“Unskilled Laborers”

Advancement of knowledge and progress in technology drives the need for protecting inventions, new ideas, writings, music, and other media. While abundant, intellectual property and copyright issues are not simple, and the United States has adopted multiple rules via treaties worldwide. Academia has been fortunate with regard to the freedom provided by the fair use doctrine. Despite the freedoms, however, some feel that liberty is now limited by the Digital Millennium Copyright Act of 1998 (DMCA) and other rules being placed on intellectual property use (Carlson 2004).     

Student and faculty perceptions of plagiarism in health sciences education

Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour.     

Taking Political Autonomy Seriously: a reply to Ian Gregory

This paper raises some questions about academic authorial honesty under the headings of Plagiarism (including self‐plagiarism), Theft, and Collusion. Compared with the medical sciences, the social sciences in general and education specifically, lag behind in terms of critical attention being paid to the problem of plagiarism, the peer review process and academic authorial ethics. The ubiquity of the Internet, the ever intensifying demand to publish or perish, and maybe, a general shift in perceptions of what constitutes ‘bad’ plagiarism and collusion which challenge traditional notions of what constitutes authorial honesty, mean that the time may be ripe for a consideration by academic writers and journal editors of how they regard and deal with the whole area. This paper makes an early contribution to the discussion.     

Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.     

期刊,学术及其他

文章认为期刊是图书馆学研究共同体的重要组成部分,在图书馆学术发展中起着重要作用。指出期刊编辑中一些值得注意的问题,如过度强调重复率问题等。参考文献1。     

美国大学防剽窃教育的主要特点及其启示

剽窃是世界各国学界存在的一个共同问题.剽窃行为的整治是一项系统工程,需要政府、社会、学界、大学和学人们的共同努力.美国学界虽然也存在着剽窃问题,但一般能够做到有效控制.所以如此,一个重要原因是得益于美国大学普遍重视防剽窃教育.本文介绍、分析了美国大学防剽窃教育的主要特点及其给我国大学进行类似教育所提供的一些启示.     

Maintaining academic integrity among East African university students

Abstract

The purpose of this research was to examine the extent to which academic integrity is maintained in the academic programmes of three East African university students selected from one of the universities in each one of the three countries. For confidentiality and identification purposes, the universities were labeled A, B and C. The level of academic integrity was interpreted on the basis of the extent to which participants admitted to have engaged in plagiarism and academic misconduct in its various manifestations. The findings clearly indicated that academic dishonesty is widely practised by East African university students. The extent to which this held true varied from one item to another of the sixteen questionnaire statements with the highest score being in items related to plagiarism. Overall, 37% of the students in university C, followed by 32% of students in university A and 24% of students in university B engaged in academic dishonesty. The rate at which academic dishonesty was reported was comparable to what has been reported in other countries including Canada, Ethiopia, South Africa, the UK and USA.     

《醒世姻缘传》中的“得胜头回”及其他

《醒世姻缘传》在中国古代小说发展史上是一部不容忽视的重要作品。其回目之前的“得胜头回”与作者在叙述中心故事过程中插入的一些五光十色的小故事一起,组成了一幅广阔的生活画卷,扩大了小说的描写领域,从而形成了《醒世姻缘传》开放性的结构特色。另外,《醒世姻缘传》对其后的《红楼梦》等世情小说曾产生过重大影响,有些小说中甚至有抄袭《醒世姻缘传》情节的文字。可见,《醒世姻缘传》在乾嘉时已十分流行了。