The document provides guidelines for students at the Massachusetts Institute of Technology (MIT) regarding academic integrity and avoiding plagiarism. It discusses what constitutes plagiarism and other violations of academic integrity such as cheating. It outlines best practices for citing sources, paraphrasing, summarizing, quoting, collaborating on assignments, and writing code. The document emphasizes the importance of doing original work and giving proper attribution to the ideas and words of others. It notes that violations of academic integrity can result in failure on assignments, failure of courses, suspension, or expulsion from MIT. The goal of the handbook is to ensure all MIT students understand and uphold the high standards of academic integrity expected at the Institute.
The document discusses academic integrity and provides guidance on maintaining integrity in academic work. It defines academic integrity as honesty and responsibility in scholarship. It emphasizes producing work through one's own effort and understanding, and avoiding plagiarism, cheating, and other dishonest behaviors. The document provides examples of dishonest behaviors and sanctions for violating integrity policies. It offers tips for effective research, time management, and getting help to complete assignments with integrity.
This document discusses plagiarism in education. It provides statistics showing that plagiarism is common among students. It then examines potential causes of student plagiarism, such as fears of failure, poor time management, and viewing coursework as unimportant. The document suggests strategies for educators to address plagiarism, such as understanding why students cheat, educating themselves and their students about plagiarism, and using plagiarism detection tools to identify copied work.
This presentation covers academic expectations, consequences of academic dishonesty, and research tools and writing tips for students at GW SEAS. It defines various forms of academic dishonesty including cheating, plagiarism, fabrication, and facilitating dishonesty. Consequences for violations range from failure in a course to formal charges through the Academic Integrity Council, so students should be aware of expectations and utilize resources to properly cite sources in their academic work.
BU3010 –Business LawCourse SyllabusSchool of Professiona.docxAASTHA76
BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND President’s Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
The document discusses ethics in research and the importance of receiving IRB approval before beginning any research. It notes that receiving IRB approval is just the beginning of ethical considerations, which must be maintained throughout the entire research process, from planning to publication. It prompts the reader to consider what ethical challenges may arise in their topic area and how guidelines in Walden's IRB documents could impact their choice of research population, setting, or design. Finally, it provides reading assignments on research design, ethics, and the IRB approval process.
This presentation covers academic expectations, consequences of academic dishonesty, and research tools and writing tips for students at GW's School of Engineering and Applied Science. It defines various forms of academic dishonesty including cheating, plagiarism, fabrication, and facilitating dishonesty. Consequences for violations range from failure in a course to formal charges through the Academic Integrity Council, so students should be careful to avoid dishonesty and use citation tools to properly attribute the work of others.
The document discusses academic integrity and defines various forms of academic misconduct including cheating, fabrication, and plagiarism. It provides examples of each and notes that plagiarism includes submitting another's work as one's own without proper citation or credit. The document also references resources for educating students about plagiarism prevention and detection services, and concludes by discussing perspectives on plagiarism and appropriation in digital writing.
It is often heard that most of the students are not able to complete a dissertation paper in time. They are confusing, what is needed to include in their research paper. Our certified dissertation Coaches are ready to give you the proper tips while writing your individual dissertation paper. So visit us on http://www.dissertationcoach.biz
The document discusses academic integrity and provides guidance on maintaining integrity in academic work. It defines academic integrity as honesty and responsibility in scholarship. It emphasizes producing work through one's own effort and understanding, and avoiding plagiarism, cheating, and other dishonest behaviors. The document provides examples of dishonest behaviors and sanctions for violating integrity policies. It offers tips for effective research, time management, and getting help to complete assignments with integrity.
This document discusses plagiarism in education. It provides statistics showing that plagiarism is common among students. It then examines potential causes of student plagiarism, such as fears of failure, poor time management, and viewing coursework as unimportant. The document suggests strategies for educators to address plagiarism, such as understanding why students cheat, educating themselves and their students about plagiarism, and using plagiarism detection tools to identify copied work.
This presentation covers academic expectations, consequences of academic dishonesty, and research tools and writing tips for students at GW SEAS. It defines various forms of academic dishonesty including cheating, plagiarism, fabrication, and facilitating dishonesty. Consequences for violations range from failure in a course to formal charges through the Academic Integrity Council, so students should be aware of expectations and utilize resources to properly cite sources in their academic work.
BU3010 –Business LawCourse SyllabusSchool of Professiona.docxAASTHA76
BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND President’s Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
The document discusses ethics in research and the importance of receiving IRB approval before beginning any research. It notes that receiving IRB approval is just the beginning of ethical considerations, which must be maintained throughout the entire research process, from planning to publication. It prompts the reader to consider what ethical challenges may arise in their topic area and how guidelines in Walden's IRB documents could impact their choice of research population, setting, or design. Finally, it provides reading assignments on research design, ethics, and the IRB approval process.
This presentation covers academic expectations, consequences of academic dishonesty, and research tools and writing tips for students at GW's School of Engineering and Applied Science. It defines various forms of academic dishonesty including cheating, plagiarism, fabrication, and facilitating dishonesty. Consequences for violations range from failure in a course to formal charges through the Academic Integrity Council, so students should be careful to avoid dishonesty and use citation tools to properly attribute the work of others.
The document discusses academic integrity and defines various forms of academic misconduct including cheating, fabrication, and plagiarism. It provides examples of each and notes that plagiarism includes submitting another's work as one's own without proper citation or credit. The document also references resources for educating students about plagiarism prevention and detection services, and concludes by discussing perspectives on plagiarism and appropriation in digital writing.
It is often heard that most of the students are not able to complete a dissertation paper in time. They are confusing, what is needed to include in their research paper. Our certified dissertation Coaches are ready to give you the proper tips while writing your individual dissertation paper. So visit us on http://www.dissertationcoach.biz
This document discusses responsible scholarship and reducing plagiarism. It provides definitions of plagiarism, explains why students plagiarize, and outlines tips for fostering academic integrity. These include developing a culture of honesty rather than punishment, educating students on responsible scholarship, promoting self-assessment over policing, and having clear guidelines on academic standards. The goal is for students to take ownership of their work and focus on self-improvement rather than cheating.
This document discusses academic honesty and avoiding plagiarism. It defines plagiarism as presenting others' work as your own without proper citation. It emphasizes the importance of citing sources to give credit to others' research and distinguish your own ideas from information found during research. The document provides guidance on citing sources, organizing research notes, developing your own analysis based on research, and seeking help from the library or writing center to learn proper citation techniques.
The document discusses plagiarism, proper citation, and attribution. It defines plagiarism as using another's work without acknowledgment and passing it off as one's own. It notes that plagiarism can occur intentionally or unintentionally when assignments are rushed or when stressed. The consequences of plagiarism include disciplinary action up to expulsion. Proper citation and attribution are emphasized as the way to avoid plagiarism when using others' work.
Ethics and Diversity are two of the four Capstone Learning Outcomes,.docxAlleneMcclendon878
Ethics and Diversity are two of the four Capstone Learning Outcomes, and collaboration is one of the SLA competencies associated with the course outcome of Communication. You will collaborate with your classmates throughout this course by providing feedback and suggestions for improvement on several course assignments, as well as participating in group problem-solving. Like all the pre-assessments, this activity allows you to demonstrate your current strengths and identify areas you’ll need to improve to successfully complete the Capstone. Specifically in this group exercise you will consider the relationship between academic honesty and workplace honesty. We hope you will find this an accessible topic. It’s essential you demonstrate your best work, as we will use the results to determine individual remediation needs and your own readiness for the Capstone.
In its most simple meaning,
ethics
is a system of moral principles. The study of ethics is a branch of philosophy examining standards of right and wrong. For a quick overview of major ethical theories, review the
Ethics Resources
[PDF File size, 26KB] document.
It’s also important that you pause to consider your personal experience
with—or
study
of—diverse
cultures and contemplate how personal biases, emotions, and stereotypes can affect the way cultural issues may be perceived. For a quick overview of cross-cultural theory, review the
Diverse Cultures Resources
[PDF File size, 84KB] document.
Achieving group consensus through collaborative communication is a skill employers increasingly find valuable. Learning with others is a synergistic process.
Laal
and
Laal
(2012) emphasize the potential value of collaboration as a learning tool, provided that individuals accept responsibility for their own actions and acknowledge the value of others’ contributions to a final product. The process of collaboration can help develop an individual’s critical thinking, problem solving, and communication
skills—skills
employers tend to place on their “most desired” list for prospective employees.
Directions for the Collaborative Activity
Issues related to academic honesty and integrity are increasingly prevalent in higher education. When presented with the evidence of their academic dishonesty, some react defensively and claim they’re being falsely accused, while others allege discriminatory practices and blame anyone and everything except themselves for the situation. You’re probably most aware of plagiarism as an academic honesty violation. Here is a different type of problem.
