Combating Plagiarism
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The News Media Industry Defined
Spring 2006 Industry Study Final Report News Media Industry The Industrial College of the Armed Forces National Defense University Fort McNair, Washington, D.C. 20319-5062 i NEWS MEDIA 2006 ABSTRACT: The American news media industry is characterized by two competing dynamics – traditional journalistic values and market demands for profit. Most within the industry consider themselves to be journalists first. In that capacity, they fulfill two key roles: providing information that helps the public act as informed citizens, and serving as a watchdog that provides an important check on the power of the American government. At the same time, the news media is an extremely costly, market-driven, and profit-oriented industry. These sometimes conflicting interests compel the industry to weigh the public interest against what will sell. Moreover, several fast-paced trends have emerged within the industry in recent years, driven largely by changes in technology, demographics, and industry economics. They include: consolidation of news organizations, government deregulation, the emergence of new types of media, blurring of the distinction between news and entertainment, decline in international coverage, declining circulation and viewership for some of the oldest media institutions, and increased skepticism of the credibility of “mainstream media.” Looking ahead, technology will enable consumers to tailor their news and access it at their convenience – perhaps at the cost of reading the dull but important stories that make an informed citizenry. Changes in viewer preferences – combined with financial pressures and fast paced technological changes– are forcing the mainstream media to re-look their long-held business strategies. These changes will continue to impact the media’s approach to the news and the profitability of the news industry. -
“A Flurry of Fascination” the (Anti)Plagiarism Cases of Stephen Ambrose and Doris Kearns Goodwin
1 “A Flurry of Fascination” The (Anti)Plagiarism Cases of Stephen Ambrose and Doris Kearns Goodwin IN THE FIRST week of January 2002, a crime was committed. For some, the crime had actually taken place many months, even years, before the New York Times published the first of many reports on the topic. For others, the offense came later as scattered details coalesced and the several participants (perpetra- tors and victims alike) stated positions for the record. And yet, for many the crime never happened at all, but rather those accused had been falsely charged by an envious, resentful few. In the end, it would not be clear as to who did what, when, where, to whom, and why. Nevertheless, something did happen in early 2002, and the goal of this retelling is to consider how the many players involved managed to articulate both the nature of the crime and its relevance to education, scholarship, and American culture at large. These players would include a handful of state uni- versities, several college professors and students, one major publishing house, a slew of journalists, a few concerned citizens, three spokespersons, a staff of re- search assistants, and a series of experts prepared to wax eloquent on topics ranging from the proper use of punctuation marks to the diabolical repercus- sions of selling one’s soul. The issues at stake would be biggies: integrity, truth, honesty, discipline, courage, tradition. New and old technologies—computers, word-processing software, and the Internet, but also plain old paper, pencil, and handwriting—would factor in as evidence, and even accessories to the crime. -
Central Florida Future, Vol. 35 No. 65, May 28, 2003
University of Central Florida STARS Central Florida Future University Archives 5-28-2003 Central Florida Future, Vol. 35 No. 65, May 28, 2003 Part of the Mass Communication Commons, Organizational Communication Commons, Publishing Commons, and the Social Influence and oliticalP Communication Commons Find similar works at: https://stars.library.ucf.edu/centralfloridafuture University of Central Florida Libraries http://library.ucf.edu This Newspaper is brought to you for free and open access by the University Archives at STARS. It has been accepted for inclusion in Central Florida Future by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation "Central Florida Future, Vol. 35 No. 65, May 28, 2003" (2003). Central Florida Future. 1637. https://stars.library.ucf.edu/centralfloridafuture/1637 - Making the grade Baseball loses Loaded grade points after IO?i ng summer season in A Film students Sun play. critique . -SEE summer SPORTS, 10 sequels. -:-SEE LIFESTYLES, 12 THE STUDENT NEWSPAPER .SERVING UCF SINCE 1968 THE- GENDER GAP ;Study: Women p.aid ~ · their worth at UCF JASON IRSAY of faculty pay, UCF's administration· both years, is there is virtually no sig STAFF WRITER was plea&antly surprised: UCF has nificant difference between male ·and 1• almost no ·significant gap, and in one female faculty members." A national . Despite consistently low pay for category, -women are paid more than survey released in April paints a dif female faculty at coll~ges throughout men. ferent picture for most colleges. ·the nation, UCF has reached relative "We analyzed both fall 1999 and . Though faculty salaries for both men parity in · salaries; according to two fall 20,00 ·faculty salary data," said ~nd women are rising, women contin- recent surveys. -
