Plagiarism studies

Etika berasal dari kata ethos yang artinya adalah teori tentang perilaku manusia yang dipandang dari nilai baik dan buruk sejauh yang dapat ditentukan oleh akal, sedangkan akademik menggambarkan ruang lingkup kawasan tempat etik seharusnya diaplikasi, dilakukan, dan

The sudden shift of schools to distance learning due to the COVID-19 pandemic has also impacted hospitalized children with severe medical, physical, or neurological conditions. We developed a system that enables children to attend classes using an alter-ego robot that lets them virtually experience an actual classroom environment. However, due to the inability of the existing camera and monitors to automatically adjust and magnify pivotal information that teachers present, another challenge is to draw children's attention and increase or maintain their concentration and focus during remote classes. Thus, we proposed and developed a system that automatically magnifies the view around where a pointing motion is detected. In this study, we described the design of our proposed camera-sensor-based pointing motion recognition with magnification function system using Kinect which consists of an RGB (color) camera, an IR (infrared) camera, an emitter-based Depth sensor, and four microphone arrays. We also conducted multiple experiments to extract pointing motions and evaluate the ability of the system to detect them using different parameters such as magnification rate, change-of-position tracking rate, and reset-position rate which were consequently used for Semantic Differential analysis. The optimal conditions and algorithms (e.g. upper body limb positioning, camera-blackboard-body distance and height measurements, color dimensions, user-monitor distance, etc.) were also investigated for system stability.

NEW SUBTERRANEAN FINDINGS UNDER HAGIA SOPHIA

This  archaeological survey has been directed by Dr. Çiğdem Özkan Aygün on behalf  of Istanbul Technical University (ITU) since 2005. The research sofar covers the cisterns, water distribution channels/galleries and the distribution systems  in the area of today’s Hagia Sophia Museum, Topkapı Palace Museum, Istanbul Archaeological Museums and Hippodrome. This zone refers to the acropole of the ancient settlement  and first hill of East Roman city.
Since 2009 one guy who have no education in the field with a friend of him claim that they have been conducting a 20 years of research, and shooting a documentary called ‘ Beneath the Hagia Sophia’. He also declared pseudo information as if he had found ‘ the hypogeum, secret channels, graves, bones of saints and patriarchs  a cyripto room where the secret letters were kept. He takes place vastly on mass media in Turkey and fake informations spreads around through internet. He even finds place in the book of Interno by Dan Brown through a copy-past passage from Hürriyet Daily News Paper.
In his website and through mass media he asks for financial support for his exploration-documentary and claims with his own words, ‘’the people /company who are going to help me … will be remembered and their name will be written in the infinite era’’.

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.

Mit dem Internet und insbesondere den Möglichkeiten des Web 2.0 ist eine neue Kultur der Transparenz entstanden, mit der immer weniger Nischen, also Orte und Zeiten der Intransparenz einhergehen. Google Street View zeugt von diesem Makro-Trend. Die Verschiebung von öffentlicher und privater oder vormals geheimer, inoffi zieller Sphäre zugunsten der öffentlichen hat, wie alles im Netz, positive und negative Aspekte. Medienpädagogisch und medienethisch stellen sich durch die neue, derzeit noch primär visuelle Transparenzkultur im Netz völlig neue Aufgaben: Heranwachsende von heute werden mit Bildwelten konfrontiert, in denen eigentlich nichts mehr nicht gezeigt werden kann oder darf -von tödlichen Schüssen aus US-Militärhubschraubern bis zu Videoaufzeichnungen von brutalen U-Bahn-Schlägereien. Die Dialektik des Netzes besteht darin, dass all diese transparenten Bewegtbilder positive und negative Effekte auf Individuen (differenziert nach Alter usw.) und die gesellschaftliche Entwicklung insgesamt haben können. In den vergangenen Monaten ist zudem etwas Neues passiert: Nicht mehr die Bildkultur, sondern die (akademische) Textkultur wurde transparent. Sie wurde erstmals zum Objekt der Begierde einer sie sezierenden Netzgemeinschaft.

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.

The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.

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.