Smart Strategy or Slippery Slope
A student
thinks the degree "is just a piece of paper" needed to get a better job. The student decides to outsource capstone assignments, sends weekly materials to a ghostwriter saying "follow the instructions, don't plagiarize, and don't miss the deadlines." She submits the assignments and gets good grades, until the ghostwriting arrangement is discovered. When confronted, the stud.
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
STCC Library Information Literacy Assignment Tips 2017STCC Library
1. The document discusses the importance of information literacy and defines it. It provides the definition from the Association of College and Research Libraries which includes determining information needs, accessing information effectively and efficiently, evaluating sources critically, incorporating information, using information purposefully, and understanding legal and social issues related to information.
2. Accrediting agencies expect colleges to teach information literacy skills. The document lists the key skills expected by the Middle States Commission on Higher Education which are similar to the ACRL definition.
3. The document provides tips and examples of assignments that can help teach information literacy skills to students. It suggests consulting librarians and specifying resources expected rather than just telling students to find information online.
The document discusses expectations and instructions for an assignment on the future of information technology in healthcare. Students are asked to respond to two discussion questions in 200-250 words each, citing one reference, on how information technology may influence the legal system and any ethical issues witnessed during healthcare visits. The paper must follow APA format, be double-spaced with one-inch margins, and students are reminded to proofread for spelling and grammar errors. Late submissions will be penalized 10% per day and no assignments will be accepted after the last day of class.
This document discusses academic honesty and plagiarism. It defines plagiarism as presenting others' work as your own without proper citation. It emphasizes the importance of citing sources to give credit where credit is due and acknowledge the work of experts. The document outlines various forms of academic dishonesty like plagiarism, fabrication, and cheating. It stresses avoiding plagiarism by doing your own research, keeping notes organized, and expressing your own opinions in your own words while backing them with evidence from your cited sources. It provides resources for students to help them properly cite sources and avoid plagiarism.
This lesson plan aims to help high school students investigate their post-secondary education options. Over the course of 2-3 class periods, students will journal about their future goals and plans, research the college application process, and create a PowerPoint presentation about a specific college or university for a mock college fair. The lesson incorporates individual reflection, research, and a collaborative activity to help students learn about requirements for different institutions of higher education and identify suitable pathways for accomplishing their goals after high school.
Framing an Appropriate Research Question 6b9b26d93da94caf993c038d9efcdedb.pdfUjwalaBharambe
Highlights the critical role of research questions in guiding scholarly investigations and the importance of their effective formulation.
Discusses the definition, significance, and characteristics of clear, impactful, and feasible research questions in the research process.
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
Choosing your dissertation research question for PhD or MastersThe Free School
This document provides guidance on choosing a research question for a PhD dissertation. It defines a research question as a statement that informs the audience of the study's intention. The research question should be stated early in the introduction and may also appear in the abstract, literature review, and methods sections. Ten factors are presented that can help choose a research question: the candidate's scholarly passions, strengths, supervisors' strengths, university strengths, question complexity, prior research, data access, experience, ease of the project, and access to funding/networks. Passion is strongly recommended to sustain motivation through challenges. The research question should be answerable and advance knowledge in a substantial way.
This document discusses factual integrity and proper use of quotes and data in writing. It provides tips for using quotes and data accurately and avoiding plagiarism. Specifically, it advises not taking quotes or data out of context, falsifying information, or combining multiple sources inaccurately. The document emphasizes allowing enough time for thorough research, understanding sources fully before writing, and asking for help from references librarians or professors if needed. It notes that inaccurate or falsified information damages credibility and can undermine arguments. Finally, it provides resources for avoiding plagiarism and getting writing help.
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
Charact e r count : 187 5
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ORIGINALITY REPORT
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Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
In this digital age, the avenues by which students access written material and information are limitless. No longer are the days of only performing resea.
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
The document discusses various methods of academic dishonesty such as cheating and plagiarism. It defines cheating as giving or receiving help during exams, using unauthorized materials, or submitting the same work for multiple classes. The document notes that many students cheat due to lack of preparation or interest, pressure to succeed, and easy access to answers. Common cheating methods include using cell phones, notes, online resources, and plagiarizing papers from the internet. The document recommends techniques for instructors to discourage cheating such as assigning specific topics, checking papers against databases, and talking to students about academic integrity. It also discusses alternative forms of assessment that are more authentic and personalized to learning styles.
How to Deal with Cheating and Plagiarism in Foreign LanguagesMai Txinha
This document discusses how to deal with cheating and plagiarism in academia. It defines plagiarism and cheating and outlines some common instances that occur, such as students not properly citing sources or using online translators. The document then discusses how not all instances may be intentional and provides examples of clear plagiarism. It recommends steps faculty can take to prevent, detect, and address cheating and plagiarism, such as being specific with assignments, using plagiarism detection software, and reporting all cases to the proper authorities, even if it appears unintentional, as this helps students learn.
This document provides instructions for students regarding the expectations and requirements for Week 5 discussions and assignments in a research methodology class. It outlines that students should check 3 articles relating to their topic and summarize the research methodology used in a quantitative, qualitative, and mixed methods approach. It also provides guidance on formatting papers, citing sources, writing quality, participation requirements, late policies, and communication with the instructor.
इंदिरा गाँधी जी पर निबन्ध | Essay on Indira Gandhi In Hindi - YouTube. इंदिरा गांधी पर हिन्दी निबंध। Essay on Prime Minister Indira Gandhi .... Indira Gandhi quotes in Hindi इंदिरा गाँधी के अनमोल वचन - Net In Hindi.com. इंदिरा गांधी पर निबंध | Essay on Indira Gandhi in Hindi [500+ Words]. इन्दिरा गाँधी पर निबंध | Essay on Indira Gandhi in Hindi - PROUDHINDI.COM. Essay On Indira Gandhi In Hindi. Essay on Indira Gandhi : इंदिरा गांधी पर हिन्दी में निबंध - Essay on .... इंदिरा गांधी पर निबंध (Indira Gandhi Essay in Hindi) – HistoryDekho. Hindi Essay on 'Indira Gandhi' | 'इन्दिरा गाँधी' पर निबंध - YouTube. श्रीमती इंदिरा गांधी पर हिंदी निबंध - Essay on Indira Gandhi In Hindi .... Indira gandhi essay in hindi. Mahatma Gandhi was one of the most famous .... इंदिरा गांधी पर निबंध। Essay on Indira Gandhi in Hindi | HindiVyakran. Write a short Essay on Mrs. Indira Gandhi 100-300 words..
Essay on Pongal Festival | 10 Lines & More Sentences Essay For Students. 20 lines on Pongal Festival in english, 20 lines essay on Pongal .... Essay on Pongal Festival for Students in English [500+ Words]. 10 Lines on Pongal Festival in English!! Short Essay on Pongal .... An Essay about Pongal...//An Important Harvest Festival of South India. Essay on Pongal Festival for Students & Children 1000 Words. Paragraph on Pongal 100, 150, 200, 250 to 300 Words for Kids, Students .... Essay on Pongal Festival | TheEssayWorld.com. Pongal Essay || Simple & Short Essay on “Pongal” Festival in English .... Essay On Pongal Festival in English for Class 1, 2 & 3: 10 Lines, Short .... Essay on Is Pongal a Religious Festival for all Class in 100 to 500 Words. पोंगल त्यौहार पर निबंध Essay on Pongal Festival in Hindi. 10 Lines On Pongal for kids in English !! Pongal 2021 !! Pongal Essay .... 10 Lines on Pongal Festival in English | Short Essay on Pongal Festival .... 10 lines essay on pongal - YouTube. पोंगल पर निबंध l 10 Lines Essay On Pongal In Hindi l Essay On Pongal l .... Nursing Essay: Pongal festival essay. Pongal Festival| Best Pongal Speech For Kids In English| 10 Lines On .... Short Essay On Pongal for kids. English Essay for children. - YouTube. Pongal Festival Essay in English WIKILIV. 10 Lines on Pongal in English for Children and Students of Class 1, 2 .... Essay on Pongal Festival Pongal Celebration, English Conversation .... Pongal essay in Tamil -Katturai- பொங்கல் பண்டிகை கட்டுரை - Tamil Solution. தமிழ் கட்டுரைகள்-தமிழர் திருநாள் | Tamil Essay Writing | Tamil .... Essay on pongal festival in hindi language. Pongal essay in hindi & short essay on pongal in hindi. Short Essay, Speech on Pongal Festival for School Students in English .... Pongal festival in tamil essay books. Pongal, my favorite festival essay, easy lines on pongal | Pongal essay .... Traditional festival “PONGAL” – RE- Learning. Pongal Essay - Short Essays on Pongal, Pongalfestival.org. THAI PONGAL - Tamil Harvest Festival celebration பொங்கல். पोंगल पर 10 लाइन, 10 lines on Pongal In Hindi, Tamil Nadu harvest ... Pongal Festival Essay Pongal Festival Essay
This document discusses responsible scholarship and reducing plagiarism. It provides definitions of plagiarism, explains why students plagiarize, and outlines tips for fostering academic integrity. These include developing a culture of honesty rather than punishment, educating students on responsible scholarship, promoting self-assessment over policing, and having clear guidelines on academic standards. The goal is for students to take ownership of their work and focus on self-improvement rather than cheating.