Defining and Avoiding Plagiarism: the WPA Statement on Best Practices Council of Writing Program Administrators ( January 2003
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Council of Writing Program Administrators (http://www.wpacouncil.org), January 2003. Plagiarism has always concerned teachers and administrators, who want students’ work to represent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities. This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning. What Is Plagiarism? In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended. Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers. -
Journalists Denying Liberal Bias, Part Three
Journalists Denying Liberal Bias, Part Three More examples of journalists denying their liberal bias: "I'm not going to judge anybody else in the business, but our work — I can speak for NBC News and our newsroom — it goes through, talk about checks and balances. We have an inordinate number of editors. Every word I write, before it goes on air, goes through all kinds of traps and filters, and it's read by all kinds of different people who point out bias." — CNBC anchor Brian Williams on Comedy Central's The Daily Show, July 29, 2003. "Our greatest accomplishment as a profession is the development since World War II of a news reporting craft that is truly non-partisan, and non-ideological....It is that legacy we must protect with our diligent stewardship. To do so means we must be aware of the energetic effort that is now underway to convince our readers that we are ideologues. It is an exercise of, in disinformation, of alarming proportions, this attempt to convince the audience of the world's most ideology-free newspapers that they're being subjected to agenda-driven news reflecting a liberal bias. I don't believe our viewers and readers will be, in the long-run, misled by those who advocate biased journalism." — New York Times Executive Editor Howell Raines accepting the 'George Beveridge Editor of the Year Award,' February 20, 2003. CBS's Lesley Stahl: "Today you have broadcast journalists who are avowedly conservative.... The voices that are being heard in broadcast media today, are far more likely to be on the right and avowedly so, and therefore, more — almost stridently so, than what you're talking about." Host Cal Thomas: "Can you name a conservative journalist at CBS News?" Stahl: "I don't know of anybody's political bias at CBS News....We try very hard to get any opinion that we have out of our stories, and most of our stories are balanced." — Exchange on the Fox News Channel's After Hours with Cal Thomas, January 18, 2003. -
House of Lords Official Report
Vol. 739 Tuesday No. 44 9 October 2012 PARLIAMENTARY DEBATES (HANSARD) HOUSE OF LORDS OFFICIAL REPORT ORDER OF BUSINESS Questions House of Lords: Appointments Parliamentary Constituency Boundaries: Review Olympic and Paralympic Games 2012 Railways: Franchises Economic Affairs Committee Membership Motion Justice and Security Bill [HL] Order of Consideration Motion Defamation Bill Second Reading Britain’s Industrial Base Question for Short Debate Grand Committee Education: Further Education Colleges Question for Short Debate UK Trade and Investment Question for Short Debate Health: Cancer Question for Short Debate Bangladesh: Human Rights Question for Short Debate Written Statements Written Answers For column numbers see back page £3·50 Lords wishing to be supplied with these Daily Reports should give notice to this effect to the Printed Paper Office. The bound volumes also will be sent to those Peers who similarly notify their wish to receive them. No proofs of Daily Reports are provided. Corrections for the bound volume which Lords wish to suggest to the report of their speeches should be clearly indicated in a copy of the Daily Report, which, with the column numbers concerned shown on the front cover, should be sent to the Editor of Debates, House of Lords, within 14 days of the date of the Daily Report. This issue of the Official Report is also available on the Internet at www.publications.parliament.uk/pa/ld201213/ldhansrd/index/121009.html PRICES AND SUBSCRIPTION RATES DAILY PARTS Single copies: Commons, £5; Lords £3·50 Annual subscriptions: Commons, £865; Lords £525 WEEKLY HANSARD Single copies: Commons, £12; Lords £6 Annual subscriptions: Commons, £440; Lords £255 Index: Annual subscriptions: Commons, £125; Lords, £65. -
LIT 3003: the Forms of Narrative - Narrating the Ineffable Section 025F