Two kind of frequent written activities of Romanian advanced students are described in this paper: these are quotation and plagiarism in french dissertations done for research degree. Both are used by students for the production of their final text, almost homogeneous, avoiding to use all complex rules necessary to the text generation, which rules are very often ignored by these students because appropriate exercises for writing are missing in their programs.
We analyse a typical example of quotation and plagiarism and we try to understand and to describe the particular educational context in Romania. Our conclusions suggest how to give an officially recognition to these stigmatised activities in order to insert them in a real curriculum of training for writing.
Dans cet article, on étudie deux activités rédactionnelles fréquentes dans les mémoires de fin d’études des étudiants roumains francisants : la citation et le plagiat. L’une et l’autre se combinent pour produire un texte relativement homogène qui allège considérablement les lourds processus de génération textuelle que les étudiants ne peuvent maîtriser, faute d’entraînement.
Après l’analyse d’un exemple type, on cherche à comprendre les raisons de cet état de fait dans le contexte particulier de la situation éducative puis des propositions sont faites pour que ces activités officiellement condamnées puissent devenir des activités reconnues qui s’inséreraient dans un programme de perfectionnement à la rédaction écrite.

У статті дається характеристика ознак плагіату, визначається, які твори з точки зору авторсько-правової охорони можуть бути об’єктом плагіату, досліджуються відмінності у використанні ідеї та елементів форми вираження твору, пропонується авторська
теорія щодо визначення складу юридично байдужих та охоронюваних елементів форми вираження творів наукового характеру.

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.

With the increased use of digital materials, undergraduate writers in English as a foreign language (EFL) contexts have become more susceptible to plagiarism. In this study, the researchers designed a blended English writing course with an online writing tutorial system entitled DWright. The study examined the effectiveness of the online writing tool for helping a group of EFL sophomores in Taiwan develop plagiarism avoidance knowledge, paraphrasing skills, and citation abilities. Mixed‐method data included pretest, posttest, and delayed test, a feedback sheet, writing assignments, interviews, and a post‐course questionnaire, which reported increased awareness on plagiarism avoidance with evidence such as qualitative paraphrasing improvement and positive feedback on the use of DWright for developing plagiarism avoidance knowledge and citation competence. Pedagogical implications for researchers and instructors interested in blending online writing tutorials into their courses for plagiarism avoidance were also discussed.

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.

У доповіді висвітлюються спостереження автора про причини вчинення плагіату. Робиться висновок, що у багатьох випадках недобросовісні запозичення з чужих творів є наслідком відсутності знань про авторське право і наявності оманливих переконань про нього.

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).

Die Frage der "Italianità" im Stil Händels und die in seinem Werk so oft vorkommende Entlehnungspraxis sind eng miteinander verbundene Themenbereiche. Die Übernahme und Bearbeitung von motivischen Materialien italienischer Komponisten dürften für Händel wohl ein wesentliches Mittel zur Verinnerlichung jenes musikalischen Geschmacks darstellen, mit dem er seit den Jahren seiner Italienreise direkt in Berührung gekommen war. Zu beiden Fragen -dem Einfluss der italienischen musikalischen Kultur und der Entlehnungspraxis -haben zahlreiche Forschungsbeiträge ziemlich differenzierte Ergebnisse geliefert; insbesondere zur ersten Frage sind sogar entgegengesetzte Aussagen formuliert worden. 1 Zahlreiche Forscher und Forscherinnen haben Händels Assimilierung der italienischen Musiksprache betont und nicht selten als selbstverständliche Tatsache angenommen; 2 wenige da-1 Zur italienischen Komponente in Händels Werk siehe u.a. die Beiträge in Göttinger Händel Beiträge 7 (1998), insbesondere: Martin Stachelin, Studien zu Händels ‚Italianita', S. 25-26; Hans Joachim Marx, Händels ‚Grand Concerto' op. 6 Nr. 4 und seine italienischen Vorbilder, S. 51-56; Lowell Lindgren, To be a Bee in 18th-Century England, as exemplified in by Handel's ‚ Xerses', S. 57-72; Kenneth Nott, Corelli's Op. 5, No. 8 Sarabanda as a Compositional Model for Handel and His Contemporaries, S. 182-207. Außerdem siehe: Paul Everett, Italian Source-Studies and Handel, in: Handel Collections and their HistoryKarin Zauft, Händel und das dramma per musica -Betrachtungen zu Händels Opernschaffen, dargestellt am Beispiel der Opern: Admeto, Amadigi, Agrippina, Tamerlano und Rodelinda, ebd., S. 91-98. 2 Siehe u. a. Julian Herbage, The Oratorios, in: Händel: A Symposium, hrsg. von Gerald Abraham, London 1954, S. 74 ("[The] Italian influence remained with [Handel] for the rest of his life, and through it his musical genius was later to achieve its fullest expression."); Claude V. Palisca, Baroque Music, Englewood Cliffs 1968, S. 253 ("Four years in Italy […] converted Handel almost completely to the melodious Italian manner, although his predilection for counterpoint, choral writing, and elaborate instrumentation never left him."); Jens Peter Larsen, Handel's Messiah, New York 1972 2 , S. 40 ("It is evident how much [Handel] learnt from Corelli about writing for instruments, and from Scarlatti about writing for voice."); Winton Dean, Handel and the Opera Seria, Berkeley 1969, S. 153 ("In Italy [Handel] assimilated the flexibility and eloquence of Scarlatti's vocal idiom, and the polished energy of the instrumental style of Corelli."); Paul Henry Lang, Handel, New York 1966, S. 56 ("[…] but the influence of the [Italian] cantatas was permanent and pervasive.").