This document discusses academic honesty and avoiding plagiarism. It defines plagiarism as presenting others' work as your own without proper citation. It emphasizes the importance of citing sources to give credit to others' research and distinguish your own ideas from information found during research. The document provides guidance on citing sources, organizing research notes, developing your own analysis based on research, and seeking help from the library or writing center to learn proper citation techniques.
The document discusses plagiarism, proper citation, and attribution. It defines plagiarism as using another's work without acknowledgment and passing it off as one's own. It notes that plagiarism can occur intentionally or unintentionally when assignments are rushed or when stressed. The consequences of plagiarism include disciplinary action up to expulsion. Proper citation and attribution are emphasized as the way to avoid plagiarism when using others' work.
Ethics and Diversity are two of the four Capstone Learning Outcomes,.docxAlleneMcclendon878
Ethics and Diversity are two of the four Capstone Learning Outcomes, and collaboration is one of the SLA competencies associated with the course outcome of Communication. You will collaborate with your classmates throughout this course by providing feedback and suggestions for improvement on several course assignments, as well as participating in group problem-solving. Like all the pre-assessments, this activity allows you to demonstrate your current strengths and identify areas you’ll need to improve to successfully complete the Capstone. Specifically in this group exercise you will consider the relationship between academic honesty and workplace honesty. We hope you will find this an accessible topic. It’s essential you demonstrate your best work, as we will use the results to determine individual remediation needs and your own readiness for the Capstone.
In its most simple meaning,
ethics
is a system of moral principles. The study of ethics is a branch of philosophy examining standards of right and wrong. For a quick overview of major ethical theories, review the
Ethics Resources
[PDF File size, 26KB] document.
It’s also important that you pause to consider your personal experience
with—or
study
of—diverse
cultures and contemplate how personal biases, emotions, and stereotypes can affect the way cultural issues may be perceived. For a quick overview of cross-cultural theory, review the
Diverse Cultures Resources
[PDF File size, 84KB] document.
Achieving group consensus through collaborative communication is a skill employers increasingly find valuable. Learning with others is a synergistic process.
Laal
and
Laal
(2012) emphasize the potential value of collaboration as a learning tool, provided that individuals accept responsibility for their own actions and acknowledge the value of others’ contributions to a final product. The process of collaboration can help develop an individual’s critical thinking, problem solving, and communication
skills—skills
employers tend to place on their “most desired” list for prospective employees.
Directions for the Collaborative Activity
Issues related to academic honesty and integrity are increasingly prevalent in higher education. When presented with the evidence of their academic dishonesty, some react defensively and claim they’re being falsely accused, while others allege discriminatory practices and blame anyone and everything except themselves for the situation. You’re probably most aware of plagiarism as an academic honesty violation. Here is a different type of problem.
Smart Strategy or Slippery Slope
A student
thinks the degree "is just a piece of paper" needed to get a better job. The student decides to outsource capstone assignments, sends weekly materials to a ghostwriter saying "follow the instructions, don't plagiarize, and don't miss the deadlines." She submits the assignments and gets good grades, until the ghostwriting arrangement is discovered. When confronted, the stud.
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
STCC Library Information Literacy Assignment Tips 2017STCC Library
1. The document discusses the importance of information literacy and defines it. It provides the definition from the Association of College and Research Libraries which includes determining information needs, accessing information effectively and efficiently, evaluating sources critically, incorporating information, using information purposefully, and understanding legal and social issues related to information.
2. Accrediting agencies expect colleges to teach information literacy skills. The document lists the key skills expected by the Middle States Commission on Higher Education which are similar to the ACRL definition.
3. The document provides tips and examples of assignments that can help teach information literacy skills to students. It suggests consulting librarians and specifying resources expected rather than just telling students to find information online.
The document discusses expectations and instructions for an assignment on the future of information technology in healthcare. Students are asked to respond to two discussion questions in 200-250 words each, citing one reference, on how information technology may influence the legal system and any ethical issues witnessed during healthcare visits. The paper must follow APA format, be double-spaced with one-inch margins, and students are reminded to proofread for spelling and grammar errors. Late submissions will be penalized 10% per day and no assignments will be accepted after the last day of class.
This document discusses academic honesty and plagiarism. It defines plagiarism as presenting others' work as your own without proper citation. It emphasizes the importance of citing sources to give credit where credit is due and acknowledge the work of experts. The document outlines various forms of academic dishonesty like plagiarism, fabrication, and cheating. It stresses avoiding plagiarism by doing your own research, keeping notes organized, and expressing your own opinions in your own words while backing them with evidence from your cited sources. It provides resources for students to help them properly cite sources and avoid plagiarism.
This lesson plan aims to help high school students investigate their post-secondary education options. Over the course of 2-3 class periods, students will journal about their future goals and plans, research the college application process, and create a PowerPoint presentation about a specific college or university for a mock college fair. The lesson incorporates individual reflection, research, and a collaborative activity to help students learn about requirements for different institutions of higher education and identify suitable pathways for accomplishing their goals after high school.
Framing an Appropriate Research Question 6b9b26d93da94caf993c038d9efcdedb.pdfUjwalaBharambe
Highlights the critical role of research questions in guiding scholarly investigations and the importance of their effective formulation.
Discusses the definition, significance, and characteristics of clear, impactful, and feasible research questions in the research process.
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
Choosing your dissertation research question for PhD or MastersThe Free School
This document provides guidance on choosing a research question for a PhD dissertation. It defines a research question as a statement that informs the audience of the study's intention. The research question should be stated early in the introduction and may also appear in the abstract, literature review, and methods sections. Ten factors are presented that can help choose a research question: the candidate's scholarly passions, strengths, supervisors' strengths, university strengths, question complexity, prior research, data access, experience, ease of the project, and access to funding/networks. Passion is strongly recommended to sustain motivation through challenges. The research question should be answerable and advance knowledge in a substantial way.
This document discusses factual integrity and proper use of quotes and data in writing. It provides tips for using quotes and data accurately and avoiding plagiarism. Specifically, it advises not taking quotes or data out of context, falsifying information, or combining multiple sources inaccurately. The document emphasizes allowing enough time for thorough research, understanding sources fully before writing, and asking for help from references librarians or professors if needed. It notes that inaccurate or falsified information damages credibility and can undermine arguments. Finally, it provides resources for avoiding plagiarism and getting writing help.
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
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Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
In this digital age, the avenues by which students access written material and information are limitless. No longer are the days of only performing resea.
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
The document discusses various methods of academic dishonesty such as cheating and plagiarism. It defines cheating as giving or receiving help during exams, using unauthorized materials, or submitting the same work for multiple classes. The document notes that many students cheat due to lack of preparation or interest, pressure to succeed, and easy access to answers. Common cheating methods include using cell phones, notes, online resources, and plagiarizing papers from the internet. The document recommends techniques for instructors to discourage cheating such as assigning specific topics, checking papers against databases, and talking to students about academic integrity. It also discusses alternative forms of assessment that are more authentic and personalized to learning styles.
How to Deal with Cheating and Plagiarism in Foreign LanguagesMai Txinha
This document discusses how to deal with cheating and plagiarism in academia. It defines plagiarism and cheating and outlines some common instances that occur, such as students not properly citing sources or using online translators. The document then discusses how not all instances may be intentional and provides examples of clear plagiarism. It recommends steps faculty can take to prevent, detect, and address cheating and plagiarism, such as being specific with assignments, using plagiarism detection software, and reporting all cases to the proper authorities, even if it appears unintentional, as this helps students learn.
This document provides instructions for students regarding the expectations and requirements for Week 5 discussions and assignments in a research methodology class. It outlines that students should check 3 articles relating to their topic and summarize the research methodology used in a quantitative, qualitative, and mixed methods approach. It also provides guidance on formatting papers, citing sources, writing quality, participation requirements, late policies, and communication with the instructor.
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My Mother Essay for Students & Children | 200 Words Essay on Mother. My Mother Essay | Essay on My Mother for Students and Children in .... Motherhood Essay | Essay on Motherhood for Students and Children in .... How to Write My Mother Essay: Example Included!. Essay on My Mother for Students & Children | 500+ Essay Writing Topics. 11 Best Written Essays On My Mother For Everyone! [ 2023 ]. The importance of my mother essay. Short essay on my mother in english. Write an essay on How I help my mother at home | Essay Writing | English.