LIT 3003: The Forms of Narrative - Narrating the Ineffable Section 025F Instructor:Cristina Ruiz-Poveda Email:[email protected] Meetings:MTWRF Period 5 (2-3:15pm) at TUR 2350 Office hours:MW 3:15-4 pm, and by appointment at TUR 4415 "Whereof one cannot speak, thereof one must be silent." From Ludwig Wittgenstein’sTractatus The Tao that can be spoken is not the eternal Tao The name that can be named is not the eternal name From Lao Tzu’sTao Те С hing Course description: Storytelling is such an inherent part of human experience that we often overlook how narratives, even those which may be foundational to our world views, are articulated. This course serves as an introduction to narrative forms, as well as a critical exploration of the potentialnarratology of —the theory of narrative—to analyze stories of ineffable experiences. How do narratives convey elusive existential and spiritual concepts? Are there shared formal and procedural traits of such narratives? In this class, we will learn the foundations of narratology, so as critically analyze how different narrative media (literature, visual culture, film, etc.) represent intense but seemingly incommunicable human experiences. These stories will serve as a vehicle to explore the limits of storytelling and to analyze narrative strategies at those limits. Students will also experiment with different forms of narrative through creative activities. Please note: this is not a course in religion or religious art history. This course is a survey of narratology: it offers theoretical tools to analytically understand narrativesabout profound existential concerns and transcendental experiences. Course goals and outcomes:by the end of the semester you should be able to.. -
Happy Halloween? by Arthur Bailey
Happy Halloween? By Arthur Bailey © 2014 Arthur Bailey Ministries arthurbaileyministries.com All Rights Reserved 1 On October 31st we note that most urban and suburban streets will be filled with trick or treaters knocking on doors looking to have their bags loaded up with sugary treats to munch on for the hours and days ahead. I remember the days we used to go out with a goody bag. Man, and I’m telling you, we would come home with that bag stuffed. </p> Studies show that on Halloween, children between the ages of five and fourteen are 4 times more likely to be killed by a car on Halloween than any other day of the year. Now that’s a startling fact and you wouldn’t think that. I mean, people are concerned about razor blades in apples, and poison in candies, and pedophiles, but the truth is that a child is more likely to die from a car accident from running house to house, across the street back and forth, and not paying attention to the actual traffic. </p> Most in society see Halloween as the day of harmless fun for the young and old alike. You are going to be surprised at the information on the power point slides today. The studies showed that more adults celebrate Halloween than children. </p> As believers and followers of Yeshua, what should be our response to Halloween? When we abandon the truth, we make things up. That’s just the bottom line. When we refuse to celebrate what Yehovah commands us to celebrate, we create things to celebrate, and we’ve created a lot of them: Birthdays Mother’s day Father’s day New Year’s Eve All the recognized pagan holidays we get from the government. -
Talking Book Topics November-December 2016
Talking Book Topics November–December 2016 Volume 82, Number 6 About Talking Book Topics Talking Book Topics is published bimonthly in audio, large-print, and online formats and distributed at no cost to participants in the Library of Congress reading program for people who are blind or have a physical disability. An abridged version is distributed in braille. This periodical lists digital talking books and magazines available through a network of cooperating libraries and carries news of developments and activities in services to people who are blind, visually impaired, or cannot read standard print material because of an organic physical disability. The annotated list in this issue is limited to titles recently added to the national collection, which contains thousands of fiction and nonfiction titles, including bestsellers, classics, biographies, romance novels, mysteries, and how-to guides. Some books in Spanish are also available. To explore the wide range of books in the national collection, visit the NLS Union Catalog online at www.loc.gov/nls or contact your local cooperating library. Talking Book Topics is also available in large print from your local cooperating library and in downloadable audio files on the NLS Braille and Audio Reading Download (BARD) site at https://nlsbard.loc.gov. An abridged version is available to subscribers of Braille Book Review. Library of Congress, Washington 2016 Catalog Card Number 60-46157 ISSN 0039-9183 About BARD Most books and magazines listed in Talking Book Topics are available to eligible readers for download. To use BARD, contact your cooperating library or visit https://nlsbard.loc.gov for more information. -
NON- Fiction: FICTION Easy Reader (JJ-ER)
