Turnitin Student Guide Contents

Total Page:16

File Type:pdf, Size:1020Kb

Turnitin Student Guide Contents Turnitin Student Guide Turnitin Student Guide Contents Introduction to the Turnitin Tool .............................................................................................................................. 2 Reasons to Use the Turnitin Tool .............................................................................................................................. 2 Checking Your Work with Turnitin ............................................................................................................................ 3 Submitting a File .............................................................................................................................................................. 3 Accessing the Originality Report ..................................................................................................................................... 4 Understanding the Originality Report ....................................................................................................................... 5 Coincidental Matches ...................................................................................................................................................... 5 Significant Matches ......................................................................................................................................................... 5 Match: Work Submitted by Another Student ............................................................................................................. 6 Match: Outside Sources without Quotation Marks and/or Proper Citation ............................................................... 6 Match: Incorrect Paraphrasing ................................................................................................................................... 7 Over-Use of Direct Quotes .......................................................................................................................................... 7 More Information .................................................................................................................................................... 7 Submitting Your Assignment for Grading .................................................................................................................. 7 1 Turnitin Student Guide Introduction to the Turnitin Tool Turnitin is a tool that checks submitted papers for originality. Originality is a highly valued trait of written work in an academic setting. Original writing should include: • The writer’s individual perspective • Unique insights and ideas on topics Review Write • A personal academic voice • Clear synthesis of information • A specific alignment with the particular assignment Turnitin highlights unoriginal passages in a student’s paper. Files submitted to Turnitin are compared against a repository of billions of documents, Check including internet sites, online text, archived internet data, student papers, books, journals, and other publications. Students and faculty have access to Turnitin in each class through the Waypoint grading system. Similarities and matches between your assignment and items in the Turnitin repository will be highlighted in an originality report. Although Turnitin is not the only tool for identifying unoriginal text, it is an excellent resource for students and faculty who wish to check documents for originality. Reasons to Use the Turnitin Tool Academic and professional writing is formal, ethical, honest, and clear. All academic and professional writers depend upon a proven writing process that contains revision and review. University of Arizona Global Campus (UAGC) provides several tools to help students in their revision and review. Students who use the tools may discover ways to improve their writing, ensure academic honesty, develop a formal voice, and adhere to the required style guide. Once you have written a discussion, assignment, or other document, you can use Turnitin to check your work for unoriginal writing before submitting it in class. Often, issues can be attributed to one of these easy-to-correct mistakes: • Colloquial Language (use of clichés and other over-used casual phrases) Over-reliance on Direct Quotes Plagiarism, which may include: Using someone else’s words without proper attribution Submitting work that was written by someone else Missing or misplaced quotation marks Missing or misplaced in-text citations Incorrect paraphrasing Students are responsible for the contents of their written work. Evidence of plagiarism is likely to appear on the Turnitin report; however, Turnitin may not identify every issue. Plagiarism is a violation of Student Community Standards whether it is identified through Turnitin or found through other means. Turnitin is just one tool available to students and instructors in the pursuit of honest, original writing. The UAGC Writing Center contains important information regarding plagiarism and avoiding academic dishonesty. Proprietary information of UAGC. Created/revised by Academics, 5/11/2017, CR 0163153. 