Cheating and Plagiarism

In his 2004 book The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead, David Callahan chronicles the growing acceptance of dishonest practices in American society. Public vice has become an all too common feature of hyper-capitalist societies. And the Ivory Tower is no exception.

In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

l 17 de octubre de 2013 se publicó en Facebook una denuncia sobre un caso de plagio de tesis. Los afectados son dos hermanos que egresaron de la Universidad Autónoma del Estado de México, y a quienes sus respectivas tesis fueron plagiadas por dos egresados de la Universidad Autónoma Metropolitana, unidad Azcapotzalco.

O texto discute a prática do plágio em trabalhos feitos por estudantes universitários. O fenômeno é visto como resultante, em grande medida, de facilidades oferecidas nos dias de hoje pelos meios digitais e também por deficiências na formação e desinformação por parte dos discentes e docentes. Ressalta-se ainda o prejuízo que essa prática causa ao próprio aluno e, de modo a contribuir para a superação do problema, definese o que é o “plágio” e são expostos meios de evitá-lo.

The creativity of an individual is only limited to the imagination span of an individual, in that there have been persons who have shaped and advance the world by only their creative imagination , but in contrast to that there is the force that seeks to remove creativity from our lives and that is when one seeks to limit himself from his own creativity , that view is called plagiarism. the impact of plagiarism is that firstly, it shows our creative inadequacies, secondly it does not give credit to authentic work and thirdly, plagiarism have become a criminal offence. Firstly it is at times highly likely for us to have Creative inadequacy when we want to have a well refined research, we might want to add some source, facts or information from scholars and to make our work more meaningful. This is due to the fact of our human inadequacies to forget , require learning or inspiration or just maybe we can't find the answer to that question.but at no time should it be done without the correct appraisal of the author of the idea that we may use to make our work more interested to view and read. Secondly,it does not give credit to authentic works. it is a simple process to cite that the information or conclusion in our work didn't develop from our own creative imaginations, to say we had help from an external source rather we seek to take credit.any document that has ideas or words that was written by someone else than the person writing the piece,breaks down the bond of creativity which the heavenly father gives to each individual to be able to think and imagine and then make his imagination His own or reality,therefore the reproduction of one's creativity and imagination intellectual to mimic your own is wrong.

This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or iThenticate for cross checking and plagiarism detection. The efficiency of the proposed techniques is evaluated on five different texts using students individually. After application of the techniques on the texts, they were checked by Turnitin to produce the plagiarism and similarity report. At the end, the “effective factor” of each method has been compared with each other; and the best result went to a hybrid combination of all techniques to avoid plagiarism. The hybrid of ethical methods decreased the plagiarism rate reported by Turnitin from nearly 100% to the average of 8.4% on 5 manuscripts.

Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in order to describe the relationship between the two. Interviews were also conducted with the student writers and their supervisors. The student writing was found to contain textual features which could be described as plagiarism, but the writers’ accounts of their work and the textual analysis strongly suggest absence of intention to plagiarize, thus providing empirical verification of similar suggestions in the literature. Implications of these findings are discussed and include a recommendation that the focus on preventing plagiarism be shifted from post facto punishment to proactive teaching.

Top Ten Reasons to read this Book

1. Show Christians and Jews the truth of the Quran while showing them the errors of the Bible!

2. You will see exactly which verses of the Quran correct those errors from the Bible!

3. Contains Islamic replies to established excuses by Jewish and Christian scholars!

4. Provides you with a new climax in comparative religion analysis!

5. Nearly a decade of research to make this book for you, the reader!

6. Organized in a topical format for quick and easy reference - an encyclopedia of Quranic corrections to errors in the Bible!

7. You are going to read four books in one:

*A book of Errancy; that lists over two hundred contradictions in the Bible

*A book of Excuses; in light of religious fairness, excuses by the top Biblical apologetics have been included!

*A book of Rebuttals; refutations to the Biblicist excuses are listed, so that the reader can view both views with an open mind!

*A book of Corrections; which lists the ways the Quran corrects the Old and New Testament.

8. Detailed descriptions of over 200 miracles in the Quran. What thousands of priests and thousands of years could not do: the Quran does.

9. Extensively lists the Differences and Similarities between the Quran and the Bible.

10. Lists the various Biblical differences between Judaism and Christianity and how the Quran settles those points of dispute.

