Plagiarism and new media technologies: Combating 'cut 'n paste' culture

Whilst plagiarism has been around since pen was put to paper, the inextricable relationship that education now enjoys with new media technologies has seen its incidence increase to epidemic proportions. Plagiarism has become a blight on tertiary education, insidiously degrading the quality of degrees, largely thanks to ICTs providing students with ways to seamlessly misappropriate information. Many students are increasingly unsure how to avoid it and are being overseen by educators that cannot agree on what exactly constitutes academic dishonesty and how it should be effectively handled. This paper analyses the issues facing students and academics in light of new media in education and increasing moves to online learning. It considers the issues aggravating the problem; rising financial pressures, ambiguous cultural practices, practices in high school education; and seeks to provide a starting point for consistent, pedagogically sound approaches to the problem

The Development of the Head of the Imago of Chironomus

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The quick and the dead: when reaction beats intention

Everyday behaviour involves a trade-off between planned actions and reaction to environmental events.Evidence from neurophysiology, neurology and functional brain imaging suggests different neural bases for the control of different movement types. Here we develop a behavioural paradigm to test movement dynamics for intentional versus reaction movements and provide evidence for a ‘reactive advantage’ in movement execution, whereby the same action is executed faster in reaction to an opponent. We placed pairs of participants in competition with each other to make a series of button presses. Within subject analysis of movement times revealed a 10 per cent benefit for reactive actions. This was maintained when opponents performed dissimilar actions, and when participants competed against a computer, suggesting that the effect is not related to facilitation produced by action observation. Rather, faster ballistic movements may be a general property of reactive motor control, potentially providing a useful means of promoting survival

Changes in the relationship between self-reference and emotional valence as a function of dysphoria

The self-positivity bias is found to be an aspect of normal cognitive function. Changes in this bias are usually associated with changes in emotional states, such as dysphoria or depression. The aim of the present study was to clarify the role of emotional valence within self-referential processing. By asking non-dysphoric and dysphoric individuals to rate separately the emotional and self-referential content of a set of 240 words, it was possible to identify the differences in the relationship between self-reference and emotional valence, which are associated with dysphoria. The results support the existence of the self-positivity bias in non-dysphoric individuals. More interestingly, dysphoric individuals were able to accurately identify the emotional content of the word stimuli. They failed, however, to associate this emotional valence with self-reference. These findings are discussed in terms of attributional self-biases and their consequences for cognition

Disruption of Saccadic Adaptation with Repetitive Transcranial Magnetic Stimulation of the Posterior Cerebellum in Humans

Saccadic eye movements are driven by motor commands that are continuously modified so that errors created by eye muscle fatigue, injury, or—in humans—wearing spectacles can be corrected. It is possible to rapidly adapt saccades in the laboratory by introducing a discrepancy between the intended and actual saccadic target. Neurophysiological and lesion studies in the non-human primate as well as neuroimaging and patient studies in humans have demonstrated that the oculomotor vermis (lobules VI and VII of the posterior cerebellum) is critical for saccadic adaptation. We studied the effect of transiently disrupting the function of posterior cerebellum with repetitive transcranial magnetic stimulation (rTMS) on the ability of healthy human subjects to adapt saccadic eye movements. rTMS significantly impaired the adaptation of the amplitude of saccades, without modulating saccadic amplitude or variability in baseline conditions. Moreover, increasing the intensity of rTMS produced a larger impairment in the ability to adapt saccadic size. These results provide direct evidence for the role of the posterior cerebellum in man and further evidence that TMS can modulate cerebellar function

Adaptation to Visual Feedback Delay Influences Visuomotor Learning

Computational theory of motor control suggests that the brain continuously monitors motor commands, to predict their sensory consequences before actual sensory feedback becomes available. Such prediction error is a driving force of motor learning, and therefore appropriate associations between motor commands and delayed sensory feedback signals are crucial. Indeed, artificially introduced delays in visual feedback have been reported to degrade motor learning. However, considering our perceptual ability to causally bind our own actions with sensory feedback, demonstrated by the decrease in the perceived time delay following repeated exposure to an artificial delay, we hypothesized that such perceptual binding might alleviate deficits of motor learning associated with delayed visual feedback. Here, we evaluated this hypothesis by investigating the ability of human participants to adapt their reaching movements in response to a novel visuomotor environment with 3 visual feedback conditions—no-delay, sudden-delay, and adapted-delay. To introduce novelty into the trials, the cursor position, which originally indicated the hand position in baseline trials, was rotated around the starting position. In contrast to the no-delay condition, a 200-ms delay was artificially introduced between the cursor and hand positions during the presence of visual rotation (sudden-delay condition), or before the application of visual rotation (adapted-delay condition). We compared the learning rate (representing how the movement error modifies the movement direction in the subsequent trial) between the 3 conditions. In comparison with the no-delay condition, the learning rate was significantly degraded for the sudden-delay condition. However, this degradation was significantly alleviated by prior exposure to the delay (adapted-delay condition). Our data indicate the importance of appropriate temporal associations between motor commands and sensory feedback in visuomotor learning. Moreover, they suggest that the brain is able to account for such temporal associations in a flexible manner