2 Turnitin Student Guide Students who use Turnitin to check their assignments and discussions before submitting them in class may enjoy a number of benefits, including: • Gaining the ability to identify unoriginal language • Developing an academic voice • Discovering clear and meaningful source integration techniques • Honing stronger written communication skills • Experiencing improved instructor assessment and feedback • Understanding in-text citation format more quickly and completely • Increasing self-review, revision, and editing skills Checking Your Work with Turnitin Submitting a File Turnitin is available directly through the Waypoint grading system in class. You can check your discussions and assignments by submitting them to Turnitin before submitting your work for grading. To utilize Turnitin, save Review Write your work as an MS Word or PDF file, then proceed to the assignment submission area of class and follow the steps below: 1) Use the dropdown menu to select the appropriate learning week. Discussions can be checked under the week’s regular “Assignment” title. 2) Click the “Choose File” or “Browse” button and select the file you Check wish to submit. 3) Make sure the dropdown indicates “Originality Check Only”. 4) Click the “Upload” Button. After submitting your paper for an originality check, please be patient. The report may take fifteen minutes or more to generate. You will need to refresh the page to access the report. Proprietary information of UAGC. Created/revised by Academics, 5/11/2017, CR 0163153. 3 Turnitin Student Guide Accessing the Originality Report Once the originality report has been generated and you have refreshed the window, you’ll find a link to the report in Waypoint. 1) Verify that your document has been uploaded for originality check. 2) Click on “Click here to View Report” link to open the originality report. If the “Click here to View Report” is not available, please refresh the page and wait for the report to be generated. Please note, the report will open in a new tab or window. You may need to accept a pop-up in your web browser. Proprietary information of UAGC. Created/revised by Academics, 5/11/2017, CR 0163153. 4 Turnitin Student Guide Understanding the Originality Report Once you have opened your report, you will have access to several features. 1) Your Paper 2) Sidebar Review Write 3) Similarity Percentage Your paper will appear in the main window. Segments of text that match another source will be highlighted in color. The matching sources will Check appear as a list within the sidebar. The total amount of highlighted text will be reflected as an overall percentage. Highlighted matches may be significant or may be coincidental. Significant matches require your attention before submitting your work for grading. Remember, student writing should always be as original as possible. Coincidental Matches Some of your work may match other documents in the Turnitin repository as a matter of coincidence. These types of matches may not need revision or correction. Review your originality report to see if your matches are coincidental, which may include: • Standard language in a template, worksheet, or form • The references list or bibliography entry • A properly formatted and cited block quote • Common phrases or proper nouns used in proper context • Recycling original work submitted in your previous class (please see Recycling Policy for details) It may be perfectly acceptable to submit work that has coincidental matches. Standard, uniform writing, like forms and reference lists, is likely to match other materials within the Turnitin repository. If the matches are coincidental, expected, and appropriate, no change is required. If you have any questions about coincidental matches in your originality report, contact your instructor, advisor, or the writing center. Significant Matches Review your originality report to see if your matches are significant. Significant matches need to be addressed and resolved before you submit your work for grading. Significant matches may include: • Matches to work submitted by another student or recycling • Matches to outside sources without quotation marks and/or proper citation • Missing or misplaced quotation marks • Missing block quote formatting • Incorrect paraphrasing • Overuse of direct quotes Students must submit work that is academically honest. Significant matches can indicate plagiarism or other incidents
Recommended publications
  • Central Florida Future, Vol. 35 No. 65, May 28, 2003
    University of Central Florida STARS Central Florida Future University Archives 5-28-2003 Central Florida Future, Vol. 35 No. 65, May 28, 2003 Part of the Mass Communication Commons, Organizational Communication Commons, Publishing Commons, and the Social Influence and oliticalP Communication Commons Find similar works at: https://stars.library.ucf.edu/centralfloridafuture University of Central Florida Libraries http://library.ucf.edu This Newspaper is brought to you for free and open access by the University Archives at STARS. It has been accepted for inclusion in Central Florida Future by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation "Central Florida Future, Vol. 35 No. 65, May 28, 2003" (2003). Central Florida Future. 1637. https://stars.library.ucf.edu/centralfloridafuture/1637 - Making the grade Baseball loses Loaded grade points after IO?i ng summer season in A­ Film students Sun play. critique . -SEE summer SPORTS, 10 sequels. -:-SEE LIFESTYLES, 12 THE STUDENT NEWSPAPER .SERVING UCF SINCE 1968 THE- GENDER GAP ;Study: Women p.aid ~ · their worth at UCF JASON IRSAY of faculty pay, UCF's administration· both years, is there is virtually no sig­ STAFF WRITER was plea&antly surprised: UCF has nificant difference between male ·and 1• almost no ·significant gap, and in one female faculty members." A national . Despite consistently low pay for category, -women are paid more than survey released in April paints a dif­ female faculty at coll~ges throughout men. ferent picture for most colleges. ·the nation, UCF has reached relative "We analyzed both fall 1999 and . Though faculty salaries for both men parity in · salaries; according to two fall 20,00 ·faculty salary data," said ~nd women are rising, women contin- recent surveys.
