Intellectual Honesty and Plagiarism
Academic Honesty and Integrity
AULA expects all students to adhere to the highest standards of academic honesty. In all learning activities — including papers, oral presentations, and reports — students submit their own original work accompanied by citations acknowledging words, facts, or ideas borrowed from any other source, including electronic sources. A student may not submit the same work in two courses.
Plagiarism
Plagiarism is the representation of someone else’s writing, graphics, research, or ideas as one’s own. Paraphrasing an author’s ideas or quoting even limited portions of the work of others without proper citation are also plagiarism, as is cutting and pasting materials from the Internet
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The faculty member may request evidence to determine whether academic dishonesty has occurred. For this reason, students are encouraged to keep all drafts and notes pertinent to the development of a paper until the paper has been reviewed and returned and credit has been awarded for the course.
If the faculty member determines that there is sufficient evidence to pursue a formal complaint of academic dishonesty, the faculty member submits a written record of the suspected violation to the Program Chair or designee.
If needed, the Program Chair or designee undertakes further investigation of the incident.
If Program Chair determines that academic dishonesty has occurred, the Program Chair imposes academic and/or administrative sanctions.
The Program Chair prepares a report documenting findings and sanctions. Copies are sent to the student, the student’s advisor, and to the Office of the Registrar to be placed in the student’s file.
The student may appeal a determination of, or sanctions for, academic dishonesty to the Provost within 10 days of receipt of
This coincides with 6.02 Maintenance, Dissemination, and Disposal of Confidential Records of Professional and Scientific Work. There are times when a situation is hectic and negligence can occur at that point of time. In class, lab results on printed-paper intended for the patient was given to another participant in class. They opened it up and saw all the information not realizing it was not theirs. They asked me about the results and I noticed it was not theirs.
In her article “Unconscious Plagiarism,” Rachel Tool describes how she experienced been plagiarized by unmeant from her friends and her students. Also she might use other people’s ideas by accident. She told her students that famous writers sometimes steal other famous writer’s ideas or writing structures because they want to build their tension and use fluid transitions. Long time ago, lots of students use rote memorization when they learning how to write, and students just re-transcribe what they learned from other people. When the writer heard that students always use her ideals to play jokes and communicate after class, she is kind of happy cause she thought this is likely a form of flattery.
The nature of cheating originates from the common misconception of helping others and a student’s lack of self-confidence. Plagiarism, not so different from cheating, disperses from the broad range of information on today’s technology. Through an authentic study, it has been revealed that teachers have established many students who have cheated their way through complexed assignments. Even misleading students who have kept a high grade point average has been found as participants of academic dishonesty. Today, professors seek to find different measures that should be taken to decrease cheating and plagiarism.
Community College Dilemma The Lack of Formal Training in Ethics for Professors: Based on the Journal of College and Character an article by Jacqueline Klein talks about an issue regarding how “most college instructors do not focus on professional ethics as they go about their daily duties as teachers, researchers, committee members, and advisors (Klein, 2005) Examples of irresponsible and unethical behavior by faculty include being late for class, using vulgarity, showing favoritism toward students, inappropriately using campus funds, plagiarizing, engaging in dual relationships with students, failing to uphold administrative duties, and refusing to uphold responsibilities of teaching and research (Klein, 2005). As I investigate the
In any school you have attended, plagiarism is a situation that a writer should not put themselves in under any circumstances. When reading the essay “Something Borrowed,” Malcolm Gladwell gave insight into the flaws of plagiarism that writers may not have thought about before. The first being that plagiarism is never acceptable (927). The second issue with plagiarism is recognizing the differences that can or cannot “inhibit creativity” (931). Being inspired by another person's work can help and guide you to build your own ideas, but simply taking their work and claiming it as yours is not permitted.
As I engage this unit’s Read and Attend assignments, I find that my understanding of plagiarism is not as fully developed as I had previously thought. Our Unit 3 Attend assignment shares that “in a general sense plagiarism may be caused by carelessness” and these circumstances frequently precipitate the lack of care required while writing (Bethel University, 2014, p. 11). The academic integrity tutorial provided additional information which I found valuable as well. Common themes within each unit assignment provide strands of continuity, while assisting with a more comprehensive understanding. It is my opinion, the type of plagiarism that is hardest for me to avoid is “plagiaphrasing”, also known as “lazy paraphrasing” (Bethel University, 2014, p. 12).