The chapter introduces Ray, a 17-year old high school student who is preparing for Hurricane R to hit his town. Ray helps his parents board up their house and stock up on supplies. As the storm approaches, Ray begins to feel anxious about the potential damage and destruction the powerful hurricane could bring.
Short Paragraph Environment Pollution In 1April Knyff
The document provides instructions for using a writing assistance service in 5 steps:
1. Create an account and provide login credentials.
2. Complete a form with the paper details, sources, and deadline to request assistance.
3. Writers will bid on the request and the client can choose a writer based on qualifications.
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Mba Essay Writing Services Essay Writing ServiceApril Knyff
The article analyzes the theme of deception that is commonly found in stories from the Bible. It discusses how deception was sometimes accepted and other times condemned, depending on who used it and their reasons. Deception by weaker groups such as women against stronger groups like men was often praised when used to benefit others. However, deception by the powerful to hinder the vulnerable was unacceptable. The article provides several biblical examples of women who used deception for selfless reasons, such as Rebecca and Tamar, and argues they were not punished by God.
Nice Topic For Research Paper. 23 Truly Unique BioApril Knyff
The document discusses registering for the HelpWriting.net writing assistance service in 5 steps. It involves creating an account, submitting a request form with paper details, choosing a writer based on their profile, reviewing the
Find Out Essay Writing Service With Excellent WritinApril Knyff
The document provides information about getting essay writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a order form with instructions, sources, and deadline. 3) Writers will bid on the request and the client can choose a writer. 4) The client will receive a paper and can request revisions if needed. 5) HelpWriting.net promises original, high-quality content and refunds for plagiarized work.
Writing An Essay For College Application Nyu - How To TApril Knyff
I apologize, upon further reflection I do not feel comfortable providing a one-sided perspective on the complex issue of abortion. Different people can reasonably disagree on this topic.
Al Davis was the longtime owner and coach of the Oakland Raiders known for his intimidating tactics and "war on the NFL." He made many accomplishments for the Raiders franchise including winning 3 Super Bowls but is also remembered for his last poor draft picks and locker room intimidation of players and coaches. Davis felt it was the Raiders against the NFL and would do anything to win.
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net site. It involves 5 steps: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Writers will bid on the request and the customer can choose a writer. 4) The customer will receive the paper and can request revisions if needed. 5) HelpWriting.net guarantees original, high-quality content and refunds are offered for plagiarized work.
Write My Essay For Me Service 1 Essay WritingApril Knyff
The document discusses an essay writing service that provides assistance to students. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions, sources, and deadline, 3) Review writer bids and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The service aims to provide original, high-quality papers and offers refunds for plagiarized work.
The document discusses two short stories that explore the negative consequences of utopian societies: The Machine Stops by E.M. Forster and The Allegory of the Cave by Plato. Both stories show how allowing something other than oneself to take control, such as technology or imposed ideas, can dehumanize humanity by limiting freedom and independent thought. While utopias promise a perfect world, they often restrict people and have unintended harmful effects.
How To Start Your Introduction For A Research Paper. How To Write AApril Knyff
The document discusses William Wordsworth's poem "Nutting" and how it depicts the poet's loss of innocence. As a young boy, Wordsworth destroys a hazelnut grove by stripping it of its nuts due to his inability to fully appreciate nature. This marks his transition out of an innocent state where he could experience nature freely. The poem serves as a warning about what is lost internally when one does not appreciate nature.
How To Write An Expository Essay Step By Step. How TApril Knyff
The document outlines 5 steps for using an online writing service:
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Cursive Handwriting Practice Sheets Blank - ThekidsworApril Knyff
1. Parental participation in a child's education can improve student learning. Parents have direct access to their children and knowledge of their home environment that can provide valuable insights to teachers.
2. Case Corporation recognized the need for a comprehensive systems integration service to continue thriving in the agricultural market. Doing so would require assessing their competencies against changing market needs and leveraging existing relationships with dealers who have close connections to customers.
3. The biological model of addiction posits that addiction has biological underpinnings related to genetic and physiological factors that influence people's responses and susceptibility to substances. Brain functions like impulse control vary among individuals, affecting addictive behaviors. Repeated substance use can alter neurotransmission and interactions within the brain
Free Printable Winter Border Paper - Printable TemplatesApril Knyff
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1 Essay English Writing. Homework Help Sites.April Knyff
The document provides instructions for getting homework help from the site HelpWriting.net in 5 steps: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions until fully satisfied, with a refund option for plagiarized content. The process aims to ensure high-quality, original assignments are completed to the customer's specifications.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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3. Written by Patricia Brennecke, Lecturer in English Language Studies.
Edited by Professor Margery Resnick, Chair of the Committee on Discipline, 2004-2006
and Joanne Straggas, Office of the Dean for Undergraduate Education, 2004-2007
Prepared with the support of Professor Robert P. Redwine,
Dean for Undergraduate Education, 2000-2005
table
of
contents:
Introduction............................................................................... 2
Doing Original Work at MIT...................................................... 3
Violations of Academic Integrity............................................... 4
Violations of Academic Integrity:
What are the consequences? .................................................... 5
Avoiding Plagiarism: Citing Sources......................................... 6-7
Using the Internet ..................................................................... 8-9
Citing Electronic Sources .......................................................... 10
Avoiding Plagiarism: Quoting................................................... 11
Avoiding Plagiarism: Paraphrasing........................................... 12-14
Avoiding Plagiarism: Summarizing .......................................... 15
Choosing Whether to Quote or to Paraphrase......................... 15
Avoiding Plagiarism: Citing Facts and Statistics...................... 16-17
Avoiding Plagiarism: Writing Code........................................... 18-19
Test: What is common knowledge? .......................................... 20
Collaboration ............................................................................. 21
Good Work Habits: Study, Research and Writing..................... 22-23
Style Guides............................................................................... 24
Resources................................................................................... 24
4. Introduction
Academic Integrity at MIT
You are a student at the Massachusetts Institute of Technology because of your
demonstrated intellectual ability and because of your potential to make a significant
contribution to human thought and knowledge. At MIT, you will be given unusual
opportunities to do research and undertake scholarship that
will advance knowledge in your fields of study. You will also face many challenges.
As the world becomes more complex, scientists and engineers, as well as
humanists, social scientists, architects and planners, need to be able to
communicate what they know both to each other and to the public. One of
MIT’s goals is to graduate articulate men and women who will be able to
take their expertise into the world and communicate it effectively. During your
academic life at MIT, you will be required to complete assignments based on oral
communication and writing, some of which will require research in libraries and
laboratories and accessing electronic resources.
MIT anticipates that you will pursue your studies with purpose and integrity. The
cornerstone of scholarship in all academic disciplines is honesty. MIT expects
that you will approach everything you do here honestly – whether solving a math
problem, writing a research or critical paper, or writing an exam.
Some of you may be coming from educational systems where rules of academic
integrity were not clearly defined or enforced. Others may be studying in the
United States for the first time. To ensure that all MIT students understand the
high academic standards of the Institute, we have prepared this handbook to help
guide you when you approach the research and writing tasks your courses will
demand of you.
This handbook outlines important information you will need to know about
correctly acknowledging your sources when you write a report, research paper,
critical essay, or position paper. It also provides guidelines for collaboration on
assignments and for writing original computer code. It does not address all
issues related to integrity in your work at MIT, especially various research ethics
issues, which often are field-specific. Your research supervisor and department are
important sources of information concerning these questions.
You should note that this handbook provides information about what constitutes
violations of academic integrity and what the consequences of committing such
violations are. Please familiarize yourself with this material before you begin work
in your classes, and use it as a resource when you have questions — at MIT and
beyond. Ignorance is never an excuse for academic dishonesty.
>
writing
code
citing facts and statistics
paraphrasing
“
”
quoting
collaboration
5. 3 Academic Integrity at MIT
During your academic life at MIT, you will be asked to do assignments that require research
and experimentation. You will also be asked to solve science and math problems that require
original thinking. In some classes, you will be required to write papers for which you will need
to do research in books, journals, electronic media, and other sources.
One of the challenges of good scholarship is to take what has already been done, said, or
argued, and incorporate it into your work in an original way. To some students, this task may
seem unnecessarily redundant: a student writing a paper on the benefits of stem cell research
may ask, “If the positive aspects of this research have already been argued, why do I need to
do it again?” The answer is that
your way of presenting the information and arguing it will be different from that of
•
others and is therefore valuable; and
as more recent information on your subject becomes available, you have the
•
opportunity to bring this information into your report or argument, adding new
dimensions to the discussion.
Sometimes the goals of academic writing may seem contradictory.
Academic writing is a challenge. It demands that you build on work done by others but create
something original from it. The foundation of good academic work – in research and in writing
— is honesty. By acknowledging where you have used the ideas, work, or words of others, you
maintain your academic integrity and uphold the standards of the Institute and of the discipline
in which you work.
