374 Journal of College Student Development
Internet Plagiarism Among College Students
Patrick M. Scanlon David R. Neumann
Six hundred ninety-eight undergraduates
(85.9% between the ages of 17 and 23;
87.5% in the first through fourth year) from
nine colleges and universities completed a
survey on Internet plagiarism. A substantial
minority of students reported they use the
Internet to copy and paste text into their
papers without citation.
Student cheating has garnered much public
attention recently. A perception reflected in
media accounts is that acts of academic
dishonesty among students in college as well
as high school have increased sharply. The
cover of the November 22, 1999 issue of
U.S. News & World Report, for example,
announced that “a new epidemic of fraud is
sweeping through our schools” (“Cheating,
writing, and arithmetic,” 1999). Nearly
universal access to the Internet has been cited
as a reason for this perceived decline in
academic integrity, in particular regarding
plagiarism. A July 6, 2001 article in the
Chronicle of Higher Education reported that
“several indicators point to widespread
plagiarism on campus,” and that “officials
at some colleges say that in recent years they
have seen a sharp increase in students cutting
and pasting material into papers from Web
sites without attribution, or purchasing term
papers from online term-paper mills” (Young,
2001, A26). Four years ago a count of term
paper mills on the Web—including A-Plus
Termpapers, Paperz.com, School Sucks, and
Research Assistance by Collegiate Care—set
the number at 70 (Basinger & McCollum,
1997).
One further indication of growing
concern over Internet plagiarism is the de-
velopment of plagiarism-detection software,
such as that employed by Turnitin.com, a
service that scans student papers for text
lifted from Websites and marks each suspect
passage with a link to its probable online
source. The use of plagiarism-detection
software by professors “appears to be
growing” (Young, 2001, A26).
The Internet may be exacerbating the
long-standing problem of student plagiarism
on college campuses. Moreover, Internet
plagiarism raises important questions of
academic integrity as students—as well as
faculty—frequently turn to online sources,
and it foregrounds issues related to the correct
handling and citation of online sources.
Therefore, university administrators, faculty,
and staff should be concerned about the
impact of the Internet in shaping a new
generation of students’ conception of what
does and does not constitute fair use of the
countless texts so readily available at the
click of a mouse.
Although student academic honesty has
attracted considerable scholarly notice for
some time, the probable impact of Internet
access on student plagiarism is mostly a
matter of conjecture and has not yet been
studied sufficiently or systematically. There-
fore, a measure of the incidence of student
online plagiarism will provide a needed map
of the territory and an i ...
Assessing Academic Integrity Using SafeAssign Plagiarism Detection SoftwareAlicia Buske
This study analyzed plagiarism detection software (SafeAssign) reports from 520 graduate capstone projects at an online aviation university to establish a baseline for the institution's academic integrity. On average, the uncorrected SafeAssign index was 22.2% and 41.5% of projects exceeded the 15% threshold for suspected plagiarism. After correcting potential false positives, the average was 20.9% and 39.6% exceeded 15%. Additional analysis found a relationship between SafeAssign scores and final grades. Compared to prior studies, the findings indicate the university needs to reevaluate plagiarism policies and student education.
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This document summarizes previous research on academic dishonesty among college students. It discusses how business students and engineering students have higher rates of cheating compared to other majors. It also reviews how honor codes can help reduce cheating. The study described in this document administered a survey to students to examine their reactions to a professor with a zero tolerance policy for academic dishonesty and to understand student attitudes towards cheating. The findings indicate such a strict policy may deter dishonest students but also discourage many honest students from enrolling in the professor's courses.
ACADEMIC HONESTY POLICY IN HIGHER EDUCATION AN ETHICAL DILEMMA OF PLAGIARISM...Courtney Esco
The document discusses plagiarism among university students as an ethical dilemma in higher education. It explores students' perceptions of plagiarism, common types of plagiarism committed by students, and reasons why students cheat. The most prevalent type is internet plagiarism due to advances in technology. Reasons for cheating include lack of understanding of plagiarism, time management issues, and a desire to succeed. Universities aim to prevent plagiarism through honor codes, plagiarism education, and detection software like Turnitin. Case studies of King's College London and the University of Cambridge found they implement academic integrity policies, educational training, and learning support programs to increase awareness and prevent plagiarism.
Academic Integrity A Saudi Student PerspectiveLeonard Goudy
This document discusses academic integrity among Saudi students from the perspective of a study conducted at a Midwestern university. The study found that Saudi students reported higher rates of academic dishonesty behaviors compared to national averages, such as unauthorized collaboration, copying from electronic sources without citation, and receiving substantial unpermitted help on assignments. Through interviews, the study explored reasons for academic misconduct among Saudi students, how they perceive and justify these behaviors, and ways universities can decrease misconduct. While students reported engaging in various dishonest acts, they denied that cheating was consistent with their cultural, religious, and ethical beliefs, showing a gap between moral beliefs and actions. The document reviews different types and reasons for academic misconduct, and strategies universities use to promote academic integrity
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Academic Success Without Integrity Is Mentally Harmful University Students A...Christine Maffla
This document summarizes a study that investigated university students' perceptions of academic dishonesty. The study found that although students generally reported low rates of academic dishonesty, cheating on quizzes was perceived to be more prevalent than cheating on exams, coursework, or acts of plagiarism. The study utilized questionnaires to survey 96 university students about their experiences with different forms of academic dishonesty. While most students reported above-average grades, the findings suggest institutions should promote academic integrity and honesty to address cheating.
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This study analyzed plagiarism detection software (SafeAssign) reports from 520 graduate capstone projects at an online aviation university to establish a baseline for the institution's academic integrity. On average, the uncorrected SafeAssign index was 22.2% and 41.5% of projects exceeded the 15% threshold for suspected plagiarism. After correcting potential false positives, the average was 20.9% and 39.6% exceeded 15%. Additional analysis found a relationship between SafeAssign scores and final grades. Compared to prior studies, the findings indicate the university needs to reevaluate plagiarism policies and student education.
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This document summarizes previous research on academic dishonesty among college students. It discusses how business students and engineering students have higher rates of cheating compared to other majors. It also reviews how honor codes can help reduce cheating. The study described in this document administered a survey to students to examine their reactions to a professor with a zero tolerance policy for academic dishonesty and to understand student attitudes towards cheating. The findings indicate such a strict policy may deter dishonest students but also discourage many honest students from enrolling in the professor's courses.
ACADEMIC HONESTY POLICY IN HIGHER EDUCATION AN ETHICAL DILEMMA OF PLAGIARISM...Courtney Esco
The document discusses plagiarism among university students as an ethical dilemma in higher education. It explores students' perceptions of plagiarism, common types of plagiarism committed by students, and reasons why students cheat. The most prevalent type is internet plagiarism due to advances in technology. Reasons for cheating include lack of understanding of plagiarism, time management issues, and a desire to succeed. Universities aim to prevent plagiarism through honor codes, plagiarism education, and detection software like Turnitin. Case studies of King's College London and the University of Cambridge found they implement academic integrity policies, educational training, and learning support programs to increase awareness and prevent plagiarism.
Academic Integrity A Saudi Student PerspectiveLeonard Goudy
This document discusses academic integrity among Saudi students from the perspective of a study conducted at a Midwestern university. The study found that Saudi students reported higher rates of academic dishonesty behaviors compared to national averages, such as unauthorized collaboration, copying from electronic sources without citation, and receiving substantial unpermitted help on assignments. Through interviews, the study explored reasons for academic misconduct among Saudi students, how they perceive and justify these behaviors, and ways universities can decrease misconduct. While students reported engaging in various dishonest acts, they denied that cheating was consistent with their cultural, religious, and ethical beliefs, showing a gap between moral beliefs and actions. The document reviews different types and reasons for academic misconduct, and strategies universities use to promote academic integrity
Academic Honesty and Online Courses.pdfCarrie Tran
This document discusses a study on academic honesty in online courses. The study surveyed students enrolled in online courses about their cheating behaviors using a randomized response method to assure anonymity. It also collected data from faculty about class policies. The results suggest that rates of cheating were similar between online and traditional courses. The authors attribute this to online courses being less conducive to panic cheating and reducing the need for cheating through course design.
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This document summarizes a study that investigated university students' perceptions of academic dishonesty. The study found that although students generally reported low rates of academic dishonesty, cheating on quizzes was perceived to be more prevalent than cheating on exams, coursework, or acts of plagiarism. The study utilized questionnaires to survey 96 university students about their experiences with different forms of academic dishonesty. While most students reported above-average grades, the findings suggest institutions should promote academic integrity and honesty to address cheating.
Academic Integrity in the New Normal Education: Perceptions of the Students a...AJHSSR Journal
ABSTRACT :This study focused on the analysis of the perceptions of the students and instructors of
Polytechnic College of Botolan to determine how the new normal education affects academic integrity. The
researcher used the descriptive correlational quantitative design by employing an online self-administered
questionnaire via Google Forms among 30 instructors and 150 students who were selected using the purposive
sampling techniquefrom SHS, TEP, and ICTP Departments. The data gathered were analyzed on the premise of
the Neutralization theory by Sykes and Matza (1957) and were statistically treated using the Likert Scale,
Weighted Mean, Frequency and Percentage Distribution, and Pearson (r). Results showed that the most common
academic misconduct committed by students in the new normal education is plagiarism, followed by cheating in
online exams. In terms of neutralization strategy, students commonly used denial of responsibility to justify their
misbehavior. Furthermore, findings revealed that there is a significant moderate positive correlation between the
perceived academic misconduct and their justifications indicating that the new normal education negatively
affects the academic integrity of the students. The results of this study were used as a basis for crafting an
intervention plan to address the issue of misconduct in the academe.
