Professor Guenther Walther conducted an experiment in his Stats 60 class where he had students raise their hands to anonymously answer if they had ever cheated at Stanford. Around 40% responded that they had cheated. While 83 students were found responsible for Honor Code violations last year through Stanford's judicial process, the actual number who break the code is likely much higher. The Honor Code places responsibility on students to uphold academic integrity, yet many students do not report peers they see cheating. There is also a lack of understanding among students about what constitutes a violation and the details of the judicial process. Leaders are focusing on improving education around the Honor Code.
Plazma Technologies Pvt Ltd is leading Manufacturer, Supplier, Solution Provider And Exporter of Cutting Machines, Hand Cutting, CNC Machines.
Wesbite: www.plazmasolutions.com
En esta publicación encuentra todos los participantes en MPS, establecidos en España y Portugal, a fecha de 1 de octubre de 2016.
La publicación describe los productos de cada uno y cómo establecer contacto con las empresas, en caso de tener interés en adquirir sus productos.
Para más información, póngase en contacto con spain@mi-mps.com.
MPS es la entidad lider internacional en la certificación medioambiental en el sector ornamental. MPS-ABC es el certificado base que puede ser el punto de partida hacía MPS-GAP o MPS-SQ (Social Qualified).
Los Aborígenes sus orígenes y fuentes de existencia.
Cual fue el contacto de la América y Europa con los aborígenes.
El proceso de conquista en Venezuela.
Yanomamis, Yucpa, Caribes, Timotocuicas, Wayuú.
Cuáles han sido los Aportes indígenas para el Pueblo Venezolano.
Ritos Funerarios de los indígena y hacer comparaciones con respecto a los demás países del mundo.
Cuáles fueron los aspectos internos y externos que produjeron la crisis de la Colonia.
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 43
Literature Review
Police Involvement with discipline among the Youths
Introduction
The police routinely arrest and transport youths to a juvenile detention center for minor classrooms misbehaviors. The police are given fettered authority to stop, frisk, detain, question, search and arrest school children on and off school grounds. Some are even permanently stationed in nearly every high school. Very many schools employ this method in the country to get discipline in the high-schools (Mallett, 2016). It is considered that this method pushes the children out of the classrooms. It is believed that they are forced out of classrooms into other crimes in the society. The criminal justice system at alarming rates leads to many students being siphoned into the criminal justice system a process called school-to-prison pipeline. The policy encourages police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are vast contributors of the pipeline, but the problem is more complicated than that (Guenther & Taylor, 2016).
The process of youth punishment at school
The process begins with combined zero-tolerance policies in the classroom. When the teacher needs to punish the students, they are referred to the school in the prison system. The process might not be direct, but they are pushed out of class, this will lead students engaging in anti-social behaviors that will lead to them being detained by the police officers designed by the school. The zero-tolerance policies have pre-determined punishments for a full degree of rule violations. The system does not distinguish between serious and non-serious offenses. All student who makes such mistakes is committed to the same level of punishments. The most common example would be showing any signs of indiscipline to the teacher (Guenther & Taylor, 2016).
The second reason is mostly due to school disturbances laws that for example fighting in school or participating in racially discriminatory activities. These policies are managed mainly by school resources officers. The crime that has led to most youths being expelled under this category are students coming to school with drugs or weapons like guns. Male students have registered the highest number of expulsion under the same policies.
Finally, when the kids break municipal laws, they are likely to face the same consequences. The city ordinances that are mostly broken include; youth and students organizing parties that run late into the night causing disturbance to the neighboring community that in turn calls the police. In this case, females who cannot vanish as quickly enough are the ones that are highly.
Part of a panel presentation at the New Jersey Writing Alliance annual conference on "Technology & Ethics." This presentation examines why students cheat, why faculty often don't "prosecute" infractions and how technology can and can not prevent occurrences.
Plazma Technologies Pvt Ltd is leading Manufacturer, Supplier, Solution Provider And Exporter of Cutting Machines, Hand Cutting, CNC Machines.
Wesbite: www.plazmasolutions.com
En esta publicación encuentra todos los participantes en MPS, establecidos en España y Portugal, a fecha de 1 de octubre de 2016.
La publicación describe los productos de cada uno y cómo establecer contacto con las empresas, en caso de tener interés en adquirir sus productos.
Para más información, póngase en contacto con spain@mi-mps.com.
MPS es la entidad lider internacional en la certificación medioambiental en el sector ornamental. MPS-ABC es el certificado base que puede ser el punto de partida hacía MPS-GAP o MPS-SQ (Social Qualified).
Los Aborígenes sus orígenes y fuentes de existencia.
Cual fue el contacto de la América y Europa con los aborígenes.
El proceso de conquista en Venezuela.
Yanomamis, Yucpa, Caribes, Timotocuicas, Wayuú.
Cuáles han sido los Aportes indígenas para el Pueblo Venezolano.
