The report will be any topic related to fossil fuels in China. Thi.docx

The report will be any topic related to fossil fuels in China.
This could include current events in the news, past history, or
various components of the fossil fuel industry. You must use a
minimum of 3 sources in your Report and these should be listed
in your Reference List. All references must be referred to in the
text. At least one of the sources must be from published
material (journals, magazines, books, or their online PDF
equivalents, and having an identified authorship and publisher).
Note that you need to put the material in your Reports into your
own words, except for material that you put directly in quotes.
Report in a way that anyone can understand.
Use a double-space Times New Roman 10pt font for a minimum
text length of 2-3 pages. The text length does not include the
Title Page, References List, Figures and Tables which would be
on additional pages. Figures and Tables are required and should
be put at the end of the Report with one Figure or Table to a
page along with a Figure or Table Caption. The Captions should
also include the reference to where the Figure or Table was
taken from, and this should also be included in the Reference
List.
Project topic: Ethics and the college student
The final project must be presented using a digital tool that
allows you to incorporate different modes of communicating the
concepts you learned in this class as well as sources found in
your research (for example: audio recordings related to your
research; visual representations of data like charts and graphs;
animation and images). Power Point
Here are a few presentation tools that you may explore for use
to create your Week 8 Assignment Final Research Project.
Choose a tool that is useful to you, that you are comfortable
using (try out tutorials on each site), and that best presents your
work developed for your project. Please remember the
assignment is a presentation not a research paper. Use

PowerPoint (found on computers with Microsoft Office)
Before submitting your project for credit:
· Proofread carefully;
· The project begins with an attractive title section (including
information found on an APA compliant title page );
A brief outline of the presentation appears early in the project
(utilize your final outline modified for brevity from your Week
4 forum activity); Link to my outline:
https://edge.apus.edu/access/content/attachment/302137/Forums
/3d51fa6c-a06f-4a74-814f-1c210564d86a/outline.tp.coll100.pdf
·
· The presentation includes introduction, body main ideas, and
conclusion; touches on all important concepts of your topic
· The presentation integrates several visual, audio, or animated
components;
· At least one paraphrase or quotation in-text citation (with
APA citation) is included;
· Attribute information in the presentation to the resources (i.e.
cite your work!):
· A summary restates the main ideas you presented (i.e.,
conclusion);
· An APA formatted reference list is included at the end of the
presentation;
· Review the Preparing a PowerPoint presentation in APA Style
video for examples on how to cite in presentations;
· Upload or link your work to this assignment; and
· Log out of the assignment then test the link or upload before
final submission.
Your work throughout the class as well as the resources in the
course will help you create your Final Research Project. If you
have questions, please contact me at any time. [email protected]
**Must use and cite 3 scholarly sources
As follows:
References

INTRODUCTION TO THE SPECIAL ISSUE: Academic
Dishonesty.Ethics & Behavior,
Academic Dishonesty Scott A. Wowra University of Phoenix
The data in this special issue are both encouraging and
discouraging. On the positive side, researchers are making
theoretical breakthroughs into the psychology of the academic
cheater, which may result in practical interventions. Yet the
studies illustrate the sheer magnitude of the problem and the
resources needed to address unethical behavior among the
younger members of the American academe. In short, this
special issue shows that the “Internet revolution” facilitates new
types of academic dishonesty (Sisti, this issue; Stephens,
Young, & Calabrese, this issue); that academic cheating is often
an intentional, planned act that results from a Machiavellian
tendency to neutralize moral sanctions against cheating
(Harding, Mayhew, Finelli, & Carpenter, this issue); that
motivations to cheat differ across students (Davy, Kincaid,
Smith, & Trawick, this issue; Wowra, this issue); and that
academic cheating is a symptom of a larger problem (Lovett-
Hooper, Komarraju, Weston, & Dollinger, this issue; Wowra,
this issue). ONLINE TECHNOLOGY, OFFLINE MORALITY
The ease and efficiency of the Internet cuts both ways in
academia. Templeton scholars Dominic Sisti and Jason Stephens
show that when students use online technologies, this often
results in moral behavior going offline. Sisti documents the
various excuses and justifications that high school students use
to neutralize their academic
cheating.Themostcommonreasonforengaginginonline,“cut-and-
paste”cheating is a lack of time, suggesting that students require
better time management strategies to avoid academic shortcuts.
Stephens and his colleagues compare three types of ETHICS &
BEHAVIOR, 17(3), 211–214 Copyright © 2007, Lawrence
Erlbaum Associates, Inc. Correspondence should be addressed
to Scott Wowra, 639 Brooks Avenue, West Columbia, SC
29169. E-mail: sco[email protected] cheaters, including
“conventional” paper-and-pencil cheaters, “digital-only”

