Guide: How to cite a Government publication in The Holocene style

Guide: How to cite a Government publication in The Holocene style

Cite A Government publication in The Holocene style

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Use the following template to cite a government publication using the The Holocene 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.


Pink text = information that you will need to find from the source.
Black text = text required by the The Holocene style.

Reference list

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


Author Surname Author Initial (Year Published) Title. City: Publisher, Pages Used.


Cruess R and Cruess S (2006) Teaching professionalism: general principles. Med Teach 28(3): 205-208: doi:10.1080/01421590600643653.

In-text citation

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


(Author Surname, Year Published)


There are educational principles that apply to the teaching of professionalism during undergraduate education and postgraduate training. It is axiomatic that there is a single cognitive base that applies with increasing moral force as students enter medical school, progress to residency or registrar training, and enter practice. While parts of this body of knowledge are easier to teach and learn at different stages of an individual's career, it remains a definable whole at all times and should be taught as such. While the principle that self-reflection on theoretical and real issues encountered in the life of a student, resident or practitioner is essential to the acquisition of experiential learning and the incorporation of the values and behaviors of the professional, the opportunities to provide situations where this can take place will change as an individual progresses through the system, as will the sophistication of the level of learning. Teaching the cognitive base of professionalism and providing opportunities for the internalization of its values and behaviors are the cornerstones of the organization of the teaching of professionalism at all levels. Situated learning theory appears to provide practical guidance as to how this may be implemented. While the application of this theory will vary with the type of curriculum, the institutional culture and the resources available, the principles outlined should remain constant. (Cruess and Cruess, 2006)

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