KEYWORDS : Academic integrity, academic misconduct, neutralization theory, new normal education
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Running head: ASSIGNMENT 1
ASSIGNMENT
5
Annotated Bibliography
Alesix Tieku
Writing 112 Assignment 2
September 14th, 2019
How internet search is affecting the effectiveness of research methods and plagiarism free students research paper
Currently, the availability of the internet, as well as vast information, can be found ready to be copied. This process just involves typing the keywords to search through using a search engine. This, therefore, implies that the internet has significantly led to an increase in the students’ attempts to plagiarize work. Such practices are therefore influencing the outcome of the research methods and plagiarism on the students' research papers. This discussion involves the annotation of bibliography related to the topic of the discussion above.
Torres-Diaz, C. J., Duart, J. M., & Hinojosa-Becerra, M. (2018). Plagiarism, Internet and Academic Success at the University. Journal of New Approaches in Educational Research, 7 (2), 89-104.
In this article, the authors determined the degree to which the students relied on internet and technologies and how this practice influenced their academic achievements. They also determined the rates of interactions and the experiences on the level at which students egage in plagiarism practices at the university level. A total of 10, 952 students were used as study participants and their classification in the study was based on the level of their experience, the interaction level with educators and coursemates, and how they apply technologies in education. Based on this study, it is clear that internet usage for research work does not necessarily mean that there will be plagiarism on the student work. However, the level of plagiarism is determined by the manner or how perfect the student is using internet technology. This study is therefore useful for this research topic since it shows that research methods of students and plagiarism on the student paper is influenced by hours required by the learners to look for facts from the internet and total academic videos watched by the students. The quality of work and plagiarism-free paper is influenced by the dedication and hours used by the students while looking for facts from the internet.
Anney, N. V., & Mosha, A. M. (2015). Student’s Plagiarisms in Higher Learning Institutions in the Era of Improved Internet Access: Case Study of Developing Countries. Journal of Education and Practice, 6 (13), 203-216.
The objective of the authors of this article was to investigate the student practices in Tanzania collges and universities. The university used in the study had established codes and policies to guide against plagiarism practices and how they can be detected. Nevertheless, these learning institutions failed to use software to guide in checking plagiarism made by the learners. Authors used qualitative research strategy which included interpretive model. According to this study, it was evident that is becoming ...
MERLOT Journal of Online Learning and Teaching .docxARIV4
MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
202
Reporting Plagiarism in the Online Classroom
Rick Holbeck
Director of Online Full Time Faculty
Online Instruction
Grand Canyon University
Phoenix, AZ, 85017, USA
[email protected]
Scott Greenberger
Manager of Research and Assessment
Center for Innovation in Research and Teaching
Grand Canyon University
[email protected]
Lori Cooper
Assistant Professor
Online Instruction
Grand Canyon University
[email protected]
John Steele
Assistant Professor
Online Instruction
Grand Canyon University
[email protected]
Stephanie Maher Palenque
Full Time Faculty
Online Instruction
Grand Canyon University
[email protected]
Stefan Koukoudeas
Manager of Online Full Time Faculty
Online Instruction
Grand Canyon University
[email protected]
Abstract
Plagiarism and academic dishonesty are phenomena that have a long history. With the
advent of the Internet, and easily accessible information, there has been some debate on
whether the rate of student plagiarism differs by modality. To understand the challenges
of implementing a plagiarism protocol for online courses, the current study surveyed a
group of online faculty. Specifically, how faculty approached instances of plagiarism and
their perceptions of the current plagiarism protocol were examined. The findings indicated
that there was variation in degree and timing of plagiarism reported by online faculty.
Results also showed that online faculty members were more inclined to follow the
protocol if plagiarism reports were easier to submit, took less time to submit, and/or the
submission forms were integrated into the learning management system. In addition,
participants indicated their desire to receive updated training on the plagiarism protocol,
including the specific steps to submit plagiarism report documents. The study contributes
to an understanding of difficulties inherent in implementing plagiarism policy, specifically
in an online education context. Lastly, the current study indicates the importance of
MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
203
making clear the theoretical approach to defining plagiarism policy, as well as the
possible implications for implementation in practice.
Key Words: Online Teaching, Plagiarism, Academic Dishonesty, Faculty, Program
Evaluation
Introduction
What Carroll and Appleton (2001) observed nearly 14 years ago still applies to plagiarism in our current
digital age. Linguistic analysis, textual comparison, and simple Google searches are efficient ways to
detect plagiarism. The important idea to consider is whether efficiency should be the primary focus of
dealing with plagiarism in higher education. The problem here is that there is not necessarily consensus
as to a definition of plagiarism (Vander Schaaf, 2005). ...
A Study On Academic Dishonesty And Moral ReasoningWhitney Anderson
This study examined the relationships between pressure, opportunity, rationalization, and academic dishonesty, and investigated whether these relationships were moderated by moral reasoning. The study surveyed 178 undergraduate accounting students in Indonesia. Structural equation modeling revealed that pressure, opportunity, and rationalization directly and positively predicted academic dishonesty. The relationships between these factors and academic dishonesty remained consistent between groups with low and high moral reasoning, indicating moral reasoning did not moderate these relationships. The results suggest universities should create environments where academic dishonesty is unacceptable and reduce opportunities to commit dishonest acts, as all students may be susceptible regardless of morality.
Ethical Implications of Student Plagiarism in Myanmarijtsrd
This study presents efforts to establish evidence for the construct validity of scores on the ethical issue related to student plagiarism in Myanmar universities. Student plagiarism in colleges and universities has become a controversial issue in recent years. The case considered as the most commonly used immoral and unethical activities, are selected for evaluation, and the participants select these activities according questionnaire. Recognizing the difficulty in defining plagiarism while still acknowledging the practical importance of doing so, this system finds the common element about student plagiarism to be the lack of appropriate attribution to the original source. Chaw Chaw Su "Ethical Implications of Student Plagiarism in Myanmar" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27832.pdfPaper URL: https://www.ijtsrd.com/computer-science/other/27832/ethical-implications-of-student-plagiarism-in-myanmar/chaw-chaw-su
University Students Perceptions of PlagiarismAuthor(s).docxaryan532920
University Students' Perceptions of Plagiarism
Author(s): Lori G. Power
Source: The Journal of Higher Education, Vol. 80, No. 6 (Nov. - Dec., 2009), pp. 643-662
Published by: Ohio State University Press
Stable URL: http://www.jstor.org/stable/27750755
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Lori G. Power
University Students' Perceptions of
Plagiarism
Students who engage in plagiarism present a prob
lem for all educators, especially those at the secondary and post-sec
ondary levels. To those teaching at the university level, the ever-increas
ing availability of electronic material must certainly be making
plagiarism easier for students and may also be contributing to its preva
lence. A large body of research has been conducted on cheating behav
iors across all disciplines. There has been a significant amount of inquiry
at the college level, particularly in the fields of English, Business Man
agement, and Psychology. Fewer studies have focused specifically on
plagiarism as a separate issue from other cheating behaviors, however.
Of the studies that assess trends in plagiarism alone, most utilize self
reporting of plagiarism by students (see McCabe, 1999; O'Connor,
2003; Scanlon & Neumann, 2002, and many others for examples). As
we shall see, students have such a confused notion of what actually con
stitutes plagiarism that such self-reporting cannot be taken as entirely
reliable. To complicate the issue, some studies have found that students
tend to under report plagiarism or cheating behavior (Genereux &
McLeod, 1995), while others suggest that students over report it (Brown
& Emmit, 2001; Karlins, Michaels, & Podlager, 1988).
There is no doubt that plagiarism is a problem at our universities.
Why do students do it? Is the number actually increasing? Why are stu
dents still apparently confused about the subject, despite all of our ef
forts to educate them?
Lori G. Power is the Coordinator of the Department of Learning Assistance at the
University of New England in Portland, Maine.
The Journal of Higher Education, Vol. 80, No. 6 (November/December 2009)
Copyright ? 2009 by The Ohio State University
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http: ...
Academic Dishonesty Lived Experiences Of Students Receiving Services From On...Sarah Marie
1. The document discusses a study examining the lived experiences of students who use online academic commissions, which provide paid services to complete school assignments and exams.
2. These commissions have grown with the rise of online learning during the pandemic, and some see them as enabling academic dishonesty.
3. The study uses a phenomenological qualitative approach to understand students' perspectives on using these services and how it might impact education quality.
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This document summarizes a presentation on plagiarism prevention and detection. It defines plagiarism as using another's work without attribution. While not a legal crime, plagiarism is considered an academic offense. Both prevention through education and detection methods have limitations. Detection tools can be fooled and incorrectly flag original work. The best prevention strategies involve thorough education of students about proper citation and encouraging writing practices that promote original thought. Overall the presentation argues for focusing on prevention over problematic detection approaches.
Part of a panel presentation at the New Jersey Writing Alliance annual conference on "Technology & Ethics." This presentation examines why students cheat, why faculty often don't "prosecute" infractions and how technology can and can not prevent occurrences.
MKT 500 Final Project Milestone Five Marketing Strategy—Pro.docxraju957290
MKT 500 Final Project Milestone Five: Marketing Strategy—Product/Service Guidelines and Rubric
Overview: Your marketing mix is a detailed description of the 4 Ps: product, price, place and promotion. For this assignment, focus on your product or service. Revisit your
new product/service idea and describe for your audience what it is that you wish to bring to market. If it is a product, expand on your description of the product, its
functionality, and customer benefits. If it is a service, describe the service offering so that readers understand what they would receive. It is important to remember that by
definition, a product is anything that can be offered to a market for use or consumption that will satisfy a need or want in that marketplace. Products also include services,
events, places, organizations, ideas, or persons. Products can be either tangible or intangible.