cheaters, and cheaters who use both methods. Digital-only
cheaters are rare, suggesting that the Internet facilitates, but
does not cause, students to cheat on their schoolwork. Students
who use both traditional and digital methods to cheat also
perceive the least moral responsibility for their unethical
behavior. A MACHIAVELLIAN WORLDVIEW Templeton
scholar Trevor Harding and his colleagues delve into the
intentional, planned machinations of the college cheater. Based
on a modified Theory of Planned Behavior (Azjen, 2002),
Harding conceptualizes a psychological model of the academic
cheater based in the student’s moral reasoning ability. Harding
shows that, controlling for contextual factors, undergraduates
enrolled in engineering courses are more likely to cheat relative
to their peers in the humanities, suggesting some unique
challenges to curb cheating in the “hard” sciences. He
concludes that “students who exhibit a more positive attitude
toward cheating, who operate in an environment with less
restrictive norms against cheating, and who have a weak sense
of moral obligation to avoid cheating will be more likely to
cheat in a given situation.” STUDENT MOTIVATIONS
AFFECT ACADEMIC CHEATING Continuing with the
Machiavellian theme, students who regard their education as a
means to an end, such as a high-paying job, are more likely to
cheat relative to students who view education as a reward in and
of itself (Davy et al., this issue). Therefore, pedagogies that
stimulate intrinsic interests in class materials should reduce
cheating behavior. Extrinsic motivation can also be social in
nature. Students who are motivated to avoid embarrassment
appear to be more likely to cheat relative to students who are
relatively free of symptoms of social anxiety (Wowra, this
issue). In addition, students who place high importance on their
moral identities are less likely to recall cheating relative to
students who regard moral prescriptions as relatively
unimportant to their sense of self. ACADEMIC DISHONESTY
IS A SYMPTOM OF A LARGER PROBLEM Academic cheating
is not an isolated behavioral pattern. Students who cheat in high

school tend to cheat in college. Students who cheat in college
may be more likely to violate workplace ethics (e.g., Harding,
Carpenter, Finelli, & Passow, 212 WOWRA 2004; this
relatively unexplored issue requires further investigation). The
cycle of unethical behavior may begin early in a student’s
educational career and persist into his or her professional
career, where taking shortcuts and bending the rules as an
engineer or doctor result in life-threatening ramifications.
Blankenship and Whitley (2000) first described this troubling
possibility a few years ago in the pages of Ethics & Behavior.
Data in this special issue replicate their findings. Students who
engage in academic cheating also report engaging, and predict
future engagement, in other forms of unethical behavior,
including lying, stealing, cheating on romantic partners, and
violating other societal norms (Lovett-Hooper et al., this issue;
Wowra, this issue). This finding certainly does not explain why
students cheat in their classes. This finding does provide,
however, a fresh perspective. Academic cheating is often one
behavioral pattern in a student’s general repertoire of unethical
actions to get what he or she wants (e.g., approval, public
achievement). The practical implications of this finding are
clear. Interventions for academic dishonesty cannot treat the
problem in isolation, because a growing number of studies show
that many students regard academic cheating as a functional
way to operate in the world. It is important to remember that
today’s students are tomorrow’s instructors, doctors, and
engineers. To combat this Machiavellian philosophy, parents,
professors, and administrators must generate reasons why it is
in a student’s best interest to maintain his or her academic
integrity and reject this expedient philosophy.
ACKNOWLEDGMENTS I thank Don McCabe, the Center for
Academic Integrity, and the John Templeton Foundation for
their encouragement and support of this special issue. The
views expressed in this report do not necessarily reflect the
views of the Center for Academic Integrity, the John Templeton
Foundation, or the University of Phoenix. REFERENCES Ajzen,