She did not misrepresent her attendance. She did not forge her, or another’s, signature on the sign-in sheet. She did not knowingly furnish false information to the institution. Furthermore, Olivia is not guilty of facilitating academic dishonesty. Facilitating academic dishonesty requires one to intentionally or knowingly help of attempt to help another to violate a provision in the code.
Prior to submitting the assignment, I accessed the Turnitin website. This online website was a grading tool that scanned your paper for plagiarism, grammar, and spelling. The feedback from the website allowed me to correct any discrepancies that were overlooked while writing the assignment. After the assignment was submitted, I was informed by the instructor that I followed the format for writing assignment #2. I was given the opportunity to submit assignment #2 early, and resubmit assignment #1 at the assigned due date for assignment #2.
When implemented correctly, an honor code is the best method for ensuring an honest and nurturing school environment. When implemented correctly, an honor code helps responsible and successful students prosper. Because high school marks the transitional period to college, it is essential for a school to establish an effective honor code system that will foster a morality that will last throughout an individual student’s career. Specifically, GSMST should maintain but revise its honor code. Currently, its honor system involves a simple signing of an honor banner for each class.
The student author of the editorial seems to respect the honor code Groveton expects from its students, yet the author assumes the code itself is solely responsible for the alleged reduction in cheating at the school. Citing a survey to further empahsize the aforementioned assumption, the author only invites more speculation on the topic rather than providing further evidence as intended. While cheating is a frowned upon topic in all universities, this editorial is rife with assumptions and fallacious deduction, rendering the argument weak and unconvincing. First, the reporting system for Groveton 's novel honor code and the "old-fashioned" system it replaced both relyed solely on a human witness for reporting. Teachers used to monitor students and the new protocol calls for students to monitor each other and report any instances of cheating.
Students are given a certain deadline for work that is to be handed up which will put pressure on and tempt students to find the easiest access to the relevant information needed. Students may feel after submitting their own work that they do not receive the result they deserve and therefore could tempt them to take data and information from other sources in the hope to receive a higher grade in their next assignment. Whenever a student uses sourced material, this could be either published primary or secondary material, but can also be information got from other people, it must be indicated. It entails a solid set of values and failure to comply with these standard ethics may constitute an act of plagiarism. There are several things that count as plagiarism for instant, quoting exactly from another source, any ideas borrowed from another source, all ideas taken from the internet and any ideas paraphrased from another
By definition plagiarism is “the act of taking someone else’s work and trying to pass it off as if it were your own.” There are many different types of plagiarism, such as having someone write a paper for you, copying somers paper or just copying something right from the internet. Plagiarism is wrong in many ways because if you are caught you are only hurting yourself. You hurt yourself by having teachers or professors question who you really are. Plagiarism is cheating.
It is a form of cheating and is a very serious academic offence that may lead to exclusion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentations. Plagiarism occurs when the origin of the material
One of the most crucial traits a scholar can develop is a high level of self-efficacy which is essential to academic success. The ability to achieve and to recognize that success can come from being industrious should be the deterring factor for a student who considers committing the act of plagiarism. What is plagiarism one might ask? Voelker, Love & Pentina (2012) define plagiarism as, “putting forward another’s work as your own” (p. 37). This very pervasive problem plagues the education system, and many researchers and psychologist seek to explain the driving force behind students’ academic dishonesty.
This articles made mention of how angry victim may confront the participant who stole their ideas. They also made mention of the fact that most ideas were used with or without their knowledge intentionally and unintentionally in some situations but they never pointed out that plagiarism as students destroys their professional refutation if they want to become big business men and women in the future. Legal repercussions and suspension form schools are also some effects and consequences students who plagiarise go through. Despite these deficiencies, the authors were still able to lay down the necessary argument about plagiarism not to only students but to the public as well. Shonda and stephens provided strong credible points to show the level of anger caused to the owner and the intent to harm their participants as well as conform them since their took their substances with or without their