Classify the product based on what we have been reading in our textbook. Include a discussion of your branding strategy, the decisions that you will make in building your
brand, and how you intend to manage brand equity. This milestone is due in Module Five.
Your description should include:
A detailed description of what your product or service is and how it will work
What specific features and benefits your product or service provides to the intended target market
A description of the aesthetics, packaging, labeling, or look, of your product. For a service describe the service offering so that the reader understands what they would
receive
Ensure that you have adequately described your product or service so that by the time your product or service description is written, the reader understands what you
want to bring to market. If you have a service description, the reader needs to know where you are located, what your service offers, and so on. Describe it so that the
reader envisions the product or service.
Rubric
Guidelines for Submission: Your paper must be submitted as a 3- to 4-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch
margins, and APA formatting. Incorporate at least two scholarly resources.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Marketing Strategy:
Marketing Mix –
Product/Service
Provides a detailed description
of the “Product” portion of the
marketing mix, including
features, benefits, packaging,
and labeling
Provides a detailed description
of the “Product” portion of the
marketing mix, but description
lacks detail or is missing key
components
Does not provide a description
of the “Product” portion of the
marketing mix
60
Marketing Strategy:
Relation
Describes how the product
marketing strategy specifically
relates to the company’s
strategic focus, culture, and
current business processes
Describes how the product
marketing strategy relates to the
company’s strategic focus,
culture, and curr ...
ANALYZING THE PERCEPTION OF UNDERGRADUATE STUDENTS ON ACADEMIC DISHONESTY AND...Darian Pruitt
This document provides an introduction to an undergraduate thesis that analyzes the perception of undergraduate students on academic dishonesty and its impact on the quality of learning experience at universities in Metro Manila. It discusses the background of academic dishonesty or fraud in both business and academic settings. It also introduces the research problem regarding the linkage between academic dishonesty and quality of learning experience. The objectives and significance of the study are outlined which aim to determine how elements of fraud influence academic dishonesty and how it affects learning quality. The introduction concludes by noting the importance of ensuring academic integrity and quality education.
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
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intervention plan to address the issue of misconduct in the academe.
KEYWORDS : Academic integrity, academic misconduct, neutralization theory, new normal education
Academic Integrity In The New Normal Education Perceptions Of The Students A...Addison Coleman
This study examined the perceptions of students and instructors at Polytechnic College of Botolan regarding how the shift to new normal education during the COVID-19 pandemic has affected academic integrity. A survey was administered to 30 instructors and 150 students to gather data on common forms of academic misconduct among students, such as plagiarism and cheating on online exams. The data was analyzed using the Neutralization Theory to understand the justifications students provide for their misconduct, such as denying responsibility. The results showed that plagiarism and cheating were prevalent, and students commonly justified their actions by denying responsibility. A significant positive correlation was also found between perceived academic misconduct and the justifications provided by students. The findings of this study aim to help
This presentation was presented in class presentation on M.A. English in the Department of English, MKBU. It deals with a paper titled Research Methodology, Academic Integrity
in the Digital Age. This presentation talks about the problem of Academic dishonesty, plagiarism in digital age. Is technology the only culprit of Academic dishonesty? t also talks about the Plagiarism detection tools, reasons and prevention of plagiarism.
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
This document summarizes a study that examined factors underlying student cheating in college. Through a survey of 380 students, the researchers found that over half reported cheating during the academic year. Factor analysis identified three primary factors influencing cheating: student immaturity, lack of commitment to academics, and neutralization. Neutralization refers to justifying deviant acts to deflect blame. Cheaters reported higher levels of neutralization and were most deterred by formal punishments rather than feelings of guilt. The study provides insight into motivations for cheating and suggestions for further research.
Academic Integrity Of University Students During Emergency Remote Online Asse...Samantha Martinez
This article examines academic integrity among university students during emergency remote online assessments due to the COVID-19 pandemic. It explores why students are dishonest during online assessments and what could stop cheating. The article reviews approaches by universities worldwide and literature on the topic, noting a lack of research from South Africa. It analyzes data from a student forum at a South African university where students explained reasons for dishonesty like stress and technology issues, and suggested assessing online work differently. The paper concludes that fundamental changes are needed to address academic dishonesty issues revealed by the shift to emergency remote learning.
Dealing with the plague of plagiarism in nigeriaAlexander Decker
This document summarizes literature on dealing with plagiarism in Nigerian tertiary institutions. It finds that plagiarism is a growing problem in Nigeria, as elsewhere, due to increased internet access. Several studies show high rates of plagiarism among Nigerian students, ranging from copying verbatim to paraphrasing without citation. To address this, the document recommends that governing bodies establish clear plagiarism policies, that lecturers properly teach citation and provide guidance to prevent plagiarism, and that students make efforts to learn proper citation to avoid unintentional plagiarism. Punishing intentional plagiarism is also suggested. Overall, the document argues that a coordinated effort from all stakeholders is needed to promote academic integrity.
Academic Writing And The Internet Cyber-Plagiarism Amongst University StudentsCourtney Esco
This study examined university students' perceptions of academic plagiarism using an online questionnaire completed by 1,150 first-year students at the University of Lleida in Spain. The results showed that 69.3% saw copy-pasting and 68.3% saw paraphrasing as forms of plagiarism. 82.1% saw translation as plagiarism as well. However, 13.6% did not think it was necessary to cite digital sources. Students in faculties that provided subject-specific training on plagiarism had higher rates of acknowledging plagiarism and recognizing the need to cite internet sources. This suggests that training is key to addressing plagiarism in higher education.
Running head: ASSIGNMENT 1
ASSIGNMENT
5
Annotated Bibliography
Alesix Tieku
Writing 112 Assignment 2
September 14th, 2019
How internet search is affecting the effectiveness of research methods and plagiarism free students research paper
Currently, the availability of the internet, as well as vast information, can be found ready to be copied. This process just involves typing the keywords to search through using a search engine. This, therefore, implies that the internet has significantly led to an increase in the students’ attempts to plagiarize work. Such practices are therefore influencing the outcome of the research methods and plagiarism on the students' research papers. This discussion involves the annotation of bibliography related to the topic of the discussion above.
Torres-Diaz, C. J., Duart, J. M., & Hinojosa-Becerra, M. (2018). Plagiarism, Internet and Academic Success at the University. Journal of New Approaches in Educational Research, 7 (2), 89-104.
In this article, the authors determined the degree to which the students relied on internet and technologies and how this practice influenced their academic achievements. They also determined the rates of interactions and the experiences on the level at which students egage in plagiarism practices at the university level. A total of 10, 952 students were used as study participants and their classification in the study was based on the level of their experience, the interaction level with educators and coursemates, and how they apply technologies in education. Based on this study, it is clear that internet usage for research work does not necessarily mean that there will be plagiarism on the student work. However, the level of plagiarism is determined by the manner or how perfect the student is using internet technology. This study is therefore useful for this research topic since it shows that research methods of students and plagiarism on the student paper is influenced by hours required by the learners to look for facts from the internet and total academic videos watched by the students. The quality of work and plagiarism-free paper is influenced by the dedication and hours used by the students while looking for facts from the internet.
Anney, N. V., & Mosha, A. M. (2015). Student’s Plagiarisms in Higher Learning Institutions in the Era of Improved Internet Access: Case Study of Developing Countries. Journal of Education and Practice, 6 (13), 203-216.
The objective of the authors of this article was to investigate the student practices in Tanzania collges and universities. The university used in the study had established codes and policies to guide against plagiarism practices and how they can be detected. Nevertheless, these learning institutions failed to use software to guide in checking plagiarism made by the learners. Authors used qualitative research strategy which included interpretive model. According to this study, it was evident that is becoming ...
MERLOT Journal of Online Learning and Teaching .docxARIV4
MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
202
Reporting Plagiarism in the Online Classroom
Rick Holbeck
Director of Online Full Time Faculty
Online Instruction
Grand Canyon University
Phoenix, AZ, 85017, USA
[email protected]
Scott Greenberger
Manager of Research and Assessment
Center for Innovation in Research and Teaching
Grand Canyon University
[email protected]
Lori Cooper
Assistant Professor
Online Instruction
Grand Canyon University
[email protected]
John Steele
Assistant Professor
Online Instruction
Grand Canyon University
[email protected]
Stephanie Maher Palenque
Full Time Faculty
Online Instruction
Grand Canyon University
[email protected]
Stefan Koukoudeas
Manager of Online Full Time Faculty
Online Instruction
Grand Canyon University
[email protected]
Abstract
Plagiarism and academic dishonesty are phenomena that have a long history. With the
advent of the Internet, and easily accessible information, there has been some debate on
whether the rate of student plagiarism differs by modality. To understand the challenges
of implementing a plagiarism protocol for online courses, the current study surveyed a
group of online faculty. Specifically, how faculty approached instances of plagiarism and
their perceptions of the current plagiarism protocol were examined. The findings indicated
that there was variation in degree and timing of plagiarism reported by online faculty.
Results also showed that online faculty members were more inclined to follow the
protocol if plagiarism reports were easier to submit, took less time to submit, and/or the
submission forms were integrated into the learning management system. In addition,
participants indicated their desire to receive updated training on the plagiarism protocol,
including the specific steps to submit plagiarism report documents. The study contributes
to an understanding of difficulties inherent in implementing plagiarism policy, specifically
in an online education context. Lastly, the current study indicates the importance of
MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
203
making clear the theoretical approach to defining plagiarism policy, as well as the
possible implications for implementation in practice.