Ritos Funerarios de los indígena y hacer comparaciones con respecto a los demás países del mundo.
Cuáles fueron los aspectos internos y externos que produjeron la crisis de la Colonia.
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 43
Literature Review
Police Involvement with discipline among the Youths
Introduction
The police routinely arrest and transport youths to a juvenile detention center for minor classrooms misbehaviors. The police are given fettered authority to stop, frisk, detain, question, search and arrest school children on and off school grounds. Some are even permanently stationed in nearly every high school. Very many schools employ this method in the country to get discipline in the high-schools (Mallett, 2016). It is considered that this method pushes the children out of the classrooms. It is believed that they are forced out of classrooms into other crimes in the society. The criminal justice system at alarming rates leads to many students being siphoned into the criminal justice system a process called school-to-prison pipeline. The policy encourages police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are vast contributors of the pipeline, but the problem is more complicated than that (Guenther & Taylor, 2016).
The process of youth punishment at school
The process begins with combined zero-tolerance policies in the classroom. When the teacher needs to punish the students, they are referred to the school in the prison system. The process might not be direct, but they are pushed out of class, this will lead students engaging in anti-social behaviors that will lead to them being detained by the police officers designed by the school. The zero-tolerance policies have pre-determined punishments for a full degree of rule violations. The system does not distinguish between serious and non-serious offenses. All student who makes such mistakes is committed to the same level of punishments. The most common example would be showing any signs of indiscipline to the teacher (Guenther & Taylor, 2016).
The second reason is mostly due to school disturbances laws that for example fighting in school or participating in racially discriminatory activities. These policies are managed mainly by school resources officers. The crime that has led to most youths being expelled under this category are students coming to school with drugs or weapons like guns. Male students have registered the highest number of expulsion under the same policies.
Finally, when the kids break municipal laws, they are likely to face the same consequences. The city ordinances that are mostly broken include; youth and students organizing parties that run late into the night causing disturbance to the neighboring community that in turn calls the police. In this case, females who cannot vanish as quickly enough are the ones that are highly.
Part of a panel presentation at the New Jersey Writing Alliance annual conference on "Technology & Ethics." This presentation examines why students cheat, why faculty often don't "prosecute" infractions and how technology can and can not prevent occurrences.
How Random is ThatStudents are convenient research subjects but t.docxadampcarr67227
How Random is That?
Students are convenient research subjects but they're not a simple sample
Compared to the hard rock of empirical methods, 18- to 20-year-old college students are a wet marsh of spontaneous behavior and malleable minds. In 1971, notable personality researcher Rae Carlson called students "unfinished personalities" who may fundamentally differ from non-students in a number of psychological ways. Fifteen years later, APS Fellow and Charter Member David O. Sears wrote in the Journal of Personality and Social Psychology that "college students are likely to have less-crystallized attitudes, less-formulated senses of self, stronger cognitive skills, stronger tendencies to comply with authority, and more unstable peer group relationships." They change personal ideologies from lecture to lecture, scuttle to and fro as their hormones direct, wake up at six o'clock — in the evening. But despite being behavioral works-in-progress, college students remain the primary subject pool for most psychological researchers, leaving some to question whether findings from this "convenient" population can generalize to the world at large.
See Also:Engaging Research Participants
Diving Into the Subject Pool
Making Research Educational
On Both Sides of the Consent Form
"The goal of psychology is to make nomothetic laws — laws that apply to all people," said APS Fellow Lisa Feldman Barrett, Boston College. "The question is, how well can you do that when you're sampling by convenience?"
The question is an important one, considering that in 1999, students made up 86 percent of the samples for subject-based articles appearing in the Personality and Social Psychology Bulletin, and 63 percent for the Journal of Personality and Social Psychology, according to a study led by APS Fellow Richard C. Sherman. Since its inception in 1992, the Journal of Consumer Psychology has included college samples in another 86 percent of its empirically based articles.
Feldman Barrett
Though the numbers may seem alarming, asking why students are so widely used is like asking why breathing air is the preferred method for oxygen intake — the reasons range from the obvious to the more obvious. "They are a very convenient and captive subject pool that researchers can dip into with relative ease," said Michael Hunter, University of Victoria. So convenient, they are commonly known as the "convenience sample," often showing up at a researcher's door as part of a requirement for an introductory psychology class.
The price is right, too, said APS Fellow and Charter Member Peter Killeen, Arizona State University. "They're cheaper than white rats, and they're more similar to the population to which we hope to generalize," he said. "And they seldom bite." Feldman Barrett believes that without these low-cost, easy-access samples, textbooks would be as empty as journals and her lab would be as empty as either; in such a scenario, she predicts being able to run merely a quarter of th.
How Random is ThatStudents are convenient research subjects but t.docx
EvansErica_WorkSample10
1. Honor Code remains adjacent to student focus
By Erica Evans
October 17, 2014
After a quiz on Wednesday, Professor Guenther Walther conducted an experiment in his
Stats 60 class to find out how many of his students had cheated while at Stanford.