This study aimed at highlighting the Turkish higher education learners' perceptions of cheating on online learning programs, the ways of, causes for, and some suggestions to minimize cheating. Both quantitative and qualitative data were gathered from 163 online learners via a questionnaire including both open-ended and close-ended questions. Data from the close-ended items in the questionnaire were analyzed in terms of frequencies and percentages of the responses using SPSS 22. The open-ended questions were analyzed thematically and manually. Over half of the respondents believed that cheating is more frequent and easier in an online course and they take this opportunity. They cheated by 'using online sources like Google to copy and paste the answers', 'consulting with others, and 'using personal class notes or coursebook'. They cheated because of 'lack of knowledge', 'getting higher marks', 'some technical problems', 'no proctoring', and 'exam stress'. To prevent cheating the respondents suggested that universities should disable the copy and paste features. Teachers should create different quizzes for each student, require all students to start their webcam during the online test, use alternative methods of assessment, prepare essay like thought-provoking questions, and create awareness of the problem. However, some students clearly stated that nothing can be done either due to some technical infrastructure problems or even lazy teachers.

This text is the result of a research process that has been carried out during the last five years on the realities and problems of plagiarism in contexts of higher education in different countries. We have observed eight groups of university students of different degrees in Engineering in a mandatory course of "Oral and written expression" in two universities in different countries (Ecuador and Spain). This course aims to provide tools to develop skills in oral and written presentations on academic assignments. Through practical exercises, manuals and presentations, students develop different strategies to generate tools to expose their knowledge as a "way of doing". The development of student tasks follows specific guidelines discussed with the use of technology to detect plagiarism, Turnitin and Urkund tools. The results of our research indicate how the average percentage of plagiarism in student work is reduced with the introduction of this software.

This is the PDF-PowerPoint which I prepared for my online exposition at The X International Legal Forum "Legal Protection of Intellectual Property: Problems of Theory and Practice" HISTORY OF LEGAL SCIENCE: TRANSFORMATION OF IDEAS AND IMAGES February 19, 2022, 11:00–13:00 MSK Plagiarism in Science: Historical, Ethical & Legal Discourse Discussion Club, organised by the Kutafin Moscow State Law University (MSAL).

In Other's Tongues. Methods and Work Practices in a Biography of Halldór Laxness. - This article originates in a report prepared for the University of Iceland's Ethics Committee. Subsequently it was later presented as the main evidence in the Laxness's family lawsuit against Hannes Hólmsteinn Gissurarson, professor of political science, at the University of Iceland. In 2008 Iceland's Supreme Court found him guilty of plagiarism and sentenced him to pay the Laxness estate three million kronas in damages. Prof. Gissurarson has faced no disciplinary action by the University of Iceland.
Halldór 1902-1932, published in 2003, generated an intensive discussion. The first of a new three-volume Laxness biography by prof. Hannes Hólmsteinn Gissurarson was instantly nominated for that year's much-coveted Icelandic Literary Prize in the category non-fiction. It was also highly praised by the country's largest newspaper, the conservative Morgunblaðið, calling it a pioneering work and praising its author for his "impeccable method" and "excellent work practices".
Yet a detailed examination of Halldór 1902-1932 (more than 600 pages), shows that is is plagiarized from beginning to end. The book is simply a compilation of quotations and passages that prof. Gissurarson has lifted from numerous authors, ranging from novelists to scholars. This bounty is presented as an original text, either by employing the copy-and-paste method or by paraphrasing, with minimal changes in wording or structure. Most of the material comes from the Laxness's own autobiographical descriptions, which prof. Gissurarson extracts and proffers as his own observations. He uses events in Laxness's novels as empirical material regarding details about the novelist's life. Furthermore, the "scholarship" amounts to an appropriation, often verbatim, of the research and findings of at least twenty authors and scholars without proper acknowledgement. The same holds for manuscripts and letters which have been mined ruthlessly. Whole chapters are lifted from the writings of the Swedish scholar Peter Hallberg and shuffled into the book. The plagiarism is systematic, deliberate, and so extensive as to be unprecedented both in the Icelandic academic community and internationally.

The prevalence of information and communication technology (ICT) has considerably converted the means of/for publication and circulation, as well as transforming academia and English pedagogy. However, with the availability and convenience of online resources, one of the critical issues emerged is that non-native English speakers are constantly accused of committing textual plagiarism: either intentionally or unintentionally. While many writing tools and plagiarism detectors are available to help solve the problem, none of them were customized for the great population of Chinese learners of English. Accordingly, DWright—a Chinese-interfaced online writing tutorial for paraphrasing and citing English—was developed in the hope of ensuring academic integrity through the avoidance of textual plagiarism.