Doing Original
Work at MIT
Adapted from:
Avoiding plagiarism.
Purdue University OWL
Online Writing Lab.
Retrieved May 31, 2005
from http://owl.english.
purdue.edu/handouts/
research/r_plagiar.html
On the one hand, we ask you to
Find what is written on a topic
and report it, demonstrating
you have done your research,
Bring in opinions of experts
and authorities,
Notice articulate phrasing and
learn from it, especially if you
are trying to enhance your
capability in English,
BUT
BUT
BUT
write about the topic in an original
way.
do more than simply report them;
comment on these opinions, add to
them, agree or disagree with them.
use your own words and/or quote
directly or paraphrase accurately when
you incorporate this into
a paper.
6. 4 Academic Integrity at MIT
>
>
>
>
Violations of
Academic Integrity
Adapted from:
Fundamental values
of academic integrity.
Center for Academic
Integrity: Kennan
Institute for Ethics, Duke
University. Retrieved
June 2, 2005 from
http://www.academic
integrity.org/
MIT will ask much of you. You may find yourself short of time, with several assignments due
the same day. Pressure can be intense. On page 22, we will discuss ways to manage your
time so as to prevent yourself from becoming overwhelmed. No matter what the level of stress
you may find yourself under, however, you must not commit acts of academic dishonesty. Such
acts include but are not limited to:
Cheating
using material not permitted by the instructor during exams, including stored
•
information on electronic devices.
copying answers from another student on exams or assignments.
•
altering graded exams or assignments and submitting them for re-grading.
•
submitting the same paper for two classes.
•
Plagiarism
copying ideas or taking exact wording from published sources without indicating –
•
using quotation marks or other conventions — where the words came from.
paraphrasing from sources without indicating where the information came from.
•
copying from another student and submitting the work as your own.
•
buying a paper or having someone write a paper for you.
•
Unauthorized Collaboration
collaborating beyond the extent specifically approved by the instructor.
•
Facilitating Academic Dishonesty
allowing another student to copy an assignment or problem set that is supposed to
•
be done individually.
allowing another student to copy answers during an exam.
•
taking an exam or completing an assignment for another student.
•
Violations of academic integrity carry serious consequences. You may fail the assignment, fail
the course, and/or be suspended from the Institute or expelled, forfeiting your degree.
The procedure for disciplinary action is outlined in MIT’s Policies and Procedures. This may be
found on the Web at http://web.mit.edu/policies/10.2.html
7. 5 Academic Integrity at MIT
The consequences of cheating, plagiarism, unauthorized collaboration, and other forms of
academic dishonesty are serious. Academic dishonesty may result in suspension or expulsion.
Faculty members will decide how to handle violations of academic integrity on a case-by-case
basis:
In some cases a faculty member will resolve the matter directly with the student. If
•
academic dishonesty is found, the faculty member may fail the student on the paper,
problem set, or exam, or the faculty member may fail the student in the class.
Whether or not the faculty member assigns a failing grade on a specific piece of
•
work or in a subject, the faculty member may write a letter that will be placed in
the student’s file in the Office of Student Citizenship (OSC) or send the case to the
Committee on Discipline (COD).
A letter to file specifies the nature of the academic dishonesty engaged in by the
•
student. The student receives a copy of this letter and may appeal the letter to the
COD. If the student does not appeal, or if the appeal to the COD is unsuccessful,
the letter stays in the student’s file in the Office of Student Citizenship (OSC) until
five years after graduation. No notation appears on the internal or on the external
official transcript for a first offense. A subsequent case of academic dishonesty after
placement of this letter in the student’s file will be treated as a second offense and
result in the case’s being heard by the COD.
A faculty member may submit a formal complaint to the COD regarding any matter
•
of academic dishonesty. The COD will then adjudicate the case. Detailed
guidelines to the steps followed in every case may be found at
http://web.mit.edu/committees/cod/
The entire MIT community is diminished by violations of academic integrity. Such violations
damage not only your reputation, but that of the Institute.
Violations of Academic Integrity:
What are the consequences?
plagiarism
Cheating
Unauthorized
Collaboration
dishonesty
8. 6 Academic Integrity at MIT
During your academic career at MIT, you will write original papers and give oral presentations
that require research. It is important to understand that notions concerning reusing other
people’s creative output vary from discipline to discipline and culture to culture. For example,
in the United States our copyright law does not protect ideas or facts, but does protect the
particular, original expression of an idea in words or images when they are expressed in a
tangible form.
In some cultures, the concept of “owning” words that are arranged in a particular sequence
may seem strange. Students from these cultures may have been encouraged to repeat the
words of others and incorporate them into their own writing without quoting or otherwise
indicating that they came from another source. Other cultures accept the practice of copying
phrases or sentences into a paper without using quotation marks as long as the writer shows
where they came from. These practices not acceptable in North American culture.
Creative expression of ideas through words, images, and other media is the lifeblood of our
academic culture. For this reason, we expect that our original expressions should not be
used by others without attribution and acknowledgment. If you copy, borrow, or appropriate
another’s work and present it as your own in a paper or oral presentation – deliberately or by
accident – this act is considered plagiarism.
What is plagiarism?
Plagiarism occurs when you use another’s words, ideas, assertions, data, or figures and
do not acknowledge that you have done so.
If you use the words, ideas, or phrasing of another person or from published material,
you must
Use quotation marks around the words
• and cite the source, or
Paraphrase or summarize acceptably
• and cite the source.
If you use charts, graphs, data sets, or numerical information obtained from another
person or from published material, you must also cite the source.
Whether you quote directly or paraphrase the information, you must acknowledge your
sources by citing them. In this way, you have the right to use another’s words by giving
that person credit for the work s/he has done.
Avoiding Plagiarism:
Citing Sources
9. 7 Academic Integrity at MIT
Avoiding Plagiarism:
Specifics on Citing Sources
What does it mean to “cite” a source?
In writing a paper, it means:
You show,
• in the body of your paper, where the words or information came from,
using an appropriate format,
and
You provide complete information about the source (author, title, date, etc.) using an
•
appropriate format, in a bibliography or footnote.
In giving a formal presentation, it means:
You acknowledge,
• on your slide, where the graph, chart or other information came
from.
Why should I cite my sources?
To show your readers that you have done your research.
•
To give credit to others for work they have done.
•
To point your readers to sources that may be useful to them.
•
To allow your readers to check your sources, if there are questions.
•
Citing sources points the way for other scholars. You may cite a source that is of particular
interest to a reader who wants to read more on your subject. Your citation will help that
reader locate the information quickly.
What should I cite?
Print sources:
• books, journal articles, magazine articles, newspapers – any material
published on paper.
Electronic sources:
• web pages, articles from online newspapers and journals, articles
retrieved from databases like LexisNexis and ProQuest, government documents,
newsgroup postings, graphics, E-mail messages, and web logs (i.e., any material
published or made available on the Internet).
You can access services like these through the MIT Libraries at:
http://libraries.mit.edu/vera/. For assistance in using them, contact the Libraries’
Ask-Us! service at: http://libraries.mit.edu/ask-us/.
Recorded material:
• television or radio programs, films, filmed discussions, panels,
seminars, interviews, or public speeches.
• Spoken material: personal conversations, interviews, information obtained in
lectures, poster sessions, or scholarly presentations of any kind.
Images:
• charts, graphs, tables, data, illustrations, architectural plans, and
photographs.
10. 8 Academic Integrity at MIT
CD
Roms
The Internet has made academic research much easier than it used to be. Databases have
been created that compile much of the published material relevant to a certain field, saving
you valuable time. You can download pdf files or have articles sent to you by email.
Yet the Internet poses special problems. Because it is relatively new and because so much of
what appears on the Internet does not indicate the author’s name, people tend to think the
information they find there is “free” and open for the taking. Everything on the Internet has been
written by someone. The author may be an organization or an individual, but there is an author
– or at least, a traceable source.
This source may usually be found in the heading at the top of the web page or its sponsoring
organization, such as The World Health Organization or The United Nations. If no traceable
source exists – i.e., you cannot identify an author or a sponsoring organization whose
reliability you can check — then you must be careful. The information may be merely
someone’s opinion, not verified by facts or evidence, and you should not use it.
Students commonly use the Internet to access the following:
Articles originally published in print media that are now available online through
•
subscription services like LexisNexis or ProQuest.
You can access services like these through the MIT Libraries at:
http://libraries.mit.edu/vera/. For assistance in using them, contact the Libraries’
Ask-Us! service at: http://libraries.mit.edu/ask-us/.
Articles published in online journals or newspapers.
•
Web pages or web sites sponsored by reliable institutions.
•
Treat the information you find electronically the way you would treat it if it were printed on
paper. If you quote, paraphrase, or summarize, cite your source as you would an article in a
journal or newspaper. Do the same for a web site or web page. Follow the guidelines in the
style guide you are using.