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.

Squeezing the Bodleian collection of Vivien Eliot's papers for anything of value they may contain, in the hope of seeing off any idea of publication, which would be almost impossible (they are scrapbooks, often of printed material), sad and demeaning, and pointless.

In preparation for a book that rebutted the thesis of Walter Rea's book, The White Lie, the author responded directly to materials sent him by Walter Rea regarding the evidence for his charging Ellen White with plagiary and his dismissal as a Seventh-day Adventist pastor for publishing his conclusions, in violation of his agreement with church officials, before thorough study of the use of sources in The Desire of Ages could be completed. The letter was sent with several supporting attachments.

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.

În 2016, la patru ani de la decizia Comisiei de Etică a Universității din București (CEUB) asupra tezei de doctorat semnată de Victor Ponta (VP), reapar în spațiul public clișee de (auto)apărare împotriva acuzației de plagiat. Pentru cei care mai pot fi amăgiți de astfel de ideologii ale autoapărării fraudei intelectuale ar fi util să fie văzut sau revăzut și raportul CEUB “Procedee și tipuri de plagierea în teza de doctorat a lui Victor Ponta” (disponibil  pe siteul UB ). Cele câteva pagini pe care le pun acum în circulație au constituit un prim draft al raportului respectiv. Nici VP, semnatarul tezei în discuție, nici coordonatorul său de doctorat sau vreun alt membru al comisiei care a participat la susținere tezei în discuție nu au raspuns niciodată, punctual, la argumenele prin care CEUB și-a fundamentat decizia. Este , dealtfel, o caracteristică valabilă și pentru alte cazuri similare (Petre Tobă, Gabriel Oprea, Olguța Vasilescu etc.). Desigur, juridic, principalul responsabil de plagiat este doctorandul. Moral și intelectual, însă, conducătorul de doctorat este obligat să se raporteze deschis , public, la o acuzație de plagiat adusă pentru o teză pe care a coordonat-o. Este sigur, însă, că nu va putea spune că este profesor coordonator de doctorate dar nu a știut că citarile sunt necesare și se fac cu ghilimele, subsoluri și referințe bibliografice.
Principalele procedee de plagiat în teza de doctorat semnată de VP sunt clar identitficate prin analiză: a) preluarea copy-paste , fără citare, a unor blocuri masive de text care ajung și la 8-10 pagini ca întindere; b) preluările  fără citare corectă se fac nu numai si nu în primul rând pentru referiri la acte normative;c) plagiatul din teza analizată este nu numai de cuvinte ci și de idei ;d) plagiatul masiv nu poate fi pus pe seama unei culturi specifice de redactare pentru perioada în care a fost elaborată teza sau pentru domeniul ei de referință. Argumentul esențial în susținerea acestei formulări este dat de faptul că toate cele patru lucrări-sursă  din domeniul dreptului pentru plagiatul VP lucrează frecvent cu citări complete; e) degradarea modurilor de citare corectă din lucrările sursă pentru a face plagiatul mai greu de identificat.
Cum sa argumentezi că un text este parte de  operă proprie când, spre exemplu, ai preluat din Victor Duculescu citatul cu comentariu cu tot, dar nu il citezi pe Duculescu ci pe Geamanu din care preluase corect Duculescu? S-a întâmplat ca VP să preia același citat din Geamănu, ca și Duculescu, și să folosească exact aceleași cuvinte în interpretare? Neverosimil. Nu cred că după patru ani de discuții se poate reveni cu simpla ignorare a unor astfel de constatări și cu formulări goale de conținut (”așa era atunci”, ”nu aveam normele de astăzi”, ”am făcut ceea ce mi-a cerut îndrumătorul de doctorat”, în domeniul nostru nu ai ce comenta în cuvinte proprii pentru că  ”legile sunt legi”  etc.).
Caracterizarea de “plagiat masiv, intenționat , cu complicități multiple” facută pentru cazul Petre Tobă este perfect valabilă și pentru teza de doctorat VP, cu argumentele date de textul prezentei analize.