    [Show full text]
  • Using Turnitin to Provide Feedback on L2 Writers' Texts
    The Electronic Journal for English as a Second Language August 2016 – Volume 20, Number 2 Using Turnitin to Provide Feedback on L2 Writers’ Texts * * * On the Internet * * * Ilka Kostka Northeastern University Boston, MA, USA <[email protected]> Veronika Maliborska Northeastern University Boston, MA, USA <[email protected]> Abstract Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students’ writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of electronic texts found on the Internet and in the program’s massive repository. While Turnitin is primarily known for detecting potential plagiarism, we believe that instructors can make use of two features of the program (GradeMark tools and originality checker) to provide formative and summative feedback on students’ drafts. In this article, we use screenshots to illustrate how we have leveraged Turnitin to provide feedback to undergraduate L2 writers about their writing and use of sources. We encourage instructors who have access to Turnitin to explore the different features of this tool and its potential to create opportunities for learning. Introduction Educators have long been concerned about plagiarism, and developments in technology and the Internet over the past two decades have further complicated the issue. One way that institutions have responded to these concerns is by purchasing matched text detection software, which is often referred to as plagiarism detection software. Simply defined, matched text detection software matches text to other electronic text to determine how similar the texts are to each other.
    [Show full text]
  • Glossary of Tools and Terms
    REPRODUCIBLE Glossary of Tools and Terms This appendix includes a list of terms and resources we introduced and used throughout the book. Apps, programs, and websites are listed, as well as digital and academic terms that will aid you in lesson planning both NOW and in the future. 1:1 or one to one: Describes the number of technology devices (iPads, laptops, Chromebooks) given to each student in an academic setting; a 1:1 school has one device per each student. 1:2 or one to two: Describes the number of technology devices (iPads, laptops, Chromebooks) given to each student in an academic setting; a 1:2 school means that one technology device is available for every two students in an academic setting. Two classes may share one class set, or students may partner up to use devices. Animoto (https://animoto.com): A video-creation website and app with limited free features and options for educator accounts (see https://animoto.com/education/classroom) Annotable (www.moke.com/annotable): A full-featured image-annotation tool Appy Pie (www.appypie.com): A free do-it-yourself software tool for building apps in three easy steps Audacity (www.audacityteam.org): A free macOS and Windows software tool for editing complex audio clips AutoRap (www.smule.com/listen/autorap/79): An iOS and Android app for mixing audio tracks to create a rap; the free version allows users to choose from two beats to make a song, and the paid version allows users to choose from a large selection of beats, including new and popular songs.
    [Show full text]
  • Institutional Self-Evaluation Report 2017 (PDF)
    Solano Community College Institutional Self-Evaluation Report in Support of Reaffirmation of Accreditation Submitted by: Solano Community College 4000 Suisun Valley Road Fairfield, CA 94534 Submitted to: Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges August 2017 BOARD OF TRUSTEES ROSEMARY THURSTON, PRESIDENT SARAH CHAPMAN, PH.D., VICE PRESIDENT DENIS HONEYCHURCH, J.D. PAM KEITH MICHAEL A. MARTIN QUINTEN R. VOYCE A. MARIE YOUNG CELIA ESPOSITO-NOY, ED.D., BOARD SECRETARY SUPERINTENDENT-PRESIDENT CELIA ESPOSITO-NOY, ED.D. ACCREDITATION LIAISON OFFICER DAVID WILLIAMS, PH.D. ACCREDITATION SELF EVALUATION COORDINATOR SAKI CABRERA, PH.D. ACCREDITATION LEAD WRITER MELISSA REEVE ACADEMIC SENATE PRESIDENT MICHAEL WYLY Table of Contents Introduction History of the Institution .................................................................................................... 1 Presentation of Student Achievement Data and Institution-Set Standards ........................ 5 Organization of the Self Evaluation Process ................................................................... 39 Organizational Information .............................................................................................. 43 Certification of Continued Institutional Compliance with Eligibility Requirements ................................................................................... 59 Certification of Continued Institutional Compliance with Commission Policies ............ 61 Standard I ..............................................................................................................................