I. (2002). Attitudes, personality, and behavior. Buckingham,
UK: Open University Press. Blankenship, K. L., & Whitley, B.
E. (2000). Relation of general deviance to academic dishonesty.
Ethics & Behavior, 10, 1–12. Davy, J. A., Kincaid, J. F., Smith,
K. J., & Trawick, M. A. (2007/this issue). An examination of
the role of attitudinal characteristics and motivation on the
cheating behavior of business students. Ethics & Behavior, 17,
281–302. Harding, T. S., Carpenter, D. D., Finelli, C. J., &
Passow, H. J. (2004). Does academic dishonesty relate to
unethical behavior in professional practice? An exploratory
study. Science and Engineering Eth
Citation: Wowra, S. A. (2007). INTRODUCTION TO THE
SPECIAL ISSUE: Academic Dishonesty. Ethics &
Behavior, 17(3), 211-214. Doi: 10.1080/10508420701519122
Honestly speaking about academic dishonesty
When Panagiotis G. Ipeirotis of New York University's Stern
School of Business wrote in his blog on finding ways to make
cheating by students irrelevant, his idea was derailed by a chain
of unpleasant events. As a result, this is how he reacted in an
email interview to Inside Higher Ed: "I will never write about
my teaching experiences again" [1]. Ipeirotis believed that an
arms race between the ever improving cheating methods and the
sophisticated cheating detection techniques was futile. He
argued that it was important to make cheating irrelevant by
designing assessment methods that were not easily amenable to

cheating.
Why do students cheat? Increased competition to get better
grades and a skewed shift in our focus from the joy of learning.
The anonymity of the student in a large class also makes them
less connected forcing them to take a ring side view than being
part of the whole experience of learning through lectures,
assignments, tests, group discussions, etc. It is similar to that of
an accident victim bleeding on the road while we surround and
watch without taking a lead to help because we are not related
to the victim.
Cheating can take place in various forms: inside the class and
outside the class. Cheating inside the classroom usually
involves copying answers during the examination from a
neighbor's answer script and in large classes, where it is
difficult to recognize every student, impersonation can easily
take place. It is cheating outside the class room which is more
rampant and difficult to control and our focus here is on this
form of cheating. Outside the classroom, cheating can involve
copying home assignments, laboratory records, computer
programs, and indulging in plagiarism for term papers. While
plagiarism is very easy in today's digital world, many people
have not yet properly understood it. Recently, a group of
students approached me to give a talk on plagiarism to the first
year students who have just joined the institute. When I
mentioned about this invitation to a friend, who is a senior
professor, he said, "Why do first year students have to know
about plagiarism?"
It is important to recognize that plagiarism does take place on
campuses either knowingly or unknowingly. In a survey on
academic dishonesty at the University of North Carolina at
Chapel Hill (UNC), it was found that cheating on papers
involving plagiarism, which is an outside classroom activity,
was more common than cheating during the examinations [2]. It
was also found by the UNC study that 76% of the 200
respondents felt that plagiarism as a means of cheating is easier
and less risky than cheating during the examinations. While the

