A psychopath would be theoretically less concerned with self-concept or reputation than the ordinary person. Like anyone else, psychopaths will be driven to "minimize risk to themselves," and ensure they do not get caught (Grohol, n
The ordinary people in the Mazar, Amir & Ariely (2008) study likewise do not want to get caught. The psychopath might be more inclined to cheat for the sake of cheating, more often than the ordinary person who cheats primarily for things like financial gain or in competitive scenarios (Mazar, Amir & Ariely, 2008)
(West Virginia University Admissions and Records "Academic Integrity/Dishonesty Policy") Challenges for universities and other institutions are great and the demonstration of change is surely called for as more and more students are restricted by time and ability, and as available sources for academic dishonesty continue to grow. Other types of academic dishonesty include but are not limited to cheating, as in using another's work in class, copying another's homework and the like (Del Carlo & Bodner 47) and also not contributing appropriately to group work
That is if the penalties are not viewed as just, there may be a common disrespect for the law and the level of cheating could actually rise. (Galles, Graves, Sexton, Walton 718) Proper citation includes many styles that are inclusive of the vital information about the source from which the information was taken
"Some recent statistics presented in the book: 80% of high school students admit to cheating, 95% of students who cheat say they don't get caught, and 34% say their parents never talk to them about cheating." (Gomez 42) The statistics associated with higher learning are more difficult to come by but the statistics of younger students can give us a good indication of the prevalence of the problem and the breadth of the danger in the future
Other types of academic dishonesty include but are not limited to cheating, as in using another's work in class, copying another's homework and the like (Del Carlo & Bodner 47) and also not contributing appropriately to group work. (Nicolay 43-51) but the main challenge of academics in the modern environment is clearly plagiarism as it ease and availability continue to grow almost by the day
As with any form of academic dishonesty and there are more than a few, plagiarism can sometimes be a vaguely understood term and the degrees to which an individual can engage in plagiarism are also varied. (Pincus & Schmelkin 96-97) (Sutherland-Smith 1-13) This work will compare and contrast the policies and procedures of two institutions of higher learning on the issue of academic dishonesty, and more specifically plagiarism
As with any form of academic dishonesty and there are more than a few, plagiarism can sometimes be a vaguely understood term and the degrees to which an individual can engage in plagiarism are also varied. (Pincus & Schmelkin 96-97) (Sutherland-Smith 1-13) This work will compare and contrast the policies and procedures of two institutions of higher learning on the issue of academic dishonesty, and more specifically plagiarism
Underlying Factors There have been many studies that outline the underlying factors that contribute to academic dishonesty. While there are some basic factors like age, gender and grade point average, many contextual factors have also been identified, including the level of cheating among peers, peer disapproval of cheating, and the perceived penalties for cheating (McCabe & Trevino, 1997)
Underlying Factors There have been many studies that outline the underlying factors that contribute to academic dishonesty. While there are some basic factors like age, gender and grade point average, many contextual factors have also been identified, including the level of cheating among peers, peer disapproval of cheating, and the perceived penalties for cheating (McCabe & Trevino, 1997)
Overt Indirect Substantive Misappropriation: Whereas overt direct substantive misappropriation is the misrepresentation of unoriginal authoritative work as the student's own writing, overt indirect misappropriation involves original text but unoriginal intellectual contribution to the material presented as academic work. Instead of reproducing prior authoritative text verbatim, students engaging in this type of plagiarism rewrite portions of prior authoritative work, sometimes entirely in their own words, but do not give appropriate credit to the original source (Boon, 2003; Girard, 2009)
The growth of the Internet has greatly increased the efficiency and speed of deliberate plagiarism by allowing students to search through thousands of published sources online without ever having to go the library. The greatly expanded range of possible sources available to contemporary students also significantly reduces the relative risk that a teacher or professor will recognize the plagiarized material on reading it (Innerst, 1998; MJS, 2004)
Even worse, many students believe their cheating is justified, partly because so many students do it that those who do not are at a disadvantage (Slobogin 2002). This is equally true at academic institutions with very high reputations as at lesser institutions (Boon 2003) and contrary to common assumptions, academic dishonesty is perpetrated as much by superior students as by average and below average students (MJS 2004)
Plagiarism and Misuse of Technology: Plagiarism is the use of published ideas without the appropriate referencing of that information by the student. According to several recent studies, plagiarism is rampant on high school and college campuses for years (Innerst 1998)
According to several recent studies, plagiarism is rampant on high school and college campuses for years (Innerst 1998). Even worse, many students believe their cheating is justified, partly because so many students do it that those who do not are at a disadvantage (Slobogin 2002)
and, on a professional level, coaching great Vince Lombardi made the Green Bay Packers legendary in the league, training his players with grueling practice schedules, inspirational words, and hard but always fair discipline. People are willing to accept hardship to reach a goal, as long as the rules are applied fairly (Anderson 2008)
Also, his data showed that smaller offices were more honest than larger companies, by as much as 3 to 5 per cent. This suggested that when people knew they were being observed, they were more honest (Levitt 2005)
Due to this reason, academic honesty and hard work is emphasized by the instructors and educators. Moreover, the importance f originality of work is accentuated by the teachers that can motivate and persuade the students to bring out their skills and abilities in the form of true piece of work (Ercegovac & Richardson, 2004)
However, it is prudent to note that ethical values and morals are not imbedded since birth, but the individual learns them as they grow. Pre-defined norms, rules and ethical conduct that an individual learns and practices helps them grow and nurture as a positive image in the healthy society (Hall & Kuh, 1998)
While on the other hand, academic dishonesty that particularly includes cheating forgery, plagiarism, and other dishonest acts harms the institutions in many ways. The dishonest conduct and acts devastates not only the educational missions but also the students' growth (personal as well as intellectual) is profoundly affected by it (Money, 2008)