Guide: How to cite a Podcast in Cuadernos de Filología Clásica. Estudios Griegos e Indoeuropeos (autor-año, Spanish) style

Guide: How to cite a Podcast in Cuadernos de Filología Clásica. Estudios Griegos e Indoeuropeos (autor-año, Spanish) style

Cite A Podcast in Cuadernos de Filología Clásica. Estudios Griegos e Indoeuropeos (autor-año, Spanish) style

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Use the following template to cite a podcast using the Cuadernos de Filología Clásica. Estudios Griegos e Indoeuropeos (autor-año, Spanish) citation style. For help with other source types, like books, PDFs, or websites, check out our other guides. To have your reference list or bibliography automatically made for you, try our free citation generator.

Key:

Pink text = information that you will need to find from the source.
Black text = text required by the Cuadernos de Filología Clásica. Estudios Griegos e Indoeuropeos (autor-año, Spanish) style.

Reference list

Place this part in your bibliography or reference list at the end of your assignment.

Template:

Author Surname, Author Forename (Year Published), 'Title'. Podcast, Publication Title. http://Website-Url.

Example:

Quaintance, Jennifer L., Louise Arnold, and George S. Thompson (2010), 'What Students Learn About Professionalism From Faculty Stories: An “Appreciative Inquiry” Approach', Academic Medicine 85 (1): 118-123. Ovid Technologies (Wolters Kluwer Health). doi:10.1097/acm.0b013e3181c42acd.

In-text citation

Place this part right after the quote or reference to the source in your assignment.

Template

(Author Surname Year Published)

Example

Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally.
CONCLUSIONS:
Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism. (Quaintance, Arnold and Thompson 2010)

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