the groups will present the text received for analysis their method and the con

The groups will present the text received for

This preview shows page 139 - 141 out of 167 pages.

the groups will present the text received for analysis, their method and the con- clusion of their analysis. The groups will be congratulated and the trainer will offer additions to the analyses of the students, if any. The following activity has as its objective comparative analysis of European, American and Romanian legislation on intellectual property. The activity will also be done in groups by the Venn diagram method. Students will receive excerpts from the three legal systems then they will read them and discuss in groups, discussing the choices of the characteristics identi fi ed. Each group will draw three intersecting circles on an A3 sheet, as in the model in Fig. 9.9 Venn diagram. The activity is appropriate for systematisation of knowledge or for the restructuring of information extracted from primary sources. At the intersection of all circles, only the essential and common aspects of all legislation under consideration will be written. In spaces where the circles intersect only two, common points between the systems analysed will be noted. Outside the intersection areas, only the speci fi c aspects of each piece of legislation will be written. The dimensions of the circles in the charts may be different to give each group the possibility contributing their own thoughts. Instructions on how to work will be front-loaded. The possibility to provide additional information and clari fi cations, if necessary, will not be excluded. Upon completion of the activity, the results obtained will be placed in places visible to all and will be presented. Finally, all participants will applaud the work they have done. Review the Knowledge In order to merge the information transmission activity from Sect. 9.3 . Information communication with the recapitulation activity of what was taught, a pedagogical ROM UE USA Fig. 9.9 Diagrama Venn 9.3 Information Communication 133
Image of page 139
approach will be proposed, focusing both on information systematisation capacities and utilising student creativity. Students will be given the task to read the information in Sect. 9.3 . Information communication within the same groups in which they performed the previous tasks. They will then be asked to use all the creativity they can show to create a poster or scienti fi c communication to promote copyright and awareness of risks associated with plagiarism. The structure of the group results presentation will meet the standards found in Sect. 9.3 . Information communication . Applications 1. Write examples of ways to plagiarise other than those discussed in the course. ………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 2. Analyse the values and deontological norms that are violated in these examples ………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 3.
Image of page 140
Image of page 141

You've reached the end of your free preview.

Want to read all 167 pages?

  • Winter '09
  • Diado

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes