A consideration of academic misconduct in the creative disciplines: From inspiration to imitation and acceptable incorporation

When the issue of students obtaining unfair academic advantage is discussed, the focus is, virtually always on text based material concerning inadequate attribution or more blatant, but possibly inadvertent, passing off. A 2008 conference concerning plagiarism held had only two, from over thirty, sessions, keynotes and workshops, focused specifically on issues of plagiarism from within the creative, visual, art and design disciplines. The purpose of this paper is to outline many of the issues of misrepresentation with particular reference to vocational education in creative disciplines and to propose a route that may be followed to clarify matters for specific subject grouping and institutions. It is asserted that this approach, if formalised, can, lead to the establishment of agreed verifiable standards and thus improve the quality of the student work created (Porter 2009). This paper does not focus upon text based misconduct but upon issues of academic misconduct specifically associated with images, ideas and intellectual property within the creative disciplines of art and design

Creating presentable PowerPoint presentations (including reference to students with dyslexia or who do not have English as their first language)

This guide aims to enlighten presenters in the art of effective visual presentations to enable the audience to view the presentation as an enhancement rather than a substitution

Beyond text based plagiarism: A paradigm for tackling academic misconduct in the creative disciplines

This guide addresses the fact that in Universities or professional practice the regulations and guidance concerning plagiarism and other forms of academic misconduct usually focus upon text based material

Mic Check? Mic Check! Amplifying Our Voices

Content Warning: discrimination, suicidal ideation, violence When I write about mental illness, I use the terms: disability, identity, and relationship. However, no word captures what mental illness means to me. Mental illness is somehow both a part of me and a separate, intangible entity. Every day is an exhausting struggle to live with and understand it, and during my first year of graduate school, I experienced covert ableism. This harm caused a long and tedious recovery process on top of ongoing unlearning and healing. Through recovery, I adopted the practice of “embracing the whole” of emotions, feelings, symptoms, and triggers. I questioned the concept of “professionalism” emphasized in my assistantship, which often included dehumanizing emotions. However, I will not expend additional emotional labor to educate those who committed ableist actions. Instead, I will write in depth about my mental illness experiences to relate to folx who have a mental illness. Through this article, I hope that folx with mental illness can empower themselves to embrace the whole of their emotions and the authenticity of their experiences, honoring their own bravery and vulnerability