    [Show full text]
  • Point Park University Self-Study 2020
    Point Park University Self-Study 2020 POINT PARK UNIVERSITY SELF-STUDY 2020-2021 REPARED EPTEMBER P S 30, 2020 Table of Contents Executive Summary ........................................................................................................................ 1 Introduction ..................................................................................................................................... 7 Standard I: Mission and Goals ...................................................................................................... 14 Standard II: Ethics and Integrity ................................................................................................... 24 Standard III: Design and Delivery of the Student Learning Experience ...................................... 35 Standard IV: Support of the Student Experience .......................................................................... 52 Standard V: Educational Effectiveness Assessment ..................................................................... 71 Standard VI: Planning, Resources, and Institutional Improvement .............................................. 83 Standard VII: Governance, Leadership, and Administration...................................................... 104 Committee Membership.............................................................................................................. 114 Acknowledgements ..................................................................................................................... 117 Point Park
    [Show full text]
  • Media Kit 2020
    MEDIA KIT 2020 © 2019 Oregonian Media Group. All rights reserved. Full Version 1. Your Local Business Partner We want to empower our local businesses, to help them grow and succeed and build thriving communities. Because we’re a part of the community, too. To do that, we use the most innovative technology we can find. The same technology we use to reach millions of readers. Backed by talented people, proven processes and powerful networks. And it takes true partners to get results. So our teams become your advocates. We believe great relationships start with collaboration, run on integrity, and depend on accountability. Here’s how we can help. THE OREGONIAN MARKETING SOLUTIONS TEAM MEDIA KIT 2019 YOUR LOCAL BUSINESS PARTNER 2 MEDIA KIT 2019 MISSION + VALUES 4 OUR REACH 7 OUR SOLUTIONS 15 OUR MARKETING TECHNOLOGY 26 OUR MARKETING PROCESS 29 PRINT ADVERTISING OPTIONS 35 MEDIA KIT 2019 INDEX 3 MISSION + VALUES MISSION + VALUES MISSION We make a difference in the communities we serve by empowering our audiences with high-quality news and information. We partner with our clients to help them grow. We will succeed as a constantly evolving company by embracing innovative ideas, talented people and a progressive culture. MEDIA KIT 2019 MISSION + VALUES | MISSION 5 MISSION + VALUES VALUES Collaboration Customer Focus Integrity Fearlessness Accountability MEDIA KIT 2019 MISSION + VALUES | VISION 6 OUR REACH OUR AUDIENCE IS 8.7M OREGONLIVE 1 UNPARALLELED UNIQUE VISITORS 1.1 M FOLLOWERS ON SOCIAL MEDIA 2 782 K READERS OF THE OREGONIAN & E-EDITION 3 Source: 1. Google Analytics. Aug. 2019; 2.
    [Show full text]
  • POL 493/POL 2893: Writing About Politics Thursday 10- 12 Pm in TC 24 Office Hours 1-2 Pm (Sid Smith 3118)
    POL 493/POL 2893: Writing About Politics Thursday 10- 12 pm in TC 24 Office Hours 1-2 pm (Sid Smith 3118) Email: [email protected] This workshop is focused on writing about politics. I use the term politics in a broad sense to include issues about social justice, identity (race, gender, sexuality, and class), and the reproduction or disruption of power. All students will be asked to complete two works of creative nonfiction (genres include personal essays, profiles, observational or descriptive essays, argumentative or idea-based essays, extended book reviews, and literary journalism). Nonfiction aims to provide true information about the world. Creative nonfiction differs from scholarly writing insofar as it also aims to interest, inform, persuade, and entertain readers, often all at once. A successful essay moves between the concrete particulars (character, place, conflict) and the general (theory, principle, policy). Writing about politics requires knowledge about politics and also skill at writing. This course builds on knowledge you have acquired throughout your coursework and helps you to communicate it to a broader audience. A workshop has a distinctive format, and this class will be very different from a seminar or lecture course. Attendance and active participation are extremely important. You should think of yourself as a participant in collective project that aims to help each member to improve as a writer. You must be prepared to share your writing and to provide other students with feedback on their writing. Readings: All readings will be either available through course reserves or will be provided as hard copies in class.