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 ...

Plagiarisme adalah tindakan pelanggaran dan momok bagi ilmu pengetahuan. Pelaku plagiarisme mencuri karya penulis lain tanpa mengutip referensi asli. Psikologi adalah salah satu ilmu yang paling rentan dengan plagiarisme dan harus lebih memperhatikan masalah ini. Beberapa jenis plagiarisme dapat dibedakan dengan motivasi plagiarisme (disengaja, tidak disengaja, dan tidak disengaja), bagaimana melakukan plagiarisme (penulisan tulisan tangan, parafrase yang tidak sesuai, dan ringkasan) dan plagiarisme sendiri (daur ulang teks, publikasi yang berlebihan atau duplikat, salami-slicing atau fragmentasi data). Ada beberapa alasan untuk melakukan plagiarisme, seperti kemudahan mendapatkan informasi melalui internet, tekanan pada tugas akademis, keterampilan menulis yang buruk, terburu-buru untuk menulis di bawah tekanan, kurangnya pemahaman bagaimana menulis ulang referensi asli, kesalahpahaman untuk memahami plagiarisme diri, dan penjiplak kebiasaan. Artikel ini juga menyajikan langkah-langkah untuk menghindari plagiarisme, seperti menghindari "pencurian intelektual", melakukan penulisan yang baik (kutipan dan parafrase), dan menguji uji kesamaan (layanan deteksi plagiarisme).

Purpose: This study centers on 25 cases of plagiarism in scientific publications committed by faculty members and students of the University of the Philippines and dealt with by eight of the university's academic publishers. Methods: We focus on the publishers' responses to these cases, details of which we obtained from various sources, vis-à-vis the University of the Philippines' policies on plagiarism. Results: The responses to plagiarism were found to vary, at times seemingly arbitrarily, but tended toward protecting the identities or details of the accused, unless the case became publicized. Conclusion: Such maintenance of confidentiality is inimical to the fulfillment of academic publishers' duties to the rest of the academic community. We herein suggest policies to address the identified deficits.

En el centenario de la Universidad Michoacana de San Nicolás de Hidalgo presentamos una colección de trabajos sobre bio/ética a cargo de académicos en universidades de México (Universidad de Guadalajara,  Universidad Autónoma de Guanajuato, Universidad Autónoma de Querétaro y la misma UMSNH).  Coordinador de la Colección: Rodrigo Pardo. Editor: Miguel Ángel Porrúa. México.

This exploratory study contributes to the field of plagiarism studies by exploring the potential role of culture and educational context on how students understand and interpret source use practices. Participants were first language Chinese university students, one group studying in China (N=100) and another in the US (N=72). Data consisted of participants’ written descriptions in Chinese of five source use practices with varying levels of acceptability (e.g., unattributed copying, a cited paraphrase), thereby placing the concept of plagiarism within the larger framework of overall source use. Five screen capture videos of a fictional student writing a paper and using an online source represented different source use practices. A focus group was also used to explore participants’ understandings of Chinese term(s) that have many meanings in English. Quantitative and qualitative analyses reveal the China- and US-based students describe the source use practices differently. Differences were found in their use of polysemous Chinese words (e.g., yǐnyòng引用) that require several English words for translation, and in the frequency of words indicating plagiarism (抄袭 chāoxí and 剽窃 piáoqìe). Participants’ usage of first language terms related to plagiarism varied with exposure to a different culture and educational context, with participants in the US being more likely to refer to stigmatized practices (e.g., unattributed copying) with value-laden negative terms than were China-based participants. These differences in their usage of their first language illustrate the development of their awareness of academic expectations in the Anglo-American context. Pedagogical implications are discussed.