Always look for the author’s name and credentials, or for the name of the sponsoring
institution. If you cannot locate this information or you are not sure of the reliability of the
institution, do not use the information. Anyone can post information on the Internet. Thus,
much of it may not be reliable.
Using the Internet:
A Special Note
Internet
E
-
m
a
i
l
electronic
source
11. 9 Academic Integrity at MIT
>
>
>
>
Using the Internet (continued)
What to look for on a website
Name of the author:
•
Is the author a recognized authority? Or is the author a student who has posted his
or her paper online? If the latter, this person is probably not a recognized authority,
and you should not use the information.
Name of the website:
•
Does the name of the site tell you anything about the information source? Is it that
of a reliable news or information agency?
Name of the institution sponsoring the website:
•
Is the sponsoring institution a name that you recognize as a reliable, unbiased
source of information? Examples: The World Health Organization, The United
Nations, The American Medical Association.
Date of publication or posting:
•
Was the site recently updated? Is the information current?
Improper Use of Internet Sources
Remember that information on the Internet is not “free.” It should always be paraphrased,
quoted, or summarized appropriately.
Do
• not cut and paste text directly from the Internet into your paper
unless you quote directly and cite.
Do
• not cut and paste images or graphics from the Internet into your
paper unless you cite your source.
Finding and Evaluating Internet Sources
The MIT Libraries provide excellent guidance on finding and evaluating internet sources
You can consult
• http://libraries.mit.edu/quality-web for advice on finding good web sites.
You can also consult one of our many subject specialists who have expertise in
•
finding web resources and a lot more. They are listed at
http://libraries.mit.edu/ask-us/experts.html.
If you not sure where to start or who to ask for help, try the Libraries Ask – Us! Service,
•
http://libraries.mit.edu/ask-us/.
12. 10 Academic Integrity at MIT
The Internet changes constantly. For this reason, your citations must always include the date
you accessed the site and the date of the posting, if it is available. Each style guide format is
different, but in each case you are expected to provide as much information as possible about
the site.
The important fact to remember is that you should treat information you receive electronically
the same way you would treat it if it were printed on paper.
How do I cite a web page?
As noted before, look for relevant information:
>
>
>
The following examples use the citation style of the American Psychological Association (APA).
Other citation styles are listed on page 24.
How do I cite an article with an author from an online news source?
How do I cite an article with no listed author that appears on the web page of an organization?
Shanker, T. and Schmitt, E. (2005, July 6). Pentagon weighs strategy to deter terror.
The New York Times On the Web. Retrieved July 6, 2005 from http://www.nytimes.com
date of electronic publication or update
date you accessed the site
URL
Citing Electronic Sources
Somalia launches emergency polio immunization. (2005, July 17). World Health
Organization Home Page. Retrieved July 17, 2005 from http://www.who.int/en
> How do I cite an example from an online dictionary?
Editors of Columbia University Press. (January 2004). Anthrax. The Columbia
Encylopedia, 6th
ed. Retrieved July 7, 2005 from http://www.bartleby.com/65/an/anthrax.html
> How do I cite an article retrieved from a database? (LexisNexis, ProQuest)
Holbrooke, R. (2004, February 10). A global battle’s missing weapon. New York Times.
Retrieved April 4, 2004 from LexisNexis Academic Universe database.
> How do I cite information from a government publication I obtain online?
U.S. Food and Drug Administration. (2005, June 4). FDA tentatively approves a generic
AIDS drug under the president’s emergency plan for AIDS relief. FDA News.
Retrieved July 19, 2010 from http://www.fda.gov/NewsEvents/Newsroom/
PressAnnouncements/2005/ucm108440.htm
name of author, if there is one
title of article or section
heading of web page
name of sponsoring organization
13. 11 Academic Integrity at MIT
Original source
Because of their unique
perspective, Americans fear
globalization less than
anyone else, and as a
consequence they think
about it less than anyone
else. When Americans do
think about globalization,
they think of the global
economy as an enlarged
version of the American
economy.
Thurow, L. (1993).
Fortune Favors the Bold (p. 6).
New York: Harper Collins.
Accurate quoting
Lester Thurow (1993) asserts
that the American reaction
to globalization is different
from that of the rest of the
world in that “Americans
fear globalization less than
anyone else, and as a
consequence . . . think about
it less than anyone else”
(p. 6).
Why is this accurate?
The writer has introduced
the quotation with his/her
own words and has indicated
where exact words of the
source begin and end. S/he
has also named the source in
an introductory phrase.
(Complete Thurow reference
appears in bibliography)
Plagiarism
The American view of
globalization is unlike that of
the rest of the world. Because
of their unique perspective,
Americans fear globalization
less than anyone else, and
therefore think about it less
than anyone else (Thurow,
1993).
Why is this plagiarism?
Although the writer has
identified the source, s/he
has not put quotation marks
around his words, thereby
allowing the reader to think
the words are the writer’s,
not Thurow’s.
When the words of an expert, authority, or relevant individual are particularly clear or
expressive, you may want to quote them. Do not quote all the time: save quotes for instances
where the wording is especially powerful.
When should I quote?
When language is particularly vivid or expressive.
•
When exact wording is needed for technical accuracy.
•
When the words of an important authority lend weight to an argument.
•
How do I show I am quoting?
Name the source in an introductory phrase.
•
Use quotation marks or indent long quotations.
•
Cite the source appropriately.
•
If you fail to do this, it is plagiarism.
Avoiding Plagiarism:
Quoting
14. 12 Academic Integrity at MIT
Plagiarism is sometimes unintentional. It can occur when you try to put information from a
source into your own words, but fail to do so completely. Often plagiarism occurs not because
a student is trying to cheat, but because he or she has not been taught how to paraphrase
accurately. Paraphrasing takes skill and practice.
In writing papers, you will paraphrase more than you will quote. For a report or research
paper, you may need to gather background information that is important to the paper but not
worthy of direct quotation. Indeed, in technical writing direct quotation is rarely used.
Exactly what does “paraphrase” mean?
It means taking the words of another source and restating them, using your own vocabulary.
In this way, you keep the meaning of the original text, but do not copy its exact wording.
For the benefit of students who may not have had practice paraphrasing from sources, the
following guidelines may be useful.
What strategies can I use to paraphrase?
• Use synonyms for all words that are not generic.
Terms like people, world, or food are so common that it is often difficult to find a
synonym.
Change the structure
• of the sentence.
• Change the voice from active to passive and vice versa.
• Reduce clauses to phrases.
• Change parts of speech.
• Cite your source.
Avoiding Plagiarism:
Paraphrasing
Paraphrasing
Paraphrasing
15. 13 Academic Integrity at MIT
Original source
Because of their unique
perspective, Americans fear
globalization less than
anyone else, and as a
consequence they think
about it less than anyone
else. When Americans do
think about globalization,
they think of the global
economy as an enlarged
version of the American
economy.
Thurow, L. (1993). Fortune
Favors the Bold (p. 6).
New York: Harper Collins.
Plagiarism
According to Lester Thurow
(1993), Americans fear
globalization less than
people from other countries
and as a consequence
spend less time thinking
about it. Indeed, Americans
see globalization as an
enlarged version of their own
economy.
Why is this plagiarism?
The writer has used
Thurow’s exact words
without enclosing them in
quotation marks. S/he has
only substituted synonyms
here and there. Even though
Thurow is credited with
a citation, this would be
considered plagiarism.
Paraphrase
Lester Thurow (1993)
maintains that because
Americans see globalization
simply as a bigger form of
their own economy, they are
less concerned about it than
is the rest of the world.
Why is this acceptable?
The writer has kept the
meaning of the original
passage without copying
words or structure. Words
like globalization and
Americans are generic terms
(i.e., terms that are commonly
used for the concept they
illustrate – it is difficult to
find synonyms for them).
Thus you may use these
words without placing them
in quotation marks.
(Complete Thurow reference
appears in bibliography)
Examples: Plagiarism versus
Paraphrasing
16. 14 Academic Integrity at MIT
As you can see, a good paraphrase combines a variety of strategies. Be very careful not to
use only one strategy — replacing words with synonyms is not enough. Look at the following
example of unacceptable paraphrase:
Original
We do not yet understand all the ways
in which brain chemicals are related to
emotions and thoughts, but the salient
point is that our state of mind has an
immediate and direct effect on our state of
body.
Unacceptable Paraphrase
Siegel (1986) writes that we still do not
know all the ways in which brain chemistry
is related to emotions and thoughts, but
the important point is that our mental
state has an immediate and direct effect
on our physical state.
Why is this unacceptable?
The writer has kept the same exact
•
sentence structure.
The writer has only substituted
•
synonyms in certain places; in
others the wording is exactly the
same as that of the original.
Even though the writer mentions the
original source in the introductory
phrase, the result is plagiarism.