Key Words: Online Teaching, Plagiarism, Academic Dishonesty, Faculty, Program
Evaluation
Introduction
What Carroll and Appleton (2001) observed nearly 14 years ago still applies to plagiarism in our current
digital age. Linguistic analysis, textual comparison, and simple Google searches are efficient ways to
detect plagiarism. The important idea to consider is whether efficiency should be the primary focus of
dealing with plagiarism in higher education. The problem here is that there is not necessarily consensus
as to a definition of plagiarism (Vander Schaaf, 2005). ...
A Study On Academic Dishonesty And Moral ReasoningWhitney Anderson
This study examined the relationships between pressure, opportunity, rationalization, and academic dishonesty, and investigated whether these relationships were moderated by moral reasoning. The study surveyed 178 undergraduate accounting students in Indonesia. Structural equation modeling revealed that pressure, opportunity, and rationalization directly and positively predicted academic dishonesty. The relationships between these factors and academic dishonesty remained consistent between groups with low and high moral reasoning, indicating moral reasoning did not moderate these relationships. The results suggest universities should create environments where academic dishonesty is unacceptable and reduce opportunities to commit dishonest acts, as all students may be susceptible regardless of morality.
Ethical Implications of Student Plagiarism in Myanmarijtsrd
This study presents efforts to establish evidence for the construct validity of scores on the ethical issue related to student plagiarism in Myanmar universities. Student plagiarism in colleges and universities has become a controversial issue in recent years. The case considered as the most commonly used immoral and unethical activities, are selected for evaluation, and the participants select these activities according questionnaire. Recognizing the difficulty in defining plagiarism while still acknowledging the practical importance of doing so, this system finds the common element about student plagiarism to be the lack of appropriate attribution to the original source. Chaw Chaw Su "Ethical Implications of Student Plagiarism in Myanmar" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27832.pdfPaper URL: https://www.ijtsrd.com/computer-science/other/27832/ethical-implications-of-student-plagiarism-in-myanmar/chaw-chaw-su
University Students Perceptions of PlagiarismAuthor(s).docxaryan532920
University Students' Perceptions of Plagiarism
Author(s): Lori G. Power
Source: The Journal of Higher Education, Vol. 80, No. 6 (Nov. - Dec., 2009), pp. 643-662
Published by: Ohio State University Press
Stable URL: http://www.jstor.org/stable/27750755
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This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http://about.jstor.org/terms
Lori G. Power
University Students' Perceptions of
Plagiarism
Students who engage in plagiarism present a prob
lem for all educators, especially those at the secondary and post-sec
ondary levels. To those teaching at the university level, the ever-increas
ing availability of electronic material must certainly be making
plagiarism easier for students and may also be contributing to its preva
lence. A large body of research has been conducted on cheating behav
iors across all disciplines. There has been a significant amount of inquiry
at the college level, particularly in the fields of English, Business Man
agement, and Psychology. Fewer studies have focused specifically on
plagiarism as a separate issue from other cheating behaviors, however.
Of the studies that assess trends in plagiarism alone, most utilize self
reporting of plagiarism by students (see McCabe, 1999; O'Connor,
2003; Scanlon & Neumann, 2002, and many others for examples). As
we shall see, students have such a confused notion of what actually con
stitutes plagiarism that such self-reporting cannot be taken as entirely
reliable. To complicate the issue, some studies have found that students
tend to under report plagiarism or cheating behavior (Genereux &
McLeod, 1995), while others suggest that students over report it (Brown
& Emmit, 2001; Karlins, Michaels, & Podlager, 1988).
There is no doubt that plagiarism is a problem at our universities.
Why do students do it? Is the number actually increasing? Why are stu
dents still apparently confused about the subject, despite all of our ef
forts to educate them?
Lori G. Power is the Coordinator of the Department of Learning Assistance at the
University of New England in Portland, Maine.
The Journal of Higher Education, Vol. 80, No. 6 (November/December 2009)
Copyright ? 2009 by The Ohio State University
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http: ...
Academic Dishonesty Lived Experiences Of Students Receiving Services From On...Sarah Marie
1. The document discusses a study examining the lived experiences of students who use online academic commissions, which provide paid services to complete school assignments and exams.
2. These commissions have grown with the rise of online learning during the pandemic, and some see them as enabling academic dishonesty.
3. The study uses a phenomenological qualitative approach to understand students' perspectives on using these services and how it might impact education quality.
The document discusses a study on the effects of cyberbullying on student academic performance. It begins with providing context on the growth of technology and related social issues like cyberbullying. The study aims to identify how cyberbullying affects the academic performance of grade 12 students in a specific high school. It reviews related literature showing cyberbullying has negative impacts on psychological, physical, social, and academic outcomes. The methodology section outlines the research design, respondents, data collection through questionnaires, and definition of key terms.
This document summarizes a study that examined dishonest academic behavior among undergraduate accounting students. The study surveyed 569 business majors from seven universities to investigate three research questions: 1) Whether accounting majors were as likely to cheat as other business majors, 2) Whether accounting majors agreed on what constitutes dishonest behavior, and 3) Whether accounting majors who admitted to cheating in college also cheated in high school. The results found that accounting majors were as likely to cheat as other business majors. There was significant disagreement among accounting majors on what behaviors are considered dishonest. Finally, many accounting majors who admitted to cheating in college also admitted to cheating in high school.
This document summarizes a presentation on plagiarism prevention and detection. It defines plagiarism as using another's work without attribution. While not a legal crime, plagiarism is considered an academic offense. Both prevention through education and detection methods have limitations. Detection tools can be fooled and incorrectly flag original work. The best prevention strategies involve thorough education of students about proper citation and encouraging writing practices that promote original thought. Overall the presentation argues for focusing on prevention over problematic detection approaches.
Part of a panel presentation at the New Jersey Writing Alliance annual conference on "Technology & Ethics." This presentation examines why students cheat, why faculty often don't "prosecute" infractions and how technology can and can not prevent occurrences.
MKT 500 Final Project Milestone Five Marketing Strategy—Pro.docxraju957290
MKT 500 Final Project Milestone Five: Marketing Strategy—Product/Service Guidelines and Rubric
Overview: Your marketing mix is a detailed description of the 4 Ps: product, price, place and promotion. For this assignment, focus on your product or service. Revisit your
new product/service idea and describe for your audience what it is that you wish to bring to market. If it is a product, expand on your description of the product, its
functionality, and customer benefits. If it is a service, describe the service offering so that readers understand what they would receive. It is important to remember that by
definition, a product is anything that can be offered to a market for use or consumption that will satisfy a need or want in that marketplace. Products also include services,
events, places, organizations, ideas, or persons. Products can be either tangible or intangible.
Classify the product based on what we have been reading in our textbook. Include a discussion of your branding strategy, the decisions that you will make in building your
brand, and how you intend to manage brand equity. This milestone is due in Module Five.
Your description should include:
A detailed description of what your product or service is and how it will work
What specific features and benefits your product or service provides to the intended target market
A description of the aesthetics, packaging, labeling, or look, of your product. For a service describe the service offering so that the reader understands what they would
receive
Ensure that you have adequately described your product or service so that by the time your product or service description is written, the reader understands what you
want to bring to market. If you have a service description, the reader needs to know where you are located, what your service offers, and so on. Describe it so that the
reader envisions the product or service.
Rubric
Guidelines for Submission: Your paper must be submitted as a 3- to 4-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch
margins, and APA formatting. Incorporate at least two scholarly resources.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Marketing Strategy:
Marketing Mix –
Product/Service
Provides a detailed description
of the “Product” portion of the
marketing mix, including
features, benefits, packaging,
and labeling
Provides a detailed description
of the “Product” portion of the
marketing mix, but description
lacks detail or is missing key
components
Does not provide a description
of the “Product” portion of the
marketing mix
60
Marketing Strategy:
Relation
Describes how the product
marketing strategy specifically
relates to the company’s
strategic focus, culture, and
current business processes
Describes how the product
marketing strategy relates to the
company’s strategic focus,
culture, and curr ...
ANALYZING THE PERCEPTION OF UNDERGRADUATE STUDENTS ON ACADEMIC DISHONESTY AND...Darian Pruitt
This document provides an introduction to an undergraduate thesis that analyzes the perception of undergraduate students on academic dishonesty and its impact on the quality of learning experience at universities in Metro Manila. It discusses the background of academic dishonesty or fraud in both business and academic settings. It also introduces the research problem regarding the linkage between academic dishonesty and quality of learning experience. The objectives and significance of the study are outlined which aim to determine how elements of fraud influence academic dishonesty and how it affects learning quality. The introduction concludes by noting the importance of ensuring academic integrity and quality education.
Similar to 374 Journal of College Student DevelopmentInternet Plagiar.docx (19)
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docxtamicawaysmith
The document discusses potential paths and college options after high school but provides little details. It briefly mentions fields of study and interests without elaborating on specific choices or recommendations. The document offers no clear direction or next steps for the reader.
Patient Population The student will describe the patient populati.docxtamicawaysmith
Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution. Proposed
Solution
: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles.ii. Expand on the ethical considerations when developing the plan.
.