The purpose of this study was to evaluate the design and efficacy of DWright regarding plagiarism prevention and improvement of English writing. A questionnaire and semi-structured interview were administrated to participants to test DWright and its technology acceptance model (TAM) to identify the effect of perceived usefulness, usability and user attitudes of DWright. Results show that users of DWright were in high agreement regarding the content effectiveness of all DWright-based tasks, indicating the reading activities, multiple-choice exercises and paraphrasing practices were effective to help users enhance writing knowledge and skills to avoid plagiarism. Furthermore, perceived usefulness and system usability affected DWright user attitudes significantly and positively, which mirrors their attitudes toward continued use of DWright. In this study, DWright met its users' needs by extending their knowledge to avoid plagiarism while simultaneously enhancing their paraphrasing and writing skills. The conclusion suggests that tutorial designers, content experts and subject teachers should support effective communication to improve content usefulness, so as to help users achieve their writing goals with a research proven learning and plagiarism avoidance tutorial system.

Con procedimientos de revocación de grado por parte de las universidades mexicanas se incrementa la calidad académica de los egresados y la confiabilidad en las universidades por parte de la sociedad. En la ausencia de procedimientos las universidades pueden nombrar consejos técnicos para decidir qué hacer. Es un derecho que les da la Autonomía. Además se tiene la oportunidad de emerger como líder en América Latina ante situaciones de plagio académico descubiertos posterior a la entrega del grado.

The paper discusses self-plagiarism and associated practices in scholarly publishing. It approaches at some length the conceptual issues raised by the notion of self-plagiarism. It distinguishes among and then examines the main families of arguments against self-plagiarism, as well as the question of possibly legitimate reasons to engage in this practice. It concludes that some of the animus frequently reserved for self-plagiarism may be the result of, among others, poor choice of a label, unwarranted generalizations as to its ill effects based on the specific experience (and goals) of particular disciplines, and widespread but not necessarily beneficial publishing practices.

Plagiarism exists in all aspects of intellectual creation, including academic environments. Today, academic theses written to earn a higher degree are minimally scrutinized since they are usually available only in the libraries of the universities that conferred the degree. This facilitates thesis plagiarism. But thanks to the accessibility that the Internet provides, theses and other degree- earning documents, are being digitized and made available to anyone with Internet access. This facilitates the detection of plagiarism. What should a University do in a case of thesis plagiarism involving an alumni, given that the alumni is the one affected by plagiarism or the one committing it? This article elaborates on the responsibilities of a university in the event of thesis plagiarism.

Sobre plagios de tesis, o académicos, se han reportado varios recientemente, en todo el mundo. En los casos ocurridos en países industrializados las consecuencias han sido severas para los plagiadores. Revocación de grado, pérdida de empleo, y desacreditación pública entre otras. Los castigos han sido ejemplares. Con estos castigos las universidades de los plagiadores salvaguardan la integridad de sus procedimientos de titulación y su prestigio institucional. En países tercermundistas, como el nuestro, las universidades han titubeado. Tardan mucho en reaccionar. No saben qué hacer. Y nada hacen. Permiten que los plagiadores continúen ostentando el titulo logrado a base de engaños.

Les historiens des sciences accordent à Francesco Redi le mérite d’avoir réfuté, sur la base d’un rigoureux empirisme, la croyance millénaire dans la génération spontanée, c'est-à-dire l’idée que les êtres vivants pourraient se développer à partir de la matière. Pourtant, la lecture en contexte de l’œuvre de Redi, ainsi que sa comparaison avec la littérature érudite de son temps, mettent radicalement en discussion cette image.
En 1668, Redi publie les 'Esperienze intorno alla generazione degl’insetti' (Expériences sur la génération des insectes), œuvre qui, déjà dans le choix du vulgaire et dans son titre 'Esperienze', dénonce la volonté de Redi d’adhérer à l’école galiléenne.  Pourtant, cet article met en relief toute une série de contradictions entre la façade galiléenne des 'Esperienze' et leur contenu. Premièrement, en insistant sur le fait que les citations – d’auteurs anciens et modernes, de traités d’histoire naturelle mais aussi des classiques de la littérature - sont extrêmement abondantes dans le traité de Redi. Mais également en montrant, par une analyse détaillée des sources utilisées par cet auteur, que ce dernier a largement (et tacitement) exploité le travail de l’érudit français Samuel Bochart.

