In the case below, the original source material is given along with a sample of student work. determine the type of plagiarism by clicking the appropriate radio button. original source material student version if learners are new to critique, we see anonymity as a scaffold to generating critical feedback. learners can practice giving feedback knowing they are not vulnerable to social repercussions. less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices. references: howard, c.d., barrett, a. f., & frick, t. w. (2010). anonymity to promote peer feedback: pre-service teachers' comments in asynchronous computer-mediated communication. journal of educational computing research, 43(1), 89-112.

The true option is "This is not plagiarism"

Explanation:

The question is not complete since it does not provide the complete information, here is the complete question:

If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. Learners can practice giving feedback knowing they are not vulnerable to social repercussions. Less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010).

Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112. If providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. In this way, anonymity can act "as a scaffold to generating critical feedback" (Howard, Barrett, & Frick, 2010, p. 104). References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

The student's version takes the original version as a reference but it does not copy the paragraph and present it as an original idea, that's the reason why this can not be considered plagiarism, besides the second version respects the information of the first by paraphrasing it so it conveys the same message but with different words.

levels of production can be increased by technology while holding labor and capital constant, because increased technology makes the production process more efficient. subsequently, the lras curve is almost a vertical line, that can shift to the right, with an increase in technology.

the relationship between the lras curve and the ppc is that both can make the economy could grow. the ppc achieves that when it shifts outward because of more resources or technological advances while the lras curve shifts if more resources are developed or if there are technological advances.

the lras curve is a vertical line at an output level that represents the number of goods and services a nation can produce over a sustained period using all of its productive resources as efficiently as possible with all of the current technology available to it.

the production possibilities frontier (ppf) is a graphical device that is used for economic analysis of production decisions because the ppf measures the maximum possible combinations of two goods that an economy is capable of producing with its currently available resources and technology.

answer; caravan;