Dr. Paul Murray Bessie Coleman Jean-Bapiste Bell.docxtamicawaysmith
Dr. Paul Murray
Bessie Coleman
Jean-Bapiste Belley
Harriet Elizabeth Brown
Monte Irvin
Shirley Graham Dubois
Vernon Dahmer
Hale Woodruff
Jo Ann Robinson
Eugene "Pineapple" Jackson
Dr. Francis Cress Welsing
Dr. Kenneth Clark
Amy Jacques Garvey
Ophelia DeVore
Augusta Fells Savage
Eugene Jacques Bullard
Bobby Timmons
Clyde Kennard
Madison Washington
Joseph Winters
Sam Sharpe
Joseph Rainey
Bessie Stringfield
DJ Kool Herc
Lonnie Clayton
Mrs. Mamie Lang Kirkland
Lucius Septimius Bassianus
Carolyn Gudger
Jasmine Twitty
Daisy Bates
Ella Jenkins
Lewis Henry Douglass
Cynthia Robinson
Sylvester Magee
Mabel Fairbanks
Cathay Williams
Clara Belle Williams
John Baxter Taylor Jr.
Anna J. Cooper
The Black Seminoles
Dr. Daniel Hale Williams
Matthew Williams
Phillipa Schuyler
Yarrow Mamout
Mamie "Peanut" Johnson
Frank E. Petersen
"Miss Maggie" Walker
Paul Robeson
Olivia J. Hooker
Dr. Henry T Sampson
Lovie Yancy
Willie James Howard
Toni Stone (Marcenia Lyle Alberga)
Lucien Victor Alexis
Mevinia Sheilds
Dr. Lonnie Smith
Rosewood
Miss Jane Pittman
Lucy Terry
Abraham Galloway
Thomas Jennings
Irene Morgan
Paul Lawrence Dunbar
Jean Toomer
Doris Payne
Ann Petry
Madam C.J. Walker
Dr. May Edward Chinn
Greenwood, Tulsa, OK
Karen Bass
Dr. Dorothy Height
Dr. Geneva Smitherman
Michaëlle Jean
Robin Kelly
Mary Macleod Bethune
Jane Bolin
Donna Edwards
Dame Eugenia Charles
Dr. Thomas Elkins
Wilma Rudolph
Annie Malone
Ann Lowe
Black Wall Street
Cathy Hughes
Kamala Harris
Fannie Lou Hamer
Sarah Rector
Ruth Simmons
Claudette Colvin
MC Lyte
Benajin Banneker
Benjamin O. Davis, Jr.
Thurgood Marshall
Doris "Dorie" Miller
Cecil Noble
WC Handy
Dorothy Counts
Bayard Rustin
Dr. Eliza Ann Grier
Matthew Henson
Jesse Owens
Nina Simone
Wendell Scott
Adam Clayton Powell
Percy Julian
Dr. Charles Drew
Thomas "Fats" Waller
Satchel Paige
Bass Reeves
Marian Anderson
Josephine Baker
Joe Louis
Walter White
William Hastie
Elijah McCoy
Jan Matzelger
Lewis Latimer
Granville T. Woods
Fred Jones
Nella Larsen
Lloyd Hall
A. Philip Randolph
Althea Gibson
Barbara C. Jordon
Marcus Garvey
Malcolm X
James Meridith
Guy Buford
Hazel Scott
Stokely Carmichal
Denmark Vessey
Alex Haley
Virginia Hamilton
Ishmael Reed
Nalo Hopkinson
George Schuyler
Patricia Roberts Harris
John Lewis
Les McCann
Martin Delany
Derek Walcott
Carter Godwin Woodson
Alvin Ailey
Debbie Allen
Ralph Abernathy
Arthur Ashe
Crispus Attucks
Amiri Baraka
Seko.
In depth analysis of your physical fitness progress Term p.docxtamicawaysmith
In depth analysis of your physical fitness progress
Term paper should include details of:
▪ What worked and why (include all documentation)
▪ What didn’t and why
▪ Are your physical fitness results in alignment with your health continuum goals (include documentation)
▪ What are your current goals
▪ What are your future goals
▪ Develop a road map to get achieve those goals Due no later than November 30, 2020.
samples
Physical fitness benchmark assessments
Fitness assessment data sheet
Exercise charts
Personal physical fitness progress chart
Self assessment: Individual Health Continuum
.
Information systems infrastructure evolution and trends Str.docxtamicawaysmith
Information systems infrastructure: evolution and trends
Strategic importance of cloud computing in business organizations
Big data and its business impacts
Managerial issues of a networked organization
Emerging enterprise network applications
Mobile computing and its business implications
Instructions:
9- 10 pages (does not include Title page and references )
can Include images (not more than two)
Minimum six (6) sources – at least two (2) from peer reviewed journals
Include an abstract, introduction, and conclusion
.
⦁One to two paragraph brief summary of the book. ⦁Who is the.docxtamicawaysmith
⦁One to two paragraph brief summary of the book.
⦁Who is the author and his/her background?
⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.)
⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not?
⦁What did you find most interesting in the book? Least interesting?
⦁What additional topics should the author have included in the book? Why?
⦁How had people before the age of the telegraph attempted to communicate faster over distances?
⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries?
⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication?
⦁How did the telegraph impact politics, journalism, business, military strategy and society in general?
⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe?
⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not?
⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not?
⦁If you were the editor in the publishing company, what changes would you make to the author’s draft?
⦁Did the book increase your interest in a particular issue that you would like to learn more about?
⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments?
⦁Would you recommend this book to a friend? Why or why not?
⦁Would you recommend that I continue to use this book in this course with future students?
.
100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docxtamicawaysmith
This document provides information about a student named Alicia for the purposes of developing her IEP. It includes her background information and diagnoses of ADD and dyscalculia. Her strengths include average reading skills and interest in dance, while her challenges involve focus, organization, math skills, and independence. The PLAAFP section will use this information to outline Alicia's present levels of performance, while her transition plan will address independence, employment, and post-secondary education goals based on her interests.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
100 words agree or disagree to eac questions Q 1.As her .docxtamicawaysmith
100 words agree or disagree to eac questions
Q 1.
As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney.
New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html
Q 2.
My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.
101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docxtamicawaysmith
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Post: dis 4
Author:
Posted Date: October 9, 2018 8:50 PM
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Brian Mcleod
I would say that for them to move the work and still be ethical defensible are work conditions,
respect for labor laws of the parent company, and job opportunities for the long-term
employees.
To expand on this would be the work conditions. The conditions that the workers have to work
under should be the same conditions that workers in the US have to work under. This involves
safety and environmental protection for the workers.
Labor laws of the host country and “most” of the internally recognized laws must be observed.
Overtime and child labor are a couple of items.
The long-term employees should be given the opportunity to move to another US based plant if
possible or to the new country.
Sometimes because of the state of the industry companies do have to make these decisions or
face possible bankruptcy. This alternative may not be the perfect solution but better than
bankrupting a company that still has operation in the US.
← OK
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Thread: DB4
Post: DB4
Author:
Posted Date: October 10, 2018 8:51 PM
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Christina Lacroix
It is ethically defensible to outsource production when the outcome of not outsourcing
would negatively impact stakeholders. Organizations define their most important
stakeholders, often the shareholders, as they invested capital. While some risk is
assumed by shareholders as a fiduciary managers have an obligation to the
shareholders to protect their interest when possible. A company risks shareholder
investment (access to capital) and jeopardizes all other stakeholders such as
employees, suppliers, and creditors. An organization cannot risk itself and the other
stakeholders depending upon in order to save employees.
The organization should do its due diligence in securing its outso.
100 words per question, no references needed or quotations. Only a g.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
.
100A 2
2 4 4
5
1A 1034 5
1B 1000 10
1C 1100 1
1D 1123 20
1E 1210 5
20 10 10
7
1A 2180 20
1B 1283 20
1C 3629 5
1D 3649 3
1E 4051 15
1F 4211 1
1G 5318 5
100B 1
2 4 1
3
1A 2180 10
1B 1283 10
1C 3629 5
100C 2
0 0 0
3
1A 6774 5
1B 6869 5
1C 6879 2
0 0 0
4
1A 6774 2
1B 6869 5
1C 6879 1
1D 7555 10
100D 1
10 5 3
3
1A 2180 5
1B 3649 2
1C 4211 3
Self-care and Residency Reflection Paper Scoring Rubric -
Content
80 Points
Points Earned
Additional Comments:
All key elements of the assignment are covered in a substantive way.
Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment.
Consider the following questions when writing your reflection:
a) What have you learned about yourself during residency?
b) What have you learned about yourself as a counselor-in-training during residency?
c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects?
d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects?
e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references.
f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies?
g) How will you know when you are experiencing burnout? What can you do to prevent this?
The content is comprehensive, accurate, and /or persuasive.
The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper.
Major points are stated clearly and are supported by specific details, examples, or analysis.
Organization / Development
35 Points
Points Earned
Additional Comments:
The paper has a structure that is clear, logical, and easy to follow.
The paper develops a central theme or idea, directed toward the appropriate audience.
The introduction provides sufficient background on the topic and previews major points.
The conclusion is logical, flows from the body of the paper, and reviews the major points.
Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought.
The tone is appropriate to the content and assignment.
Mechanics
35 Points
Points Earned
Additional Comments:
The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format.
Citations of original works within the body of the paper follow APA guidelines.
The paper is laid out with effective use of headings, font styles, and white space.
Rules of grammar, usage, and punctuation are followed.
Sentences are complete, clear, concise, and varied.
Spelling is correct.
.
10122018Week 5 Required Reading and Supplementary Materials - .docxtamicawaysmith
10/12/2018
Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188)
https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View
/2
Required Readings:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717).
From Other websites:
Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html
The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/
Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html
The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/
The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html
Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html
Supplementary Materials:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series.
Follow these steps to find this video:
Go to http://sites.umuc.edu/library/index.cfm
Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search."
Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.)
Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search."
Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent
subjects"
Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article.
Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.
101416 526 PMAfter September 11 Our State of Exception by .docxtamicawaysmith
10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books
Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true
After September 11: Our State of Exception
Mark Danner OCTOBER 13, 2011 ISSUE
We are in a fight for our principles, and our first responsibility is to live by them.
—George W. Bush, September 20, 2001
1.
We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will
end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since
been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid
black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other
side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming
flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the
whirlwind.
To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together,
into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown
accustomed to these changes and think little of them now, certain words still appear often enough in the news—
Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this
strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or
so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency?
None of these expressions, familiar as they may be to other peoples, falls naturally from American lips.
What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,”
writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken
of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as
they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics
—with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term
that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it
transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position
at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the
political.”
Call it, then, the s.
100 words per question, no references needed or quotations. Only.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
Edit question's body
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
374 Journal of College Student DevelopmentInternet Plagiar.docx
1. 374 Journal of College Student Development
Internet Plagiarism Among College Students
Patrick M. Scanlon David R. Neumann
Six hundred ninety-eight undergraduates
(85.9% between the ages of 17 and 23;
87.5% in the first through fourth year) from
nine colleges and universities completed a
survey on Internet plagiarism. A substantial
minority of students reported they use the
Internet to copy and paste text into their
papers without citation.
Student cheating has garnered much public
attention recently. A perception reflected in
media accounts is that acts of academic
dishonesty among students in college as well
as high school have increased sharply. The
cover of the November 22, 1999 issue of
U.S. News & World Report, for example,
announced that “a new epidemic of fraud is
sweeping through our schools” (“Cheating,
writing, and arithmetic,” 1999). Nearly
universal access to the Internet has been cited
as a reason for this perceived decline in
academic integrity, in particular regarding
plagiarism. A July 6, 2001 article in the
Chronicle of Higher Education reported that
“several indicators point to widespread
plagiarism on campus,” and that “officials
at some colleges say that in recent years they
2. have seen a sharp increase in students cutting
and pasting material into papers from Web
sites without attribution, or purchasing term
papers from online term-paper mills” (Young,
2001, A26). Four years ago a count of term
paper mills on the Web—including A-Plus
Termpapers, Paperz.com, School Sucks, and
Research Assistance by Collegiate Care—set
the number at 70 (Basinger & McCollum,
1997).
One further indication of growing
concern over Internet plagiarism is the de-
velopment of plagiarism-detection software,
such as that employed by Turnitin.com, a
service that scans student papers for text
lifted from Websites and marks each suspect
passage with a link to its probable online
source. The use of plagiarism-detection
software by professors “appears to be
growing” (Young, 2001, A26).
The Internet may be exacerbating the
long-standing problem of student plagiarism
on college campuses. Moreover, Internet
plagiarism raises important questions of
academic integrity as students—as well as
faculty—frequently turn to online sources,
and it foregrounds issues related to the correct
handling and citation of online sources.
Therefore, university administrators, faculty,
and staff should be concerned about the
impact of the Internet in shaping a new
generation of students’ conception of what
does and does not constitute fair use of the
countless texts so readily available at the
3. click of a mouse.
Although student academic honesty has
attracted considerable scholarly notice for
some time, the probable impact of Internet
access on student plagiarism is mostly a
matter of conjecture and has not yet been
studied sufficiently or systematically. There-
fore, a measure of the incidence of student
online plagiarism will provide a needed map
of the territory and an indication of whether
or not matters are as bad as many apparently
fear they are. Also helpful will be a better
understanding of several contextual factors
Patrick M. Scanlon is Associate Professor of Communication at
Rochester Institute of Technology. David
R. Neumann is Professor of Communication at Rochester
Institute of Technology.
MAY/ JUNE 2002 VOL 43 NO 3 375
Plagiarism
related to Internet plagiarism: students’
perceptions of peer behavior, their ethical
views, and their awareness of institutional
sanctions. These factors have been strongly
linked to student academic dishonesty
(McCabe, Trevino, & Butterfield, in press).
Indeed, a review of the relevant literature
reveals that studies have focused on these
issues—the incidence of academic dishonesty
and the contextual factors that influence
4. student cheating.
Incidence
Although plagiarism has been examined
qualitatively, primarily within English studies
(Drum, 1986; Howard, 1999; Kolich, 1983;
McLeod, 1992; Wilhoit, 1994), most of what
we know about the incidence of student
plagiarism must be extrapolated from surveys
of students and, to a lesser extent, faculty
and administrators regarding multiple forms
of academic dishonesty (Aaron, 1992;
Collison, 1990; Davis, Grover, Becker, &
McGregor, 1992; Gehring, Nuss, & Pavela,
1986; Haines, Diekhoff, LaBeff, & Clark,
1986; Maramark & Maline, 1993; McCabe,
1992; McCabe & Bowers, 1994; McCabe &
Trevino, 1993, 1996, 1997; Nuss, 1984;
Shropshire, 1997). In general, self-reports
of cheating are high, although estimates
vary widely, with 9% to 95% of those
asked admitting to some form of academic
dishonesty (summarized in Maramark &
Maline). In a survey of 6,096 undergraduates
on 31 campuses, McCabe (1992) reported
that 67.4% admitted cheating at least once
on a test or major assignment. Davis et al.
reported similar numbers in another multi-
campus survey, also of more than 6,000
students: 76% admitted cheating in either
high school or college or both.
Hawley (1984), based on a single-
campus survey of 425 undergraduates,
reported that 12% admitted asking someone
5. to write a paper for them, 14.6% said they
had turned in a paper written by another
student, and 5.6% indicated “they had handed
in a paper obtained from a research service”
(p. 36). In addition, approximately 25% of
these students “agree with one or more
arguments that plagiarism is acceptable
behavior” (p. 38).
We know of only one large-scale study
including self-reports of student plagiarism.
In a comparison of two multicampus surveys
of cheating behavior conducted 30 years
apart, McCabe and Trevino (1996) reported
that 30% of students in a 1963 study admitted
plagiarizing, and 26% did so in a survey
carried out at the same schools in 1993.
Contextual Influences on Cheating
and Plagiarism
A strong relationship has been demonstrated
between several contextual variables and
student cheating (Bowers, 1964; McCabe &
Trevino, 1993, 1997; McCabe et al., in
press). According to McCabe et al., “these
variables include perception of peers’
behavior, student perceptions of the under-
standing and acceptance of academic integ-
rity policies, the perceived certainty of being
reported for cheating, and the perceived
severity of campus penalties for cheating.”
Perception of peer behavior is an im-
portant factor in academic integrity. Multi-
campus studies by McCabe and Trevino
(1993, 1996, 1997) showed that perceptions
6. of others strongly influenced student aca-
demic dishonesty. Indeed, McCabe and
Trevino (1997) concluded, “The most
powerful influential factors [regarding
cheating] were peer-related contextual
factors,” including perceptions of peer
behavior (p. 391). Elsewhere, McCabe and
Trevino (1993) emphasized that “Academic
376 Journal of College Student Development
Scanlon & Neumann
dishonesty is most strongly associated with
the perceptions of peers’ behavior” (p. 536).
Conversely, strong disincentives for academic
dishonesty are the likelihood of being caught
and the perceived severity of penalties
(McCabe & Trevino, 1993).
Concerning students’ ethical views
regarding academic honesty, Davis et al.
(1992) concluded, “Most students say that
it is wrong to cheat,” noting that “the
percentage of students answering yes to the
question, ‘Is it wrong to cheat?’ has never
been below 90%” at the schools they sur-
veyed (p. 17). However, measures of the
incidence of cheating suggest a contradiction
between what students say and do. In
addition, some have argued that colleges and
universities are not doing nearly enough to
foster a commitment among students to
academic honesty. Aaron (1992), based on
7. a survey of 257 chief academic officers,
found that few faculty discussed cheating in
class, few institutions provided student
development programs focused on academic
integrity, and almost none made an effort to
assess the extent of cheating on their campus.
Nuss (1984) faulted the academic community
for lack of success “in communicating the
value of independent scholarship to its
students” (p. 140).
In sum, much is known about academic
honesty and plagiarism among college
students; however, to date little has been done
to measure the effect on plagiarism of the
Internet, which presumably makes plagiarism
easier. We conducted the current study to
answer the following questions. What is the
incidence of Internet plagiarism among
college students? What are students’ per-
ceptions of Internet plagiarism by their peers?
What are students’ perceptions of the ethics
of Internet plagiarism? What are students’
perceptions of institutional sanctions re-
TABLE 1.
Demographics of Survey Respondents
(N = Valid Cases)
n % N
Sex N = 644
Male 282 43.8
8. Female 326 56.2
Age N = 673
< 17 3 0.4
17-19 164 24.4
20-21 268 39.8
22-23 146 21.7
24-25 33 4.9
Over 25 59 5.2
Year in school N = 655
< 1 11 1.6
1 108 16.5
2 108 16.5
3 173 26.4
4 184 28.1
5 44 6.7
> 5 27 4.4
Major N = 664
Business 133 20
9. Computer Technology 107 16.1
Education 104 15.7
Behavioral and Soc. Sci. 33 5
Humanities 33 5
Fine and Applied Arts 32 4.8
Engineering 17 2.6
Math and Science 9 1.4
Other 189 28.5
MAY/ JUNE 2002 VOL 43 NO 3 377
Plagiarism
garding plagiarism using the Internet?
METHOD
To gain a better understanding of how and
how often students use the Internet to
plagiarize—cutting and pasting, soliciting
papers from others, purchasing papers from
online term paper mills—we surveyed
students on nine campuses to gauge under-
graduate attitudes and practices related to
online plagiarism.
