An Empirical Research Study of the Efficacy of Two Plagiarism-Detection Applications

This article describes a study of the two most popular plagiarism-detection software platforms available on today's market—Turnitin (http://www.turnitin.com/static/index.html) and SafeAssign (http://www.safeassign.com/). After a brief discussion of plagiarism's relevance to librarians, the authors examine plagiarism-detection methodology and conduct a review of the current literature regarding plagiarism-detection efficacy. To evaluate detection efficacy for Turnitin and SafeAssign, the authors constructed a brief study in which twenty sample papers containing portions of plagiarized material were submitted to each platform. The results show that Turnitin had the highest overall success at plagiarism detection with an 82.4 percent detection rate. Additionally, both platforms had a combined false-positive detection rate of 16.8 percent. The authors conclude that close review of material suspected of plagiarism is still essential for proper identification.     

年代久远的复杂学术不端行为调查处理分析

针对读者邮件举报2篇文章存在抄袭的学术不端问题展开调查分析,确定文章出版性质.通过文章版面调查发现,两篇文章内容有90％以上的重复率,涉嫌整体剽窃学术不端.其中,一篇投稿时间较早而稿件出版时间稍晚,另一篇投稿时间较晚而稿件出版时间略早,一时没有确凿证据判断2篇文章谁剽窃谁,但从知识产权获得原则上对先出版者更为有利.相关文献调查发现,投稿时间早而出版时间晚的文章存在更早的出版记录,进而确定投稿时间晚而出版时间早的文章存在剽窃学术不端;进一步调查发现,投稿时间早而出版时间晚的稿件出版记录为内部非正式出版,后来该文投到《应用数学和力学》获得正式出版,并拥有相关知识产权.厘清2篇文章的出版性质后,进而提出学术不端处理建议.     

Increasing Academic Integrity in Online Classes by Fostering the Development of Self-regulated Learning Skills

Middle and secondary schools have increasingly offered distance-learning classes as a means of meeting diverse student needs and curriculum requirements while using instructional and budget resources efficiently. Little emphasis has been placed on the readiness of students to participate and succeed in these less conventional learning environments. The ill-prepared and apprehensive student may be prone to academic dishonesty. This investigation seeks to synthesize how pedagogical efforts to foster the development of self-regulated learning skills may reduce instances of cheating and plagiarism in online classes.     

Academic integrity and plagiarism: a review of the influences and risk situations for health students

Health professions are increasingly focusing on the development of integrity and professionalism in students of Health disciplines. While it is expected that Health students will develop, and commit to, the highest standards of conduct as undergraduates, and henceforth through their careers, the pressures of assessment and external commitments may lead to both unintentional and intentional plagiaristic behaviours. Exponential growth in Internet resources and new information technologies, as well as individual belief systems or naivety about the authorship attribution convention, suggest complexity in understanding the risks and factors associated with academic plagiarism. This paper reviews the education literature to provide an insight for academics into reasons for student plagiarism and, where possible, management of these risks. Our review refers to the health professions as a discipline in which academic conduct in students should be at the highest possible standard.     

Academic dishonesty,ethical norms and learning

This study is aimed to deduce which ethical norms and considerations are implicitly present in the students’ answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items regarded as cheating? What characterises the items not regarded as cheating? The implicit logic in the students’ attitudes is: The lower the degree of effort and work, the lower degree of learning can be expected; the lower is the degree of learning, the higher will be the degree of academic dishonesty. If the academic dishonesty does promote learning, it can be morally justified by mixed arguments from three ethical theories, consequentialist, deontology and virtue ethics.     

隐性学术不端论文的查证及处理策略

近年来,学术不端呈现出高技术性和隐蔽性的表现,衍生出隐性学术不端这一新变化.隐性学术不端具有查重检测结果低、技术指标存在多种造假方式、标识信息存在不透明性、投稿行为存在人为操纵等特征,仅依靠学术不端检测系统已经不能很好地防范.科技期刊需要重视论文中的隐性学术不端,提高查证技术,并进行针对性的处理.     

重译?修订?还是抄袭?

本文采用抽样对比的方法,对西奥多·德莱塞所著《珍妮姑娘》的两个汉译本进行比较,指出了两个译本的雷同之处并对其特点进行分析,证明其中一个版本为抄袭的作品。在此基础上,提出了重译与修订的特点和区别,并呼吁译界和出版界携手打击翻译领域侵犯他人著作权的行为。     

The 'freedom to frame questions … worth asking', or three stories and three (other) fragments of research

In our state of centralised control of the curriculum and high-stakes testing an examination subject's assessment objectives have become high profile. Some of the anomalous effects of this profile are shown in the teaching, question-setting, and marking of English literature. Glimpses of earlier times are revealed, all three secondary school key stages are considered, examination performances are discussed, and the views of beginning teachers about teaching to the test are sought.     

Reference Services Over the Past Century: Moving from the Center to the Fringes

ABSTRACT

This article describes the current state of reference work in an age of disintermediation, in which users no longer see the librarian as a necessary intermediary, and advises instruction as a necessity in an age when users cannot distinguish the scholarly and authoritative from the questionable and popular, and increasingly do not comprehend the notion of plagiarism, or the value of original thought.     

Educational Technology Along with the Uncritical Mass Versus Ethics

Abstract

This paper considers the ethics of educational technology in terms of whether or not selected media and methods are beneficial to the teacher and student, or whether other motives and criteria determine the selection. Communications media have proven themselves to be powerful and efficient tools, used like ‘dynamite’ for getting the most out of a ‘quarry’, but the vast scope of their applicability and flexibility may notoriously neglect the unprecedented risks to the user of current online methods – as one of the areas in which ethical issues arise. Having mentioned en passant any potential benefits of all communications media, their harmful potential is also noted, and, based on this introductory notification, ethical responsibilities of all parties involved in educational media have been examined. The authors’ main objective is to centralise the concept of the ‘uncritical mass’ representing the educationally uninformed general public whose selections of communication technologies can lead to their adoption as educational tools regardless of their educational value.