.
A. (Eds.),
B. (pp. 167-280).
C. Washington, DC: Springer.
D. In Miller, H. L., Rice, C., & Pascal, D. (Eds.),
4. Letchumanan, H. (2012, December 20). No Child Left Behind: Words or Action? The Star
Online. Retrieved from http://thestar.com.my
A. The Star Online.
B. (2012, December 20).
C. Retrieved from http://thestar.com.my
D. No Child Left Behind: Words or Action?
5. Johnson, E. M., Ramanair, J., & Brine, A. (2010). Learning How To Use Technology In
The Classroom. Wellington, New Zealand: Blackwell Publishers.
A. Johnson, E. M., Ramanair, J., & Brine, A.
B. Learning How To Use Technology In The Classroom.
C. Wellington, New Zealand:
D. Blackwell Publishers.
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