NON- Fiction: Atlas of monsters and ghosts Magrin, Federica Children's book of mythical beasts & magical monsters. Creepy costumes : DIY zombies, ghouls, and more Meinking, Mary Eye-popping jack-o'-lanterns : DIY glares, stares, and more Meinking, Mary Laugh-out-loud Halloween jokes : lift-the-flap Elliott, Rob LEGO Halloween ideas Wood, Selina Make frightful props : DIY eyeballs, organs, and more Meinking, Mary Marisol McDonald and the monster Brown, Monica Monster jokes Spooky haunted houses Maurer, Tracy Spooky haunted house : DIY cobwebs, coffins, and more Meinking, Mary What is the story of Frankenstein? Keenan, Sheila FICTION BOARD Books: Boo, boo, I love you! Magsamen, Sandra Clifford's first Halloween Bridwell, Norman Halloween dogs. Halloween is here! Mitter, Matt Halloween Kitty Yoon, Salina. Here comes Halloween! Church, Caroline Jack and Jill : a Halloween nursery rhyme Yoon, Salina Little Blue Truck's Halloween Schertle, Alice The pout-pout fish Halloween faces Diesen, Deborah Too many monsters! : a Halloween counting book Neubecker, Robert Llama llama trick or treat Dewdney, Anna Spooky Pookie Boynton, Sandra Fly, ghost, fly! Schwartz, Betty Ann Peppa's giant pumpkin Lizzio, Samantha Easy Reader (JJ-ER) A fairy-tale fall Jordan, Apple Arthur's Halloween costume : story and pictures Hoban, Lillian Click, clack, boo! : a tricky treat Cronin, Doreen Dragon's Halloween (Series: Dragon Tales) Pilkey, Dav Happy haunting, Amelia Bedelia Parish, Herman Monster games Lagonegro, Melissa Mercy Watson :Princess in disguise DiCamillo, Kate Sharmat, Marjorie Nate the Great and the Halloween hunt Weinman Scared silly Howe, James Scooby-Doo! and the cupcake caper Sander, Sonia The haunted Halloween party Herman, Gail Turtle and Snake's spooky Halloween Spohn, Kate Picture books (JJ) 5-minute Halloween stories. -
Court: Serial Liar Glass Can't Be a Lawyer SHARE THIS Print by Ann O'neill, CNN Email Updated 3:38 PM EST, Mon January 27, 2014 More Sharing Recommend 2.3K
5/31/2014 Serial liar Stephen Glass lacks morals to be lawyer, court rules - CNN.com You've selected the U.S. Edition. Would you like to make this your default edition? Yes | No Close SET EDITION: U.S. INTERNATIONAL MÉXICO ARABIC Sign up Log in TV: CNN CNNi CNN en Español HLN Home TV & Video U.S. World Politics Justice Entertainment Tech Health Living Travel Opinion iReport Money Sports Court: Serial liar Glass can't be a lawyer SHARE THIS Print By Ann O'Neill, CNN Email updated 3:38 PM EST, Mon January 27, 2014 More sharing Recommend 2.3k Stephen Glass, w ho faked dozens of magazine articles, lacks the moral character to be a law yer, a court says. STORY HIGHLIGHTS (CNN) -- Trust me, the scandal-scarred former boy wonder said. No IMPORTANT SAFETY INFORMATION Stephen Glass is denied way, responded California's highest court. admission to California Bar INDICATION HORIZANT is a prescription medicine Court says he lacks moral The state Supreme Court rejected former journalist Stephen Glass' used to treat adults w ith moderate- character to be law yer request for admission to the bar on Monday, finding that he had not to-severe primary Restless Legs Glass admits fabricating truly reformed in the 15 years since he made up facts in more than Syndrome (RLS). HORIZANT is not magazine articles in 1990s 40 magazine articles -- and then lied some more to cover up his for people w ho need to sleep during the daytime and stay aw ake at night. Glass, 41, is a paralegal in misdeeds in one of the journalism world's most infamous scandals. -
Ethical Perspectives of Stem Cell Research
The Writing Anthology Edited by Elizabeth Koele and Hannah Marcum Advisors Walter Cannon and Joshua Dolezal A Publication of the English Department and the Art Department Central College Pella, Iowa 2016 Dear Readers, Welcome to the 36th edition of The Writing Anthology. We are very excited to share this year’s publication with you. After reviewing nearly fifty submissions, we selected the following thirteen pieces to be featured in the anthology. The difficulty of this selection process is a testament to the excellent quality of student writing at Central College, and we are proud to see all the hard work put in by our peers. Ideas have power. Each of the following essays was written with a unique goal to transform perspective. Through examining relevant questions and proposing solutions, the authors contribute to a broader global discourse. Considered as a whole, we believe this anthology develops a compelling statement concerning our present and future realities. The first and last pieces in this anthology are natural complements. Both explore the association between humans and their health. Together, they build a framework for the progression of the collection. The first half of the anthology highlights human connection, both good and bad. Central to our arrangement is a philosophy essay that reminds readers of the origins of academic reasoning—a lens through which humans interpret their surroundings. Following this, the anthology’s focus shifts toward meaningful interaction between humanity and the environment, reaching for a balance between the two elements. Each year the John Allen Award is granted to the author or authors of the best student writing.