Deuxièmement, contrairement à ce que Redi proclame dans les premières pages des 'Esperienze', le débat théorique au sujet de la génération spontanée est bien présent à son esprit quand il compose ce traité. On peut même dire que les 'Esperienze' sont conçues comme une réplique polémique dans laquelle l’érudition se trouve manipulée –j’analyse en particulier la relation dialectique entre le texte de Redi et les écrits du célèbre Athanasius Kircher (qui à son tour a pillé l’œuvre très influente de Fortunio Liceti).

Academic dishonesty (or “cheating”) is a serious, yet common problem in educational institutions across all age levels (Anderman and Murdock, 2007). Research has focused mainly on how many students cheat, why and how they go about it, as well as how to prevent them from doing it (Beasley, 2004; Berry, Thornton, and Baker, 2006; McCabe, 1993; Park, 2003; Staats, Hupp, Wallace, and Gresley, 2009). Additionally, there is an interest in how faculty deal with this problem and why many do not take the required judicial measures expected by their institutions (Keith-Spiegel, Tabachnick, Whitley, and Washburn, 1998; McCabe, 1993).

In the Second Language (SL) classroom, unique and specific types of academic dishonesty occur that are not found in other disciplines, for example 1) assignments initially written in the native language (original or copied from a website) are translated into the target language with the help of online translators, or 2) help provided by native or proficient speakers (anything from asking for a single word, an expression, or a complete review, i.e. “going over the paper”).

For this study an online survey was administered to 81 SL instructors across 22 US colleges and universities. The questionnaire, among other questions, asked teachers to list the types of cheating they have encountered and rate the seriousness of the offense. It also asked what procedures, if any, they follow when encountering acts of academic dishonesty, how they decide the penalties to be imposed and what they do to promote academic integrity.

Results show that, although almost all instructors have encountered several cases of cheating, as many as a third decide to deal with students one-on-one rather than following the institution’s procedures, because: 1) they are not familiar with them, 2) they consider them to be too cumbersome, 3) they think procedures or penalties are too harsh on students, or 4) they believe that first-time offenses can be handled “locally”.

The aim of this research is to find out the reasons for cheating and plagiarism tendencies and behaviours of university students, to suggest solutions with these findings and to contribute to the literature on this topic. Descriptive methods were used in this research. The research population consists of students from the Faculty of Sport Sciences. Two separate measuring instruments were used in the research to collect qualitative and quantitative data. Qualitative data were collected from 220 students while quantitative data were from 32 students. Frequencies were calculated for qualitative data and the common statements found were analysed. Normal distribution of the quantitative data was observed and the data were not distributed normally. Therefore; Mann-Whitney U test was applied for dual groups and Kruskall-Wallis test to groups more than two, from non-parametic tests. According to the results obtained from the study; more than half of the participants cheated. These results showed that the tendency for reference dishonesty, homework project dishonesty and cheating was at medium level while research reporting plagiarism is at a lower level. The main reasons behind cheating and plagiarism according to student views were the fear of receiving a low grade, taking the easy way out and not studying, rote-learning based education system and teachers not making a fair and equal evaluation. In order to prevent cheating and plagiarism which became current issues in education system, instructors must not frighten the students with grades, must enhance exam inspection and try for students to like the courses.

... instruction, Pecorari supports “learning by doing” (p. 50), ie apprentice-type arrangements through which novices ... reporting of content from a source without distortion; (4) the effectiveness of using sources for ... to be called plagiarism, but any of the texts in this corpus could have ...

Cheating and other dishonest behaviors are found at all universities, in both face-to-face and online courses. This chapter highlights an instance of cheating in an online course. The case is from the perspectives of both the student and the professor. The student’s perspective explains how and why she/he cheated on the final paper, and the professor explains how she/he suspected the individual and her/his thoughts on academic integrity in the online format. The student’s reasons for cheating include increasing course demands, pressures from work and family to do well, and lack of time due to full-time employment. The fraud triangle is also introduced in this chapter and questions for consideration are posed at the end. The hope is that this case study will illuminate one of the many challenges of online learning in higher education and how one academic dishonesty case was resolved. Because of the increase in cheating—at all levels, not just online—this discussion is timely and important.