Participants
Six hundred ninety-eight students completed
10. the survey (valid cases differed from item to
item due to varying numbers of missing
responses). As shown in Table 1, survey
respondents were mostly between the ages of
17 and 23 (85.9%), came from a range of
majors, and represented all four under-
graduate years in comparable numbers.
Many of these students indicated they
were frequent users of e-mail and the Internet.
(When we analyzed these data, we defined
frequent as at least three or four times per
week.)
A weakness of many studies of this kind
is that they survey a small number of students
on a single campus. To cast a wide net over
a varied population of undergraduates, our
survey was administered to a convenience
sample of students in a variety of courses in
communication, technical communication,
and English on multiple campuses.
Instrument
The instrument, a machine-scored pencil-and-
paper survey, was first piloted with a small
number of students on our own campus,
revised, and then distributed to participating
faculty at nine colleges and universities. The
current study was part of a dual investigation:
of 60 items on the survey, 28 concerned
plagiarism and the Internet, and 32 related
TABLE 2.
Frequency of Computer Use by Respondents
11. E-mail N = 682 Other Internet N = 681
Frequency of use n % N n % N
Several times per day 254 37.2 191 28.0
Once per day 170 24.9 103 15.1
3 or 4 times per week 122 17.9 170 25.0
Once per week 56 8.2 97 14.2
Once every 2 weeks 22 3.2 49 7.2
Once per month 17 2.5 35 5.1
Once every few months 14 2.1 13 1.9
< Once every few months 14 2.1 14 2.1
Never 13 1.9 9 1.3
378 Journal of College Student Development
Scanlon & Neumann
to student attitudes toward computer and
online communication. Only the plagiarism
data are reported here.
In the plagiarism portion of the survey,
students were asked to indicate, using a
5-point Likert-type scale ranging from 1
12. (never) to 5 (very frequently) how often they
engaged in each of eight acts of plagiarism:
(a) copying text and inserting it in a paper
without citation, (b) copying an entire paper
without citation, (c) asking someone to
provide them with a paper, (d) using the
Internet to copy text and insert it in a paper
without citation, (e) using the Internet to copy
an entire paper without citation, (f ) using the
Internet to ask someone to provide them with
a paper, (g) purchasing a paper from a term
paper mill advertised in a print publication,
(h) purchasing a paper from an online term
paper mill. Because plagiarism in its more
abstract sense often is misunderstood by
students and is difficult for them to define
(Ashworth, Bannister, & Thorne, 1997), in
this survey students were asked about specific
acts. In fact, the word plagiarism appeared
in none of the items on the survey.
Using the same scale, respondents also
estimated how often they believed other
students committed each of the acts of
plagiarism. Specifically, we wanted to know
if any marked disparity exists between self-
reports of plagiarism and students’ perception
of what is taking place around them.
Next, students were asked to assess the
ethics and institutional sanctions regarding:
(a) handing in someone else’s writing as one’s
own, (b) using the Internet to copy text and
handing it in as one’s own, (c) purchasing
papers from term paper mills, (d) purchasing
papers from online term paper mills. Using
13. a 5-point Likert-type scale ranging from 1
(strongly agree) to 5 (strongly disagree),
students responded to three statements about
each of the categories: that the act described
is wrong, that their professors clearly feel it
is wrong, and that their college has strict
punishments for the behavior.
PROCEDURE
The survey was conducted during Winter and
Spring of the 1999-2000 academic year, at
nine institutions (enrollment in parentheses):
· four state universities in Indiana
(18,000), Pennsylvania (7,100), Vermont
(8,900), and Wisconsin (12,000)
· two institutes of technology in New York
State, one public (2,600) and one private
(14,000)
· an American University in the Middle
East (5,000)
· a small private university in Washington,
D.C. (2,000)
· a community college in Pennsylvania
(11,000)
Students participated voluntarily in the
survey, which was administered by faculty
during regularly scheduled classes.
Self-reporting of any behavior is prob-
14. lematic; self-reporting of dishonest behavior
is even more challenging. To increase the
likelihood that survey respondents will
answer questions candidly, they must be
confident that their responses cannot be
traced to them. Those administering this
survey, as well as the text of the survey itself,
emphasized that responses would remain
anonymous, and nowhere on the survey were
students asked to provide personal infor-
mation that could identify them individually.
Data Analysis
After collecting the data, we performed a
MAY/ JUNE 2002 VOL 43 NO 3 379
Plagiarism
principal component analysis with varimax
rotation to identify the underlying factors.
This analysis resulted in four factors with
eigenvalues over 1.0 (see Appendix). These
four factors, which accounted for 62.2% of
the variance, are Others (students’ perception
of others’ plagiarism), Self-report (self-
reports of plagiarism), Ethics (students’
ethical views, and perception of their
professors’ views, on plagiarism), and
Sanctions (students’ perception of strict
punishments for plagiarism at their colleges).
These factors were used to test correlations
between self-reported plagiarism and stu-
15. dents’ ethical views, and between self-
reported plagiarism and students’ perceptions
of the severity of sanctions.
RESULTS
Incidence of Student Plagiarism:
Self-Reports
A substantial minority of students reported
copying some text and using it without
citation: 19.0% sometimes and 9.6% often
or very frequently (see Table 3). These
percentages were lower for more egregious
forms of plagiarism: copying an entire paper
TABLE 3.
Acts of Conventional Plagiarism: Self-Reports and Perception
of Others
by Percentage Frequency and Mean Response
Often/Very
Never/Rarely Sometimes Frequently Mean: 1–5
Plagiarism Act Self Others Self Others Self Others Self Others
Copy text without citation 71.4 8.9 19.0 39.2 9.6 52.0 2.04 3.57
Copy paper without citation 91.4 35.4 5.4 40.4 3.2 24.2 1.31
2.90
Request a paper to hand in 89.7 25.5 8.3 41.5 2.1 33.0 1.39 3.15
Purchase a paper to hand in 90.9 36.7 6.3 42.2 2.8 21.1 1.30
2.85
TABLE 4.
16. Acts of Internet Plagiarism: Self-Reports and Perception of
Others
by Percentage Frequency and Mean Response
Often/Very
Never/Rarely Sometimes Frequently Mean: 1–5
Plagiarism Act Self Others Self Others Self Others Self Others
Copy text without citation 75.5 12.3 16.5 37.3 8.0 50.4 1.88
3.49
Copy paper without citation 88.8 32.0 8.1 39.9 3.1 28.0 1.35
3.00
Request a paper to hand in 89.7 43.0 5.4 39.8 4.9 17.1 1.33 2.73
Purchase a paper to hand in 91.7 37.8 6.0 41.1 2.3 21.1 1.25
2.82
380 Journal of College Student Development
Scanlon & Neumann
(5.4% sometimes, 3.2% often or very
frequently), requesting a paper to hand in
(8.3% sometimes, 2.1% often or very
frequently), and purchasing a paper from a
print term paper mill (6.3% sometimes, 2.8%
often or very frequently).
The responses for online plagiarism were
similar (see Table 4). Cutting and pasting
17. some text without citation was reported
sometimes by 16.5% of students and often
or very frequently by 8.0%.
Also, 6.0% of participants indicated that
they bought papers online sometimes,
whereas only 2.3% specified they did so often
or very frequently (see Table 4). Their mean
response was 1.3. Notably, responses for
online term paper mills were nearly identical
to those for print publication businesses.
Incidence of Plagiarism: Perceptions
of Others
Students consistently judged plagiarism by
others to be more prevalent than their own
self-reports would suggest. Note, for ex-
ample, that although 8.0% of students self-
reported cutting and pasting text from the
Internet often or very frequently, 50.4%
indicated their peers do so (see Table 4). And
while only 8.3 % reported purchasing papers
from online term paper mills sometimes to
very frequently, 62.2% of students estimated
that their peers patronize those sites at that
rate. A comparison of means of responses
for acts of conventional and Internet pla-
giarism (see Tables 3 and 4) also pointed up
the disparity between self-reports and
perceptions of other students’ behavior. In
all but two cases, mean responses for
perceptions of others’ behavior were at least
double that of self-reports. As with self-
reports, student perceptions of convention-
al and online plagiarism by peers were
18. comparable.
Student Ethics, Perception of Faculty
Ethics, and Awareness of Punishments
Regarding Plagiarism
Most students in this study agreed that
plagiarism of any kind is wrong. Approxi-
mately 89% strongly or somewhat agreed that
handing in someone else’s writing as one’s
own or purchasing a paper to turn in as one’s
own is wrong, whether done conventionally
or online (see Table 5). An even larger
TABLE 5.
Students’ Ethical Views on Acts of Plagiarism
by Percentage Frequency and Mean Response
Strongly Agree Somewhat Disagree
or Neither Agree or Strongly Mean
It is wrong to: Somewhat Agree nor Disagree Disagree
Response: 1–5
hand in someone else’s writing
as one’s own 89.1 7.0 3.9 1.46
use the internet to copy text to
hand in as one’s own 89.3 7.7 3.1 1.44
purchase papers from print
term paper mills 89.1 6.8 4.1 1.44
purchase papers from online
term paper mills 89.8 6.1 4.1 1.43
19. MAY/ JUNE 2002 VOL 43 NO 3 381
Plagiarism
percentage indicated that their professors
clearly feel plagiarism is wrong (see Table 6).
A drop-off in student agreement oc-
curred, however, with statements about the
severity of punishments for acts of plagiarism
at their colleges (see Table 7). Notably larger
percentages of students either were uncertain
(neither agree nor disagree) about the
existence on their campuses of strict punish-
ments for acts of plagiarism, or disagreed that
such punishments were in place, at all.
