Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity?

The discourse of plagiarism is speckled with punitive terms not out of place in a police officer's notes: detection, prevention, misconduct, rules, regulations, conventions, transgression, consequences, deter, trap, etc. This crime and punishment paradigm tends to be the norm in academic settings. The learning and teaching paradigm assumes that students are not filled with criminal intent, but rather are confused by the novel academic culture and its values. The discourse of learning and teaching includes: development, guidance, acknowledge, scholarly practice, communicate, familiarity, culture. Depending on the paradigm adopted, universities, teachers, and students will either focus on policies, punishments, and ways to cheat the system or on program design, assessments, and assimilating the values of academia. Self plagiarism is a pivotal issue that polarises these two paradigms. Viewed from a crime and punishment paradigm, self plagiarism is an intentional act of evading the required workload for a course by re-using previous work. Within a learning and teaching paradigm, self plagiarism is an oxymoron. We would like to explore the differences between these two paradigms by using self plagiarism as a focal point

Brute - Force Sentence Pattern Extortion from Harmful Messages for Cyberbullying Detection

Cyberbullying, or humiliating people using the Internet, has existed almost since the beginning ofInternet communication.The relatively recent introduction of smartphones and tablet computers has caused cyberbullying to evolve into a serious social problem. In Japan, members of a parent-teacher association (PTA)attempted to address the problem by scanning the Internet for cyber bullying entries. To help these PTA members and other interested parties confront this difficult task we propose a novel method for automatic detection of malicious Internet content. This method is based on a combinatorial approach resembling brute-force search algorithms, but applied in language classification. The method extracts sophisticated patterns from sentences and uses them in classification. The experiments performed on actual cyberbullying data reveal an advantage of our method vis-à-visprevious methods. Next, we implemented the method into an application forAndroid smartphones to automatically detect possible harmful content in messages. The method performed well in the Android environment, but still needs to be optimized for time efficiency in order to be used in practic

HIGH SCHOOL STUDENTS’ VIOLENCE TENDENCIES

This paper aimed to compare the levels of violence tendency in three different types of high schools. The universe of the research consisted of the high school students in the province Konya, the sample group involved 280 male, 224 female students studying at the Vocational, Anatolian and Sport High Schools. In obtaining data, a personal information form and the Violence Tendency Scale (VTS) developed by Göka et al. (1995) were used. The scale was made up of a four-point Likert type with 20 questions, varying from (1) “absolutely inappropriate” to (4) “absolutely appropriate”. The highest point from the scale was “80”, the lowest point was “1”. A high point shows that the students’ aggressiveness and violence tendencies are more. In accordance with the students’ points from the scale, the point between 1-20 as “very poor”, the point between 21-40 as “poor”, the point between 41-60 as “good” and the point between 61-80 as “very good” were regarded in terms of violence tendency, the “Cronbach Alpha” reliability coefficient of the scale was found to be .88. By testing the homogenity and variance of data, in the determination of statistical differences Independent t-test, One Way Anowa, Tukey-HSD tests were utilised. In this paper, the male students’ violence tendency averages were higher rather than the female students and this difference was statistically significant (P<0.05). The values regarding the students doing sportive activities were lower than the students not doing sport and this difference was statistically significant (P<0.05). Depending on the factors of father and mother’s education level, income level and class, any statistical differences were not observed. The Sport High School students’ violence tendency averages were lower than two other school types, the difference between the sport high school and the vocational high school was statistically significant (P<0.05). In conclusion, the students who give importance to sportive activities in their lives and have sportive education, are considered to have lower violence tendency rather than the students at other schools.   Article visualizations

Putin’s Invasion of Ukraine in 2022: Implications for Strategic Studies

This commentary discusses how some of the key dilemmas in strategic studies—such as the decline of major wars, the limitations of strategic coercion, the utility of the paradigm “War amongst the People,” and our current understanding of the relationship between war’s character and its nature—are either challenged or refined by Russia’s invasion of Ukraine

