基于数字指纹的文献相似度检测研究

针对中文文献抄袭检测提出了一种基于汉语词频的文本数字指纹,通过对具有参考性的语料库进行词频和字频统计形成一个hash词表,然后基于最大熵原理为任意长度的文本生成一个基于词频特征的文本数字指纹,对于任意两篇文献可以通过计算对应的两个数字指纹的Hamming距离来得到一个相似度的估计。通过使用维基百科zhwiki-20121129-all-titles语料库构建hash词表,对情报学领域4种核心期刊进行实验,结果表明这种数字指纹对常见的抄袭情况都能很好地识别和检测,具有很强的鲁棒性。     

法国倡导科研诚信和反对学术不端行为的举措

在倡导科研诚信和反对学术不端行为方面,与大多数西方发达国家一样,法国在国家层面没有制定有关专门的法律法规.但是,自20世纪90年代中期以来,政府、科技界、教育学术界及公众逐步予以重视,认识到其重要性和必要性.目前,法国依靠良好的科技计划管理制度、完善的科技评价体系、规范的评价方法等途径,防止科研舞弊和抵制学术不端行为.与此同时,一些科研机构和高等教育主管部门通过建立相关的规章制度,如制定科研人员行为准则和科研成果评价机制,规范科研和学术工作.这些经验和措施是值得借鉴和学习的.     

Imagine No Possessions: Librarians,the Net-Generation Student,and the Imminent Victory of Plagiarism

Plagiarism's evolution, growing cultural acceptance, and sustained presence in student writing has overwhelmed deficient, outdated academic integrity policies. Cultural differences present in today's Net-generation students require academic librarians and teaching faculty to develop a partnership in order to reassess beleaguered and vague plagiarism definitions and compromised prevention strategies. Current ACRL policies and strategies on plagiarism prevention are examined to reveal their inadequacies. As instruction sessions often fail to consistently address the ethical use of scholarly sources and the Net-generation student's injudicious uses of technology, a new direction is offered, one that is centered not on punitive online detection policies or acquiescence to wavering ethical standards, but rather on the collaborative efforts of the entire academic community.     

彻查科技论文学术不端的编辑策略

针对不良学术道德行为在科技期刊中的表现,以天津大学期刊中心的实践提出了彻查科技论文学术不端的编辑策略。对于科技论文首先利用CNKI、CrossCheck剽窃检测器检测,然后寻找线索利用网络数据库查询。为弥补剽窃检测器和数据库查询的不足,还需进行网络深度排查。对检测结果,编辑需要进行深入分析,作出正确判断。     

Confusion about collusion: working together and academic integrity

An increasing emphasis on developing students' transferable skills, such as group working and IT, is creating challenges in ensuring the academic integrity of individually assessed coursework. This study investigated the frequency with which students engaged in a range of study behaviours for individual assignments, with a focus on the extent to which they exchanged information or worked in informal study groups. Over 1000 responses were gathered from students at pre‐ and post‐92 universities engaged in either business or psychology degrees. Four behavioural factors emerged from the data: trust, cooperation, use of IT and conscientious practices. Results indicated that students engage in practices relying on trust and cooperation less often than other practices, implying a concern with avoiding issues of academic misconduct. This was supported by focus group discussions where students described their strategies for working together whilst ensuring the quality and integrity of their own work. Comparisons between academic disciplines revealed that business students were more likely to engage in sharing and group‐work behaviours than psychology students, as were students at the post‐92 university. Comparisons between years found no significant differences. Recommendations are made for improving student understanding of collusion whilst still encouraging the development of skills important to employability.     

医学论文跨语种抄袭的特征分析和防范措施

医学论文跨语种抄袭多为英译中文献,目前还没有学术不端检测系统进行有效识别,因此甄别十分困难。本文从语言翻译学和文献内容2个角度,总结英译中的跨语种抄袭特征,剖析编辑部出版实践中的典型案例,提出在出版流程中严格把关并发挥主观能动性,开发基于先进计算机技术跨语种抄袭检测软件以及加强学术诚信教育和惩处力度3个防范措施,为编辑同行提供借鉴,共同维护学术诚信。     

Team Teaching

Several core competencies related to information literacy have been identified by the Association of College and Research Libraries. Students must learn to gather relevant information and communicate their findings effectively. The collaborative activity described here, which could easily be adapted for other disciplines, introduces first-semester freshmen to the standards of professional scientific writing, the different forms of publication, search strategies to effectively find information using a relevant database, and plagiarism. Analysis of our pre- and post-activity assessment demonstrates that students gain both confidence and knowledge on several important skills as a result of this activity. Providing content-relevant information literacy experience lays the foundation for students to be successful consumers of information.     

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

ABSTRACT

To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a “module” inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.     

Placing the Library at the Heart of Plagiarism Prevention: The University of Bradford Experience

Plagiarism is a vexing issue for Higher Education, affecting student transition, retention, and attainment. This article reports on two initiatives from the University of Bradford library aimed at reducing student plagiarism. The first initiative is an intensive course for students who have contravened plagiarism regulations. The second course introduces new students to the concepts surrounding plagiarism with the aim to prevent plagiarism breaches. As the Plagiarism Avoidance for New Students course was introduced there has been a significant drop in students referred to the disciplinary program. This article discusses the background to both courses and the challenges of implementation.     

Combating plagiarism: the role of the health librarian

This feature looks at the issue of plagiarism in health care students and the role of the health librarian in combating the problem. In particular, consideration is given to how plagiarism can occur and provides some examples from two UK universities of approaches health librarians can take in supporting students to avoid these common pitfalls. H.S.