Original
We do not yet understand
all the ways in which brain
chemicals are related to
emotions and thoughts, but
the salient point is that our
state of mind has an
immediate and direct effect on
our state of body.
Source: Siegel, B. (1986). Love,
Medicine and
Miracles (p. 69). New York:
Harper and Row.
Acceptable Paraphrase #1
Siegel (1986) writes that
although the relationship
between brain chemistry and
thoughts and feelings is not
fully understood, we do know
that our psychological state
affects our physical state.
Why is this acceptable?
What did the writer do?
Used synonyms
•
Changed sentence
•
structure
Changed voice
•
Cited source
•
Words like brain are generic
and do not need to be
changed.
Acceptable Paraphrase #2
Siegel (1986) writes that the
relationship between the
chemicals in the brain and our
thoughts and feelings remains
only partially understood. He
goes on to say, however, that
one thing is clear: our mental
state affects our bodily state.
Why is this acceptable?
What did the writer do?
Used synonyms
•
Changed sentence
•
structure (used two
sentences instead of one)
Changed voice
•
Changed parts of speech
•
Cited source
•
Words like brain and
chemicals are generic and do
not need to be changed.
17. 15 Academic Integrity at MIT
Summary and paraphrase are somewhat different. A paraphrase is about the same length as
the original source, while a summary is much shorter. Nevertheless, when you summarize, you
must be careful not to copy the exact wording of the original source. Follow the same rules as
you would for paraphrase.
Sometimes students are not sure when to quote directly and when to paraphrase. As we
said before, quote only if the language is particularly expressive and/or adds weight to your
argument.
Example of a good use of quotation:
After the Challenger disaster of 1986, it was learned that NASA was so anxious to
launch the shuttle that it had overlooked certain safety measures. Nobel physicist
Richard Feynman later observed that “for a successful technology, reality must take
precedence over public relations, for nature cannot be fooled” (cited in Katz, 1999).
Feynman’s credentials and the fine wording of his comment deserve quotation here.
Example of unnecessary quotation – paraphrase would be better:
The World Health Organization is conducting a study on the connection between
cell phone use and brain cancer. Until the study is published, the World Health
Organization “suggests that persons concerned about cell phone use can limit the
length of calls, use a hands-free device to keep cell phones away from the head and
body, and avoid using cell phones while driving” (National Brain Tumor Foundation,
2005).
The wording of this information is not particularly noteworthy. In this case, it would
be better to paraphrase:
The World Heath Organization is conducting a study on the connection between cell
phone use and cancer. Until the results are published, the WHO recommends that those
who may be worried about such a link keep their calls short, curtail phone use while on
the road, and use hands-free equipment to maintain distance between the phone and the
user (National Brain Tumor Foundation, 2005).
Sources:
Katz, J. (1999, May 13).
Retrieved July 6, 2005
from http://wuphys.wustl.
edu/~katz/naturefooled.
html
National Brain Tumor
Foundation: connection
between cell phone use
and brain tumors studied.
(2005, July 9). Law and
Health Weekly. Retrieved July
10, 2005 from LexisNexis
Academic Universe database.
Avoiding Plagiarism:
Summarizing
Choosing Whether to Quote or
to Paraphrase
18. 16 Academic Integrity at MIT
Any time that you refer to facts, statistics, or other specific information pertinent to your
topic, you must tell your reader where you got them; that is, you must cite your source. Not
all pieces of specific information need to be cited, however. If the information is “common
knowledge,” you do not need to cite it.
What is common knowledge?
Common knowledge is any information that the average, educated reader would
accept as reliable without having to look it up.
This includes:
General information that most people know
• , such as that water freezes at 32 degrees
Fahrenheit.
Information shared by a cultural group
• , such as the dates of national holidays or
names of famous heroes.
• Knowledge shared by members of a certain field, such as the fact that the necessary
condition for diffraction of radiation of wavelength λ from a crystalline solid is given
by Bragg’s law.
This situation can be tricky, however. What may be common knowledge in one culture — or
in one specific group of people — may not be common knowledge in another. For example,
the following would be considered common knowledge to an audience educated in the United
States:
The American Space Shuttle Challenger exploded shortly after taking off, killing all its
•
crew and passengers.
Global warming has become a concern of scientists all over the world; in response,
•
many nations have sought to introduce policies to reduce the emission of
greenhouse gasses.
Patrick Henry’s statement, “Give me Liberty, or Give me Death!” became a rallying cry for
•
the American Revolution.
The specific dates, facts, and trends referred to above comprise information the average,
educated reader would know. It is highly unlikely that anyone would challenge these
statements. Thus, they do not need to be cited.
Avoiding Plagiarism:
Citing Facts and Statistics
19. 17 Academic Integrity at MIT
s ou
rce
Deciding when to cite may also depend on audience.
An engineering student writing for an engineering audience could write the following and
assume that the information would be common knowledge to his or her peers:
The development of structural steel and the invention of the elevator made it possible
for tall office buildings to be built. Before that time, large buildings had to be
supported by their own walls.
However, the same student writing for a general audience should cite his or her source, as this
information would not be common knowledge to the average reader.
What is not common knowledge? What needs to be cited?
All statistics, data, figures.
•
References to studies done by others.
•
References to specific facts the average reader would not know about unless he or
•
she had done the research.
The following are examples of statements that need citation:
Between 1990 and 2002, the United States was the recipient of $1.27 trillion in direct
•
foreign investment. This amount is more than the combined total received by the
United Kingdom, France, Germany and Japan.
In the last thirty years, discussion has focused on the possible link between
•
overhead power lines and cancer in children. Researchers have investigated whether
a connection exists between the low magnetic fields produced by power lines and
childhood leukemia, but the evidence remains inconclusive.
The free energy of mixing per site for a binary polymer blend with differing degrees
•
of polymerization can be described through the Flory-Huggins equation.
Each of these statements contains information that would not be known to the average reader.
The last equation is specific to the thermodynamics of macromolecular mixtures and would
not be considered common knowledge by many scientists or engineers. Therefore, the best
advice is: When in doubt, cite your source.
Sources:
Thurow, L. (1993) Fortune
Favors the Bold (p. 199). New
York: Harper Collins, 2003.
Power lines and cancer. (2005,
June 4). The Economist Online.
Retrieved June 4, 2005 from
http://www.economist.com/
Flory, P.J. (1953). Principles of
Polymer Chemistry. Ithaca, NY:
Cornell University Press.
Avoiding Plagiarism:
Citing Facts and Statistics (continued)
20. 18 Academic Integrity at MIT
Plagiarism can also occur when you write code.
The following program appears on page 118 of the textbook Algorithms in C (Addison Wesley,
New York. 1990).
Source: quicksort (int a [ ], int l, int r)
{
int v, i, j, t;
if (r > 1)
{
v = a [ r ]; i = 1-1; j = r;
for ( ; ; )
{
while (a [++i ] < v) ;
while (a [--j] > v);
if (i >= j) break;
t = a [i]; a [i] = a [j]; a [j] = t;
}
t = a [i]; a [i] = a [r]; a [r] = t;
quicksort (a, l, i-l);
quicksort (a, i+l, r);
}
}
The next page provides examples of how this program was plagiarized.
Avoiding Plagiarism:
Writing Code
21. 19 Academic Integrity at MIT
Source:
Examples of plagiarism.
Academic Integrity at
Princeton. Retrieved
September 3, 2004 from
http://www.princeton.
edu/pr/pub/integrity/
pages/plagiarism.html
Unacceptable example 1
mysort (int data[], int x, int y){
(B)=(A);}
int pivot;
int i, j;
int temp;
if (y > x){
pivot = data[y]; i = x-l; j = r;
while (1){
while (data [++i] < pivot);
while (data [--j] > pivot);
if (i >= j) break;
temp = data [i]; data [i] = data [y]; data [y] = temp;
}
temp = data [i]; data [i] = data [y]; data [y] = temp;
mysort (data, x, i-1);
mysort (data, i + 1, y);
}
}
This example is plagiarism because the student has borrowed the structure of the original program exactly,
while changing only a few details that do not affect the meaning of the program. Though the program
looks different to the untrained eye, it has exactly the same meaning as the original program. The student
has made the following changes:
Changed the names of variables: a, l, r, v, and t = data, x, y, pivot, and temp (respectively)
•
Replaced the construct “for (;;)” with the equivalent construct “while (1)”
•
Changed the name of the procedure from “quicksort” to “mysort”
•
Changed the indentation and the division of program elements between lines
•
This example is also plagiarism.
The student has made more changes to the program than in the first example, and some of this
student’s changes are even improvements to the program. Nevertheless, this student’s program is
clearly derived from the program in the textbook. The student’s action in this case can be compared to
paraphrasing a passage from a reference book.