Interview with James Boyd White

The occasion of the following interview was the Montesquieu Lecture at the University of Tilburg, which Professor James Boyd White delivered in February 2006. In the lecture, entitled When Language Meets the Mind, Professor White discussed the manner of interpreting and criticizing texts, both in the law and in other fields, that he has worked out over his career. The heart of this method, as described in the lecture, is to direct attention to three sets of questions: - What is the language in which this text is written, and the culture of which it is a part? How are we to evaluate these things? - What relation does this writer or speaker establish with this language as he uses it--does he just replicate it unthinkingly, or does he make it the object of critical attention or transformation? How are we to evaluate what he does? - What relation does the writer or speaker establish with those to whom and about whom he speaks? How are we to evaluate these relations

Montana Kaimin, October 21, 2010

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/6417/thumbnail.jp

Montana Kaimin, October 21, 2010

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/6417/thumbnail.jp

Replication, Communication, and the Population Dynamics of Scientific Discovery

Many published research results are false, and controversy continues over the roles of replication and publication policy in improving the reliability of research. Addressing these problems is frustrated by the lack of a formal framework that jointly represents hypothesis formation, replication, publication bias, and variation in research quality. We develop a mathematical model of scientific discovery that combines all of these elements. This model provides both a dynamic model of research as well as a formal framework for reasoning about the normative structure of science. We show that replication may serve as a ratchet that gradually separates true hypotheses from false, but the same factors that make initial findings unreliable also make replications unreliable. The most important factors in improving the reliability of research are the rate of false positives and the base rate of true hypotheses, and we offer suggestions for addressing each. Our results also bring clarity to verbal debates about the communication of research. Surprisingly, publication bias is not always an obstacle, but instead may have positive impacts---suppression of negative novel findings is often beneficial. We also find that communication of negative replications may aid true discovery even when attempts to replicate have diminished power. The model speaks constructively to ongoing debates about the design and conduct of science, focusing analysis and discussion on precise, internally consistent models, as well as highlighting the importance of population dynamics

Media panic : the duo media - youth as problem for didactic and teaching plan

Relacja: młodzież i nowe media jest przedmiotem sprzecznych interpretacji, pełnych utopii lub wypełnionych niepokojami i lękami. Debaty o nowych mediach powodują rozgrzanie reakcji emocjonalnych. W tym przypadku mamy do czynienia z tym, co może być określane jako panika medialna. Panika przechodzi i jest zapominana, z wyjątkiem pamięci zbiorowej, innym razem powoduje zmiany o charakterze prawnym i społecznym. Moda na nowe media odsyła starsze media na drugi plan. K. Drotner twierdzi, że nowe media służą jako mentalne metafory do dyskutowania i debatowania o szeroko pojętych zagadnieniach społecznych. Autor podziela poglądy, że poprzez tworzenie sloganów określających konkretne pokolenie zwalniamy od odpowiedzialności wychowawców, nauczycieli i rodziców za dzieci i uczniów, w kwestii ich korzystania z nowych mediów. Jednocześnie firmy informatyczne bronią swoich pozycji w debacie publicznej.The relation between the modern media technologies and youth is extremely problematic because their debates are polarized. There is a view which emphasises benefits provided by new technologies and the genius of young digital natives; on the other hand, there is a point on the downside which is destructive and crumbles potentials. Therefore, youth and new media are subjects of contradictory representations full of utopia or full of anxieties and fears. In some cases, a debate of a new medium brings about heated, emotional reactions. In that case we have what may be defined as a media panic. The panic passes over and is forgotten, except in collective memory; at other times it has repercussions and might produce such change as those in legal and social policy. Like this the intense preoccupation with the latest media fad immediately relegates older media to the shadows of acceptance. K. Drotner argues that new media serve as mental metaphors for discussing and debating wider social concerns. We argue, with an approach close to S. Hall et al., that through the creation of slogans to indicate a specific generation, we give alibis to educators, teachers and parents not to feel their responsibilities for their children and students when they approach new media. At the same time, publishing and information technology companies are able to feed public debate about concerns or idealization inherent to new media, in order to defend their advantageous position