Beginning with the example of Beyoncé's music video for her song "Countdown," which copied movements from Anna Teresa De Keers-maeker's early choreographic work, this article explores the role of plagiarism, reconstruction, and recreation in contemporary dance. With regard to theories of repetition (such as those of Søren Kierkegaard and Giorgio Agamben), a particular focus is placed on the ephemerality and corporeality of movement, arguing for the convergence of copying and repetition in dance. While, due to the restrictions of human anatomy and the responding characteristics of movement, dancing is always already interwoven with the process of copying, it is, however, the inevitable inexactitude of these copies that guarantees the non-iterability of dance, as well as its alteration and innovation.

This article (and others that appeared in the Adventist Review) was written in response to the Glendale meeting at which Walter Rea presented his findings regarding Ellen White’s literary borrowing. In response, the third vote of the committee was: “That immediate study be given to a plan for educating the church in easily grasped steps on the subject of inspiration and Ellen White’s use of sources” (PREXAD minutes, “Committee on Ellen White’s Use of Sources at the Glendale Adventist Hospital, Jan. 28–29, 1980,” p. 2).

The aim of this paper is to propose an eight-point framework for reducing plagiarism among university students. Prior to presenting this framework, the paper will briefly discuss the definition of plagiarism, reasons why it is a serious problem, and individual and contextual factors that lead students to engage in this unethical behavior. The paper will then discuss how plagiarism can be reduced through the fostering of appropriate attitudes, development of requisite research and writing skills, design of appropriate assignments and curricula, and establishment of consistent institutional guidelines and practices. The final section reflects on some general considerations to be kept in mind when instituting the framework.

Since plagiarism has become a vital problem in the academic world, the Unplag team decided to create a complete guide which outlines the key aspects of plagiarism.
The purpose of this guide is to provide a reader with both theory and practical advice, explain what plagiarism is, and clarify how to find and prevent plagiarism.

Learn more about us: https://unplag.com/

Plagiarism is troubling the academic world today. Academic dishonesty in educational institutions of higher learning is a cause for concern at present. This study examined students' awareness of plagiarism among college students in Iligan Capitol College, one of the private colleges in Iligan City. The study also assessed the incidence of plagiarism among students and the perceived factors responsible for the plagiarism. A descriptive design was employed integrating qualitative information to quantitative analysis of the data. Majority of the respondents are females (53%) than males (47%) students, who come mostly from 2 nd year level (28%). A large number of the respondents are students from Criminology department (54%).

Abstract: In 2006, I began extensive dialogues with Dirk Anderson, whose website is a premiere source of information against Ellen G. White’s inspiration as a writer. Specifically I addressed the assertion that up to 90% of her writings is attributable to the writings of other authors and whether it is legitimate for an inspired writer to adapt material from other authors without specifically giving credit for the wording used. I also addressed the assertion that she got her great controversy theme from H. L. Hastings whose book, THE GREAT CONTROVERSY BETWEEN GOD AND MAN, came out just before Ellen White’s publication of SPIRITUAL GIFTS, Volume 1, subtitled, "The Great Controversy Between Christ and Satan." I also addressed Donald R. McAdams’ surprise that so much of THE GREAT CONTROVERSY was based on historical sources. There is also a surprising endorsement for one of Ellen White’s book at the end of the document.

This paper looks at the impact of the cultural factors of individualism and collectivism on plagiarism behaviors. The findings suggest that people from a collective background have a higher tendency to plagiarize. This study used an actual criterion variable to measure plagiarism (an extra credit essay), where most of the other studies use self-reported measures. The paper gives teachers suggestions on ways to mitigate plagiarism behavior.

In this paper I describe some promising developments in the analysis of plagiarism and copyright. In first part, I introduce the topic arguing the need to explore the relationship between plagiarism and copyright through interdisciplinary analysis (in particular, from a law & technology perspective). In the second part, I discuss some cases to show the changing nature of concept of plagiarism. For istance, the concept changes according to the type of work of authorship (literary work or musical work) or according to the kind of norm (legal or social) that governs it. In the third part, I illustrate how the birth and the evolution of the concept of plagiarism – as well as the birth and the evolution of copyright itself – is closely related to the printing press revolution. In the last part, I draw together some conclusions about the regulation of plagiarism through copyright law. In particular, I suggest that imitation is an essential part of the creativity process as well as a significant facet of the progress itself. In the new digital dimension, freedom of copying and recomposition of digital pieces is a core fundamental value, which copyright law has to take into account.