    [Show full text]
  • Plagiarism: Teaching Writing in the Digital Age
    Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution originality, imitation, and plagiarism Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution digitalculturebooks is a collaborative imprint of the University of Michigan Press and the University of Michigan Library dedicated to publishing innovative work about the social, cultural, and political impact of new media. Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution Dg^\^cVa^in!>b^iVi^dc! VcYEaV\^Vg^hb Sd`bghmfVqhshmfhmsgdChfhs`k@fd Caroline Eisner and Martha Vicinus dchsnqr sgdtmhudqrhsxnelhbghf`moqdrr`mc sgdtmhudqrhsxnelhbghf`mkhaq`qx Ann Arbor Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution Copyright © by the University of Michigan 2008 All rights reserved Published in the United States of America by The University of Michigan Press and The University of Michigan Library Manufactured in the United States of America c Printed on acid-free paper 2011 2010 2009 2008 4 3 2 No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, or otherwise, without the written permission of the publisher.
    [Show full text]
  • 2013 - 2014 Catalog
    SCHREINER UNIVERSITY 2013 - 2014 CATALOG Mission Schreiner University, a liberal arts institution affiliated by choice and covenant with the Presbyterian Church (USA), is committed to educating students holistically. Primarily under- graduate, the university offers a personalized, integrated education that prepares its students for meaningful work and purposeful lives in a changing global society. Vision Schreiner University will always hold student success as its first priority. The university will be known for its academic rigor; it will continue to be an institution of opportunity where stu- dents from a variety of backgrounds and experiences learn through educational programs equipping them to achieve, excel, and lead. The university aspires to serve as a standard to oth- ers in programs and practices. Values Schreiner University • holds sacred the Christian convictions that each student is valuable and unique and that the university’s purpose is to enable every student to grow intellectually, physically and spir- itually. • values diversity of people and thought in a setting of open, civil discourse. • embraces life-long learning and service to society as critical traits in a world whose com- munity is global. • believes that higher education is instrumental in developing thoughtful, productive, and ethical citizens. • believes that the values that inform our relationships with our students should also inform our relationships with one another. Goals • Support, promote, and initiate curricular and co-curricular programs which instill a cul- ture of demonstrable excellence within a diverse community of scholars. • Foster internal conditions and relationships and expand external partnerships with pro- fessional, service, and church-related communities to further the university’s strategic vision.
    [Show full text]
  • Syllabus) Before Every Class Session
    SSYYLLLLAABBUUSS -- WWrriittiinngg 113399 Time: Tu-Th, 11:00 - 12:20p (33504) Location: HH 100 Instructor: Libby Catchings Office Location: 537 MKH Contact: [email protected] Office Hours : Tues. 1:30-4:00 Course Listserv: [email protected] Course Director: Jonathan Alexander Contact: [email protected] Course Website: (eee + Writing Studio) COURSE DESCRIPTION Writing 139W: Writing 139W fulfills the upper-division writing breadth requirement for students in any major. Completing all ESL and lower-division writing requirements is prerequisite. The course carries four academic units and may be taken pass / no pass unless your department requires that you take it for a letter grade. Making and Breaking Chains : American popular culture is obsessed with prison; shows like Beyond Scared Straight and Jail bubble up alongside home improvement programming, while Lady Gaga uses the prison as her personal runway. At the same time, we continue to traffic in the memories of slavery, most recently via the Adidas "shackle" shoe incident and the Kanye/Jay Z collaboration, No Church in the Wild. So what is it about these two forms of bondage that capture the popular imagination, and what is the relationship between them? Ironically, looking these forms of bondage becomes the basis for defining that most cherished of American values: freedom. This course addresses how freedom, slavery, and the prison have been represented by writers working in diverse genres in order to ask how—and why—the philosophical, sociological, and (popular) cultural representations of freedom and bondage are constructed in particular ways. Historically, claims about what it means to be free -- or even human -- have been made through discourses about enslavement and imprisonment; some have used bondage as a trope to explore philosophical or artistic projects, while others have used it to interrogate the assumptions of various political and economic paradigms.