students are right in thinking that plagiarism is easy to commit,
they are absolutely wrong about the consequences that may
follow. This is the reason why we should be talking to the
freshers about plagiarism and its consequences.
Ipeirotis of New York University rang the bell in his blog by
mentioning that in a class of 100, about 20% of the students had
plagiarized their assignments. He had clear evidence of the
plagiarism in some cases and others confessed to it when he
informed the students that he would report the matter to the
authorities. This disclosure on his blog led to a series of
unpleasant events for Ipeirotis: lower teaching rating by
students and a cut in his salary raise. Eventually, he had to
remove his post from the blog. This has forced him to rethink
whether it is worth going after the cheaters.
In this cheating game, if a "me-versus-them" stand is taken, it is
going to be counterproductive. It is wise to think that students
are in general confused about what does or does not constitute
plagiarism. Easy access to digital media and the instinctive
copy/paste attitude make them vulnerable. Therefore, it is all
the more important to engage them on the broader issues related
to plagiarism. It can be disastrous if we cheat our way through
assessments, which test our learning and provide a feedback on
what we lack in our knowledge. Would you like to go to a
doctor who has cheated through his examinations? Would you
like to hire an engineer for constructing your house if you know
he has passed his examinations by cheating? If you somehow
get your degree by cheating your way through, what would
happen when you actually have to use your creative thinking at
your workplace? Would not you be caught?
Although the original Sanskrit Ramayana, the great Indian epic,
was written by Valmiki, several hundred versions of Ramayana
are known to the humankind. The same Ramayana is told in
different ways by creative minds without the fear of being
bugged by plagiarism. If the human race is evolving, our
creativity should evolve too. We should not be doing things
which are detrimental to our own creativity which in turn will

render us useless to the evolution of the civilization.
Often, individuals react to the environment around them. I
remember in a TV show, in an experiment on how individuals
can be influenced, two persons were asked to stand in the
middle of a market and look into the sky. Soon, ten more people
joined them looking into the sky. On a second day, when ten
volunteers in the experiment started looking into the sky, the
crowd around them looking into the sky became bigger.
Although this is a too simplistic an example, there is no doubt
that an encouraging environment will make us look at bigger
goals. Therefore, what is important is to create an environment
in which cheating becomes irrelevant so that the thought of
cheating is outside your mind's horizon. We should not hang our
boots because cheating is part of our lives. We need to make a
beginning rather than feel helpless. Where shall we start?
As part of the lectures, can we discuss with the students about
plagiarism and ethics of it? Or even ask them to write a small
piece on plagiarism? This will ensure that students will never be
able to say they are not aware of plagiarism.Can we design the
assessments which will bring out the spontaneous response of
the students?Can we ask them to submit their intermediate plans
on their assignment instead of waiting until the deadline for
submission?Can we do things which will induce in the students
a sense of belonging to the class and in the process make them
more responsible?Can we make the students feel that we trust
them leading to a reciprocal response?Can we make the
assessments more interesting and challenging so that students
are required to use specific scholarly resources and read more
than what is taught in the class?Can we make the assessments
more relevant to their learning goals by specifically informing
them the context in which the assignment is designed?Can we
design collaborative assignments in which small groups
participate in producing a solution while being aware of the
limits of collaboration?
Making the act of cheating risky through punishments will only
solve the problem partially. However, I would not like to

underplay the importance of enforcing some discipline. It is
desirable to make the ground rules clear to the students right in
the first class. Students should know the consequences if they
are caught plagiarizing, e.g., a lower grade, fail, etc. However,
any such disciplinary measures should be a policy of the
institute and should be implemented uniformly so that the
individual teachers who report cheating are not grudged against.
However, prevention is better than catching later and punishing.
We also need to make periodic scientific surveys on cheating
and the causes that prompt them to cheat on our campuses. We
should have the courage to put these survey results in public
domain and initiate an informed debate among the students. We
cannot cure the disease by simply feigning ignorance about it.
Perhaps, you may be thinking that what I have suggested above
is too idealistic. We are all pressed for time with our
involvement in research, teaching, administration, and so on.
Where is the time to think about all these? But a beginning is
better than not doing at all. Complaining about the bad times
that we are in will take us to nowhere. We must find solutions.
By choosing appropriate assessment methods and by creating a
positive environment in the classroom through dialogue and
discussion on cheating, even if a small number of students
desist from plagiarism, I think that is a first step but a big leap.
I am sure that will prompt us to write about our teaching
experiences again.
Citation:
Kumar, M. (2012). Honestly speaking about academic
dishonesty. IETE Technical Review, 29(5), 357-359. Doi:
http://dx.doi.org/10.4103/0256-4602.103162
Last reference Link:
http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direc
t=true&db=iih&AN=18391437&site=ehost-live&scope=site

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