Not surprisingly, self-reports of plagia-
rism were linked to ethical views, with a
negative correlation between agreement with
statements that acts of plagiarism are wrong
(see Appendix, factor Ethics) and self-
reports. A t test comparing those who
strongly agreed plagiarism is wrong with a
group comprised of those who neither agreed
nor disagreed, disagreed, or strongly dis-
agreed revealed that those who believed
plagiarism is wrong were significantly less
likely to plagiarize (t = –12.05, p < 0.01).
This same group also was significantly less
likely to report plagiarism by others
(t = –3.64, p < 0.01).
Plagiarism self-reports, as well as reports
20. of plagiarism by others, also were negatively
correlated with perceptions of the severity of
sanctions (see Appendix, factor Sanctions).
A comparison of those who strongly agreed
that strict punishments were in place with
those who neither agreed nor disagreed,
disagreed, or strongly disagreed showed that
those who believed strict punishments exist
were significantly less likely to plagiarize
(t = –7.09, p < 0.01) or report plagiarism in
others (t = –4.15, p < 0.01). These findings
are in keeping with those of McCabe and
Trevino (1993), who concluded that students’
perceptions of the severity of punishments
for academic dishonesty strongly influenced
their decisions to cheat.
DISCUSSION
That 24.5% of these students reported
plagiarizing online sometimes to very
frequently should be cause for concern,
although these numbers do not suggest an
epidemic of Internet-facilitated plagiarism.
McCabe and Bowers (1994) concluded that
TABLE 6.
Students’ Perception of Faculty Ethical Views on Acts of
Plagiarism
by Percentage Frequency and Mean Response
Strongly Agree Somewhat Disagree
It is clear that professors or Neither Agree or Strongly Mean
feel it is wrong to: Somewhat Agree nor Disagree Disagree
Response: 1–5
21. hand in someone else’s writing
as one’s own 93.9 3.2 2.9 1.26
use the Internet to copy text to
hand in as one’s own 92.2 5.5 2.3 1.33
purchase papers from print
term paper mills 91.4 5.7 2.9 1.36
purchase papers from online
term paper mills 90.4 6.7 3.0 1.39
382 Journal of College Student Development
Scanlon & Neumann
TABLE 7.
Students’ Awareness of Their Colleges’ Punishments for Acts of
Plagiarism
by Percentage Frequency and Mean Response
Strongly Agree Somewhat Disagree
or Neither Agree or Strongly Mean
There are strict punishments if I: Somewhat Agree nor
Disagree Disagree Response: 1–5
hand in someone else’s writing
as one’s own 80.7 12.3 7.0 1.67
use the Internet to copy text to
hand in as one’s own 76.9 15.6 7.5 1.76
22. purchase papers from print
term paper mills 77.7 15.8 6.5 1.73
purchase papers from online
term paper mills 76.9 15.2 7.9 1.75
comparative data on all forms of academic
dishonesty “clearly argue against the position
that student cheating in the 1980’s and the
1990’s has escalated in dramatic fashion”
(p. 5). McCabe and Bowers emphasized,
however, that although
it appears that cheating at selective
institutions has remained relatively
unchanged in the last 30 years, com-
parable data is not available for the less
selective, and often larger, institutions
that now educate the vast majority of the
nation’s college students. (p. 9)
The results of the current study, which
includes data from “less selective, and . . .
larger institutions,” appear to support their
conclusions.
Overall, frequency of plagiarism using
the Internet followed the same pattern as did
conventional forms and was self-reported at
similar levels. This congruence could indicate
that many survey respondents simply did not
make a distinction between conventional and
online plagiarism when asked about acts of
plagiarism in general—that is, when asked
23. how often they copy text and use it without
citation, they may have included acts of
online plagiarism in their responses. (This
blurring of distinctions is far less likely to
have occurred in response to those questions
regarding term paper mills, because the
survey drew a sharp distinction between print
publications and online mills.) On the other
hand, students who self-report plagiarism are
probably likely to employ both conventional
and online methods.
These self-reports of online plagiarism,
although not pointing to an epidemic of
cheating, suggest that many students do go
online to cut and paste text for use in their
assignments. A relatively small number
patronize online term paper mills. The results
of the current survey do not, however, tell
us the extent to which students who otherwise
would not have plagiarized did so due to
Internet access, a subject that deserves further
study.
The contrast between self-reports and
perceptions of others was striking, both for
Internet and conventional forms of plagia-
rism. However, we did not design the current
MAY/ JUNE 2002 VOL 43 NO 3 383
Plagiarism
study either to assess with statistical con-
24. f idence the effect of student perceptions on
their behavior, or to account for any third-
person effect, the tendency of subjects to
overestimate objectionable behavior in others.
For the time being, we can only note the gap
separating students’ self-reports of Internet
as well as conventional plagiarism and their
assumption that plagiarism of both types is
widespread. Clearly this is an area that
deserves further study.
Strengths and Limitations
As noted above, many studies of this kind
survey only a small number of students on a
single campus. In the current study, we
gathered data on Internet plagiarism from a
large sample of students from a variety of
colleges and universities, nine total. Those
who completed the survey, however, do
constitute a convenience sample.
The machine-scored survey was designed
and administered in such a way to assure
students that their responses would remain
anonymous in order to encourage candor.
However, the problematical nature of self-
reported dishonest behavior is a limitation of
this study—as it is of any survey of students
regarding cheating. Some students will be
unwilling or unable to admit cheating,
anonymity notwithstanding; others will offer
socially desirable responses.
CONCLUSION
The amount of online plagiarism reported
here should be a matter of concern, although
25. the current study does not point to an
epidemic of Internet plagiarism. However, the
disparity between student self-reports of
plagiarism and their estimates of how often
their peers plagiarize suggests many students
view plagiarism as more commonplace than
it is—a misperception perhaps shared by
faculty as well as the public at large. The
students’ perception, regardless of its causes,
may have potentially troubling consequences.
As McCabe and Trevino (1997) concluded,
“The most powerful influential factors
[regarding cheating] were peer-related
contextual factors,” including perceptions of
peer behavior (p. 391). Elsewhere, the
authors emphasized that “academic dis-
honesty is most strongly associated with the
perceptions of peers’ behavior” (1993,
p. 536). In other words, if students perceive
that a majority of their peers are going online
to plagiarize, they may be more apt to
plagiarize themselves. As noted earlier, we
are not in a position to affirm or refute this
conclusion, although the difference between
perceptions and self-reports is intriguing. The
possible influence of a third-person effect,
and the consequences of such misperception
of peer behavior on student Internet plagia-
rism, should be subjects of future research.
It is no longer much of an insight to say
that computers and the Internet have changed
and are changing the manner in which all of
us write. What is not yet as clear is how these
technologies are shaping a new generation
26. of students’ conception of what does and does
not constitute fair use of the countless texts
so readily available at their desktops. How
students use the Internet to complete research
and to write papers, and how we respond to
electronic textual appropriation, are and will
be critical matters for university faculty and
administrators as information technology
continues its dramatic growth within higher
education.
Correspondence concerning this article should be
addressed to Patrick M. Scanlon, College of
Liberal Arts, Rochester Institute of Technology,
92 Lomb Memorial Drive, Rochester, NY 14623;
[email protected]
384 Journal of College Student Development
Scanlon & Neumann
APPENDIX.
Rotated Factor Matrix (Varimax Rotation) of
Student Plagiarism Behavior and Perceptions
Item 1 2 3 4
Others
Copy paper from Internet .85047 .11094 .03382 .08369
Purchase paper from online mills .79131 –.01815 .15849 –
.08486
Purchase paper from print mills .75000 –.04366 .09887 –.03437
Copy a paper .74769 .18690 –.01832 .14480
27. Ask someone for a paper .74219 .11376 –.03381 .12085
Copy text from Internet .73351 .15371 –.05297 .09468
Copy text .66233 .15958 –.14660 .16808
Ask someone on Internet for paper .65978 .15017 .20653 –
.09987
Self-Report
Copy paper from Internet .09854 .80515 .22302 .11115
Copy a paper .08050 .75579 .19560 .07864
Copy text from Internet .15548 .75156 .08282 .12707
Copy text .16650 .70220 –.00128 .13394
Ask someone for a paper .15681 .66082 .21628 .00455
Purchase paper from online mills .02200 .57304 .36153 .05577
Ask someone on Internet for paper .05563 .53485 .25759 .00535
Ethics
Wrong to purchase paper .07453 .29210 .75286 .05756
Profs. feel it’s wrong to purchase paper –.01550 .12285 .75052
.35601
Wrong to purchase paper online .09660 .28173 .73961 .10551
Profs. feel it’s wrong purchase paper online –.01285 .11256
.71509 .41230
Profs. feel it’s wrong copy text online –.01240 .19094 .69178
.35268
Wrong to copy text online .05916 .36966 .59755 .08531
Sanctions
Purchase paper online .08842 .04571 .23330 .87442
Purchase paper .08761 .06104 .30223 .85287
Copy text online .09243 .14200 .23348 .85061
Hand in someone else’s writing .05769 .14139 .10484 .78218
Factors Eigenvalue % of Variance Cumulative
Factor 1 (Others) 7.43760 29.8 29.8
Factor 2 (Self-Report) 4.06551 16.3 46.0
28. Factor 3 (Ethics) 2.55484 10.2 56.2
Factor 4 (Sanctions) 1.49523 6.0 62.2
MAY/ JUNE 2002 VOL 43 NO 3 385
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