Thou Shalt Not Steal

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CatholicMom.com Gospel Activity – Celebrating Our Catholic Faith Religious Education Lesson Plan Helpers by Laura Grace Thou shalt not steal. Across 6. ________ is giving back stolen property. 8. An employer is bound to ____ what was agreed upon to his employee. 9. Cheating leads to ______ things when we get older. 10. ______ on tests is stealing information. 12. If we damage or _____ something of another’s, we are required to repair it or replace it. 13. People should pay their _____. Down 1. We are _______ to take or damage what belongs to others. 2. We are to ______ the property of others. 3. Not _______ what we have borrowed is considered stealing. 4. A public official who takes _____ has allowed his decisions to be stolen for money. 5. _______ is stealing with the use of force. 7. Cheating at games, we are taking what we did not _____ or what does not belong to us. 11. _____ is secret stealing. Text Copyright 2007 CatholicMom.com and Laura Grace For additional coloring and word activities related to the Catholic faith, visit www.CatholicMom.com. Feel free to share this activity with your family or students, but please consider a donation to support CatholicMom.com and our mission of celebrating our Catholic Faith. For more information contact [email protected] CatholicMom.com Gospel Activity – Celebrating Our Catholic Faith Religious Education Lesson Plan Helpers by Laura Grace Created by Puzzlemaker at DiscoverySchool.com Answers: (You can put a word bank on the board for younger students). Across 6. ________ is giving back stolen property. (Restoration) 8. An employer is bound to ____ what was agreed upon to his employee. (pay) 9. Cheating leads to ______ things when we get older. (bigger) 10. ______ on tests is stealing information. (cheating) 12. If we damage or _____ something of another’s, we are required to repair it or replace it. (lose) 13. People should pay their _____. (debts) Down 1. We are _______ to take or damage what belongs to others. (forbidden) 2. We are to ______ the property of others. (respect) 3. Not _______ what we have borrowed is considered stealing. (returning) 4. A public official who takes _____ has allowed his decisions to be stolen for money. (bribes) 5. _______ is stealing with the use of force. (Robbery) 7. Cheating at games, we are taking what we did not _____ or what does not belong to us. (earn) 11. _____ is secret stealing. (Theft) Text Copyright 2007 CatholicMom.com and Laura Grace For additional coloring and word activities related to the Catholic faith, visit www.CatholicMom.com. Feel free to share this activity with your family or students, but please consider a donation to support CatholicMom.com and our mission of celebrating our Catholic Faith. For more information contact [email protected] .

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Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2007 Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty Amy Manning Rowland Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Rowland, Amy Manning, "Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty" (2007). Electronic Theses and Dissertations. 215. https://digitalcommons.georgiasouthern.edu/etd/215 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A DESCRIPTIVE ANALYSIS OF GEORGIA HIGH SCHOOL TEACHERS’ PERCEPTIONS OF ACADEMIC DISHONESTY by AMY MANNING ROWLAND (Under the Direction of Walter Polka) ABSTRACT This research study was conducted with the assistance of Georgia high school teachers for the purpose of examining teachers’ perceptions of academic dishonesty during the 2006-2007 school year. Data were gathered to establish teachers’ perceptions of academic dishonesty by exploring what behaviors teachers felt to be academically dishonest, how teachers addressed such occurrences, whether teachers felt any internal conflict regarding academic dishonesty, whether any external pressures were involved in instances of academic dishonesty, and how these experiences affected teachers’ attitudes toward their profession. Results of the study indicated that high school teachers in Georgia consider academic dishonesty to be a prevalent problem. Teachers consider some types of academic dishonesty to be more serious than other types of academic dishonesty.
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