    [Show full text]
  • Don't Make Students Turnitin If You Won't Give It Back Samuel J
    Florida Law Review Volume 60 | Issue 1 Article 5 11-18-2012 Two Wrongs Don't Negate a Copyright: Don't Make Students Turnitin if You Won't Give it Back Samuel J. Horovitz [email protected] Follow this and additional works at: http://scholarship.law.ufl.edu/flr Part of the Education Law Commons, and the Intellectual Property Commons Recommended Citation Samuel J. Horovitz, Two Wrongs Don't Negate a Copyright: Don't Make Students Turnitin if You Won't Give it Back, 60 Fla. L. Rev. 229 (2008). Available at: http://scholarship.law.ufl.edu/flr/vol60/iss1/5 This Note is brought to you for free and open access by UF Law Scholarship Repository. It has been accepted for inclusion in Florida Law Review by an authorized administrator of UF Law Scholarship Repository. For more information, please contact [email protected]. Horovitz: Two Wrongs Don't Negate a Copyright: Don't Make Students Turnitin TWO WRONGS DON’T NEGATE A COPYRIGHT: DON’T MAKE STUDENTS TURNITIN IF YOU WON’T GIVE IT BACK Samuel J. Horovitz* I. INTRODUCTION ....................................230 II. THE PLAGIARISM PROBLEM ...........................233 A. The Prevalence of Plagiarism ......................233 B. The Harms of Plagiarism ..........................235 III. TURNITIN .........................................236 A. The Origins of Turnitin ...........................236 B. How It Works ...................................237 IV. COPYRIGHT .......................................238 A. Copyright Basics ................................238 B. General Copyright Analysis of Turnitin ..............242 1. Document Submission .........................242 2. Fingerprinting ................................242 3. Originality Evaluation .........................244 4. Archiving ...................................245 C. Fair Use .......................................245 1. Fair Use Defined..............................245 2. The Statutory Factors ..........................246 3. Plagiarism vs. Copyright Infringement: Does Plagiarism Prevention Merit Special Treatment in a Fair Use Analysis? .
    [Show full text]
  • Winter 2015 the NCCE Teaching with Primary Sources Program Announces Its FREE 2014 Summer Workshops
    Journal of the Oregon Association of School Libraries Winter 2015 The NCCE Teaching with Primary Sources program announces its FREE 2014 Summer Workshops and Washi gon, ngto Ore n na, nta Mo o, ah g Id vin Ser Registration opens Mid-March Apply at ncce.org FREE two-day workshops coming to an area near you! Watch for Introduction to Teaching with Primary Sources Summer These 2-day workshops, designed for K-12 Educators and Teacher 2015 Library Librarians, will introduce you to the vast collections of the Library of Congress’s rich reservoir of over 19 million digital resources and explore of Congress how you can use them to engage students in the classroom. Two-day workshops will include information on: Workshop • Navigating the Library of • Designing lessons utilizing locations and Congress website Library of Congress materials • Searching digitized materials and meeting Common Core dates to be and lessons standards • Analyzing primary sources • Engaging and challenging announced for and discussing lesson students using primary sources implementation strategies • Addressing Common Core OREGON in • Exploring copyright information standards early March at Certificate of Attendance is awarded at conclusion of workshop. While the workshop is free, ncce.org! meals, lodging, and travel are at the attendee’s expense. Contact Becky Firth • [email protected] • 208.292.2529 • www.ncce.org 1031 N Academic Way, Suite 242 • Coeur d’Alene, ID 83814 1 Volume 43 Issue No. 2 Winter 2015 – In this Issue – 3 Tribute to Mary McClintock by Sheryl Steinke and
    [Show full text]