The purpose of the exercise was to demonstrate a technique in probability that allows
survey-makers to anonymize individual respondents’ answer choices while discerning the
desired information.
By randomizing who would lie and who would tell the truth and then having students
raise their hands to answer the question of “Have you ever cheated at Stanford?”,
Walther concluded that roughly 40 percent of the 86 responding students had cheated
during their time here.
According to Susan Fleischmann, director of the Office of Community Standards, 83
students were found responsible for Honor Code violations through Stanford’s Judicial
Process last year.
2. Considering national data on the Open Education Database along with information
collected at Stanford, the number of students who break the Honor Code and go
unpunished is bound to be much higher.
Student responsibility
Stanford’s Honor Code was written by students in 1921 and founded on the principle that
students, not the administration, hold primary responsibility for protecting academic
integrity at Stanford.
Text in the honor code states that students promise to “take an active part in seeing to it
that others as well as themselves uphold the spirit and letter of the Honor Code.”
Yet many like Zane Hellmann ’16, a former ASSU senator — who has seen peers break
the Honor Code during a test — turn a blind eye to cheating.
“I think there are a lot of people that think, ‘I’m not going to do that, but if that’s what
they want to do, that’s fine’,” Hellmann said.
This line of thinking is problematic for the system of collective student ownership
established in the Honor Code.
“It’s not good enough to say: I won’t cheat, but others have free range to cheat,” said
Eamonn Callan, professor in the Graduate School of Education. “That is simply an
incoherent social practice.”
Computer science professor Eric Roberts explained that an Honor Code system does not
work as well at large schools like Stanford as it does at smaller schools that are more
close-knit. A 2010 study presented in the Faculty Senate found that 55 percent of
undergraduate students and 62 percent of graduate students would report an infraction by
a classmate.
At the time, philosophy professor Kenneth Taylor criticized the reported numbers, saying
that they might disguise even more prevalent lack of reporting and that the University
needed to “get angry” about the culture of apathy among students.
3. Even so, Roberts does see an advantage in Stanford’s Honor Code over administrator-run
models of academic integrity at peer institutions, namely that students have more
investment in the process.
Lack of full understanding
Yet even with the responsibility falling on students to uphold academic integrity, John-
Lancaster Finley ’16, chair of the ASSU’s Administration & Rules Committee, explained
that students often have a fundamental misunderstanding of what the Honor Code is.
“People really see the Honor Code as a University policy, and it’s not a University
policy,” Finley said. “It’s an agreement between the students and the University.”
Hellman said that he thought most students weren’t even aware of the judicial process’s
details, and that he would not have been if he hadn’t served in the Senate.
The standard sanction for a student who has committed their first violation of the Honor
Code is a one quarter suspension and 40 hours of community service, according
the Office of Community Standards website. Multiple infractions will lead to a three
quarter suspension and 40 additional hours of community service.
The need for better education on what the Honor Code entails is in part due to the fine
lines students face on a regular basis: Where is the line between collaboration and using a
friend’s intellectual work? How does one cite sources of inspiration, rather than sources
of textual evidence or specific ideas, in papers? What is the situation when assignments
don’t count for a grade?
“I think it can be difficult to tell when something’s a violation,” Kay Dannenmaier ’16
said.
Hellmann explained how he once stumbled into violating the honor code in a PowerPoint
presentation.
“I didn’t include a reference slide at the end,” he said. “So it seemed like everything in
the PowerPoint was my creation.”
4. “I’m sure there are a lot of people that violate the Honor Code without knowing it,”
Hellmann added.
Freshmen are briefed on the Honor Code by the University Provost at one of the all-
freshmen New Student Orientation events.
“They gave us a flyer and kind of told us what it is about,” Anna Zeng ’18 said of the
event. “I just kind of vaguely remember…but it was about being a good person.”
Hellmann suggested that students be taught the Honor Code by fellow students in a
residential setting, rather than at an all-class meeting during NSO. Sean Stanko ’15
recommended that Honor Code education be incorporated into Thinking Matters courses
for freshmen.
Leadership’s response
Ross Shachter, member of the Board of Judicial Affairs and a professor in MS&E,
emphasized that education was a big focus of the board last year and that the board will
continue to encourage students to take ownership of the Honor Code and fulfill their
obligations to it.
The board will also continue to encourage faculty to play their own part in upholding the
Honor Code. Shachter described how, in some cases, faculty are tempted to bypass the
judicial system.
“The faculty have the responsibility if they become aware of an honor code violation or
suspected violation…to go through the process at the Office of Community Standards,”
he said. “I think there are some faculty who are tempted to short circuit that process.”
According to Finley, the ASSU wants to start a discussion among the student body that
will produce amendments to the Student Judicial Charter this year.
He admitted, however, that the ASSU would have to sort out a lot of their funding issues
before they can take on something so broad.
Contact Erica Evans at elevans ‘at’ stanford.edu.