This study explores if and how nonnative English-speaking (NNES) students use technology to check their own writing for plagiarism. It responds to a call for more practice-oriented research on how educators can assist students in the effective integration of sources in their writing . Survey data from 141 NNES graduate and undergraduate students in a variety of programs from a large Midwestern university was supplemented with interview data of nine students in order to gain insights into student use of various technologies. Results indicate that students use restricted-access plagiarism detectors most frequently to check their academic writing, that they are overall satisfied with the performance of these tools, that they want professors to teach L2 writers about the tools, and that they find the tools useful to help them understand, identify, and correct possible plagiarism as well as feel a greater sense of ownership of their texts. It is recommended that educators take advantage of the opportunity technology offers NNES students by developing pedagogies that encourage ownership of texts by L2 writers.

Innovation and the development of knowledge in the field of scientific research is increasing exponentially, but it continues to be disjointed. It makes it difficult to keep up with state-of-the-art and to be at the forefront of research and dissemination, as well as to evaluate empirical evidence in the area of academic excellence. Recent literature reviews are frequently lacking in thoroughness and rigor and are carried out in part rather than using a specific design. This descriptive-mapping review aimed to illustrate plagiarism and research integrity literature published over a 10-year period (2010 to 2020). To achieve this goal, literature reviews were conducted to obtain relevant articles and documentation on plagiarism and its potential impact in the academic and publishing industries. Methodical searches in specific databases such as Web of Science and Scopus, including the Google Scholar Search Engine, have been undertaken to ensure the accuracy of the results. Thereafter, descriptive mapping was used to categorize qualifying articles. Over 350 titles were collected from the searches, of which 129 complete works were published in various journals during the covered period. Finally, in this review, 35 papers were eligible for inclusion. The themes were enumerated in the scholarly articles. Findings revealed a dearth of scientifically credible and relevant literature on plagiarism issues, such as the phenomenon in the academic environment, its particular specific factors and triggering causes, and the impacts of the institutional policy interventions being enforced. Although the results provided background information for the creation of a realistic guide to avoid plagiarism incidences, robust empirical and evaluative studies should be planned to identify the real implications of preventing plagiarism to uphold the credibility of scientific research and evaluate the impact of ethical issues, practices, and policies suggested by organizations and industries.

Questo volume raccoglie gli atti di due seminari tenutisi nel 2010 presso la Facoltà di Giurisprudenza di Trento. I due incontri sono parte integrante della prima serie di seminari del gruppo LawTech (<http://www.lawtech.jus.unitn.it/>) del Dipartimento di Scienze Giuridiche dell’Università di Trento, serie concepita e organizzata dal collega Umberto Izzo assieme allo scrivente. L’idea fu quella di riunire attorno a un tavolo studiosi provenienti da diversi saperi e ragionare sul complesso e affascinante concetto di «plagio». Giuristi, studiosi di letteratura, artisti, musicisti, storici si confrontarono da diverse prospettive dando vita a un dibattito interdisciplinare estremamente ricco di riferimenti culturali e spunti di riflessione. Le relazioni presentate nell’aprile 2010 sono state rielaborate, completate da riferimenti bibliografici e raccolte nel volume che oggi vede la luce. La doppia pubblicazione, mediante licenza Creative Commons, sia in formato cartaceo (a pagamento), sia in Open Access (formato digitale gratuito disponibile sull’archivio istituzionale Unitn eprints <http://eprints.biblio.unitn.it/> e sul sito LawTech, alle pagine dedicate al tema del plagio <http://www.lawtech.jus.unitn.it/index.php/plagiarism>), completa l’opera di diffusione che aveva preso le mosse, all’indomani delle giornate seminariali, con la messa a disposizione del pubblico delle riprese dei lavori (si veda l’archivio video del sito Web Jus.unitn.it all’URL: <http://www.jus.unitn.it/services/arc/2010/0421/home.html>)