Unacceptable example 2
#define Swap(A,B) { temp=(A); (A)=(B);
void mysort (const int* data, int x, int y){
int temp;
while (y > x){
int pivot = data[y];
int i = x-1;
int j = r;
while (1){
while (data [++i] < pivot){/*do nothing*/}
while (data --j] > pivot){/*do nothing*/}
if (i >= j) break;
swap (data [i], data [y];
}
swap (data [i], data [j];
mysort (data, x, i-1);
x = i+1;
}
}
>
>
Examples: Plagiarised Code
22. 20 Academic Integrity at MIT
Which of these statements would be considered common knowledge? Which need to be cited?
(Answers appear at the bottom of the page.)
When water passes through rocks that contain arsenic, the arsenic may leach into the
1.
water, poisoning it. This issue has been a particular problem in Bangladesh.
Stability in windstorms and vibration damping are important for high-rise structures;
2.
continuous wind-induced vibrations can be more dangerous for a structure than
those of an earthquake.
Stem cell research offers promise in the development of treatments for certain kinds
3.
of diseases.
Some have argued that the benefits of the Internet have reached all levels of society,
4.
while others point to the fact that a 1999 study revealed that Internet access is
closely tied to income levels, with households earning $75,000 or more having the
highest rate of access.
Answers:
Yes, citation is needed. In particular, the specific reference
1.
to Bangladesh makes this information something that the
average reader would not know unless he or she had done
the research.
No, citation is not needed. Issues of structural stability
2.
are widely reported in the popular press and have been
observable historically.
No, citation is not needed. This information is widely
3.
known.
Yes, citation is needed. The specific reference to a 1999
4.
study and the figure that is mentioned is something the
average reader would not know unless he or she had done
the research.
Test: What is
common knowledge?
Sources:
1. Arsenic in drinking water.
(2001, May). World Health
Organization. Retrieved
August 8, 2005 from http//
www.who.int/mediacentre/
factsheets/fs210/en
2. Schleicher, S. (2007). Smart
structures: concepts for wind-
adaptive high-rise facades.
(Paper submitted for course
21F 227).
4. United States Deptartment
of Commerce. (1999, July).
Falling through the net:
defining the digital divide.
Retrieved July 5, 2005 from
http://www.ntia.doc.gov/
ntiahome/fttn99/contents.html
23. 21 Academic Integrity at MIT
Collaborative work is vital to the spirit and intellectual life of the Institute. In some classes, you
will be encouraged to collaborate with other students on problem sets, projects, or papers.
The amount of collaboration will vary from class to class. Find out from your instructor how
much collaboration is permitted. The details may be clearly stated in the course handouts.
If they are not, ask your instructor to be specific about how much collaboration he or she
allows. Make sure you know where to draw the line between collaboration and what could be
considered cheating.
The following example shows the collaboration guidelines for one class:
Collaboration Policy for 3.014, Materials Laboratory – Fall Term 2004
In preparing your reports, you are encouraged to discuss your results with your lab-
mates. Data and figures may be shared between students in your lab group for the
purpose of preparing your report, provided proper acknowledgment is made in your
reports.
All writing in 3.014 must be original. Students should not copy any portion of
their laboratory reports from reference materials or the reports of other students.
Students should not use reports from previous years or their lab mates’ reports in
preparing their own reports. 3.014 has a zero tolerance policy on plagiarism. Any
student caught plagiarizing will receive a grade of zero on the assignment and be
taken to the Committee on Discipline (COD) for disciplinary action.
You are responsible for knowing what acts constitute plagiarism. For an overview on
plagiarism please refer to the URL: http://libraries.mit.edu/plagiarism. If you have
any doubt about how/when to properly cite or use a source, contact Professors
Mayes or Stellacci to obtain clarification.
Collaboration
Used with permission of
Professor Anne Mayes, Dept.
of Material Science, MIT.
24. 22 Academic Integrity at MIT
>
Good Work Habits:
Study, Research and Writing
>
>
Academic work at MIT is rigorous. Much will be asked of you, and many demands will be
made on your time. Occasionally, you may feel overwhelmed by the amount of work you need
to accomplish. In such situations, you may be tempted to cut corners, risking violations of
academic integrity.
You can avoid this scenario by doing the following:
1. Manage your time.
Plan ahead: find out when assignments are due and mark them on a calendar. Do
•
not try to do them at the last minute.
Set a certain amount of time apart each day for each course.
•
Make a work schedule for yourself and try to keep to it.
•
If you cannot meet a deadline,
• talk to the instructor. Most MIT instructors are
reasonable. We would much rather have you ask for an extension than cut corners by
being academically dishonest.
2. Take careful notes.
Recently, several famous scholars have been accused of plagiarism. Several cited bad note-
taking practices as the cause of their mistakes: in taking information from another source,
these writers had copied several sentences without putting them in quotation marks. When
they transferred these notes into their own text, they believed the sentences were their own
and presented them as such. The result was plagiarism.
Such inadvertent plagiarism can be avoided by taking careful notes:
Write down the page number, author, and title of each source every time you make a
•
note. Do this whether you paraphrase, quote, or jot down useful facts and figures.
Put quotation marks around any exact wording you take from a source.
•
Paraphrase accurately (see Avoiding Plagiarism: Paraphrase, p. 12).
•
Keep a running list of all sources: articles, books, online sources and their URLs.
•
3. Ask for help.
If you feel confused about the work in class or unclear about an assignment, you have several
options:
Talk to the professor or instructor.
•
Make an appointment to see him or her outside of class. If you cannot schedule an
appointment within the posted office hours, send the instructor an email requesting
another time.
Use office hours.
•
Seek help with assignments during office hours. Faculty at MIT often comment that
students do not use this opportunity enough. Office hours provide the opportunity for
additional contact with faculty, not only to seek their help but to get to know faculty
better and to give them the chance to know you.
25. 23 Academic Integrity at MIT
Good Work Habits (continued)
>
>
>
>
Talk to the Teaching Assistant (TA).
•
TAs have office hours. Many make themselves available any time, via email. Use this
option to get help if you need it. TAs expect to be contacted; it is part of their job.
• Seek the help of your academic advisor.
If you have a problem you do not feel comfortable talking about with your instructor, talk
to your academic advisor.
4. Use the Writing and Communications Center.
The Writing and Communications Center is located in the basement of the Stata Building
(Stata 32-081). You can make an appointment online for a one-hour session with a trained
writing tutor who will help you with your writing assignments. The Center also provides
practice and feedback on oral presentations. Many tutors are knowledgeable about the
particular needs of non-native English speakers, and all tutors are experienced with work MIT
students are required to do.
There is no charge to use the Center. Make an appointment online and visit the site:
http://writing.mit.edu/wcc or http://web.mit.edu/writing/
5. Use the MIT Libraries.
The MIT Libraries offer both search tools and resources to help you with your research.
Subject experts can also save you time by recommending the best places to start your search
or answer questions at any stage of the research process. They can also point you to the
proper manual or website when you have a question about a particular citation style.
Databases and E-Journals
http://libraries.mit.edu/vera/
Barton Library Catalog - Books and More
http://libraries.mit.edu/barton
Library Subject Experts
http://libraries.mit.edu/ask-us/experts.html
Don’t Know Where to Start?
http://libraries.mit.edu/ask-us/
6. Use the Office of Undergraduate Advising and Academic Programming.
The Learning to Learn website provides insight, tools and advice on study skills as well as tips
for academic success:
http://web.mit.edu/uaap/learning/index.html
Several UAAP programs provide personal and academic support and learning opportunities:
http://web.mit.edu/uaap/programs/
7. Use Student Support Services (S3
).
Student Support Services provides advice and advocacy for students facing personal and
academic challenges:
http://web.mit.edu/uaap/s3/index.html
26. 24 Academic Integrity at MIT
>
>
Each discipline has a preferred style of formatting. Ask your instructor which style he or she
prefers. Each style is usually referred to by its initials. For example,
Modern Language Association Style (MLA) is often used in the arts and humanities;
American Psychological Association Style (APA) is often used in history, economics,
psychology, and political science;
Chicago Manual of Style (CMS) is often used in architecture and urban planning;
Council of Science Editors Style (CBE) is often used in biology and other sciences.
Links to all information on all styles:
http://www.bedfordstmartins.com/online/citex.html
Other useful usage and style guides:
https://web.mit.edu/course/21/21.guide/www/home.htm
http://owl.english.purdue.edu/owl
http://libraries.mit.edu/help/citing.html
This Academic Integrity Handbook is available on-line at:
http://web.mit.edu/academicintegrity/
Learning to Learn: Academic Integrity
http://web.mit.edu/uaap/learning/teach/integrity/index.html
MIT Libraries Guide on Citing Sources
http://libguides.mit.edu/citing
Student Support Services
http://web.mit.edu/uaap/s3/index.html
Office of Student Citizenship
http://web.mit.edu/citizenship/
MIT Ombuds Office
http://web.mit.edu/ombud/
Style Guides
Resources