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In recent years there has been a marked change in our cultural relationship with information which has implications for our teaching and learning practices. Current concerns about the identification of, and responses to, plagiarism are grounded in that process of change. In this paper we take the position that it is better to address and respond to the causes of plagiarism and so avoid it, rather than to place the emphasis on its detection and punishment. This paper provides an account of an approach to assessment developed in the Faculty of Art & Design, University of Hertfordshire which has become known as the ‘i‐Map’ (short for information handling map) and can be used in conjunction with the conventional essay to document the enquiry process. Its key features are illustrated in a diagram and described in detail together with the pedagogic approach taken to introduce this new form of assessment task to students. Examples of student i‐Maps are given with some commentary on how students used the i‐Map to document information gathering and handling for their written assignments. Survey findings from this pilot phase are presented and conclusions drawn. As a tool for assessment, the i‐Map revealed an urgent need for the development of information literacy skills and it proved to be valuable for both formative and summative assessment. Furthermore it has seemed to enable a fairer assessment of some students learning experience and capabilities and has had benefits in counteracting plagiarism. [ABSTRACT FROM AUTHOR]

University College Northampton (UCN) provides undergraduate and postgraduate courses in a wide range of subjects. In the past, instances of plagiarism were considered rare and were dealt with by academic staff on a case‐by‐case basis. However, the increase in instances detected by staff has led to a need to address the issue more consistently. The University has, for many years, provided students with a definition of plagiarism and has developed a procedure to deal with it. The definition however, did not provide adequate guidance to students, and staff have reported the plagiarism procedure to be unsatisfactory. Discussions with colleagues and students illuminated a general lack of understanding of plagiarism and a wide range of values and attitudes about the issue. It also appeared that the provision of student support and the application of sanctions were inconsistent. Before any institution‐wide changes in policy could be initiated, research was needed to clarify staff and student attitudes to plagiarism and develop a common framework. The overall aim of this research was to contextualise the problem at UCN; to produce evidence, raise awareness of the issues and encourage debate about the pedagogical issues associated with it. It was hoped that this would facilitate the changes in culture that would provide the environment for a holistic revision of institutional practice. This paper outlines the results of the initial distribution of a questionnaire to 53 (10.6%) academics and 509 (5.1%) students to elicit data about the issues associated with plagiarism. It is part of a larger action research project using a mixed methodology. As part of the survey, staff and students were asked to estimate how frequently certain tactics were employed by students to improve their coursework grades. The tactics described were based on those described by Norton et al. (1996) in their paper ‘“Rules of the Game” in essay writing’. This allowed a comparison between staff and students attitudes to the subject. The results so far, have provided sufficient evidence to initiate strategies and staff and student development activities with collegiate interest and support. [ABSTRACT FROM AUTHOR]

The article reports on plagiarism in Cambridge, England physics laboratory. At least eight papers written between 1997 and 2001 by Yung Park, a materials scientist who worked at the University of Cambridge, England and the Korea Advanced Institute of Science and Technology in Daejeon, are plagiarized, according to documents examined by the journal Nature. Park has also published at least two pairs of papers with significant overlap in separate journals. Four of the plagiarized papers have been removed from online journals, or marked as plagiarisms, following investigations into Park's publications by his former colleagues.

In 1998, when the Bridgeman Art Library sued Corel Corporation for copyright infringement, the plaintiff did not realize that the decision would go so strongly in its disfavor. Not only was the infringement dismissed, but the copyright itself was found to be invalid. Bridgeman Art Library, Ltd. v. Corel Corp. set a precedent establishing reproductive images of two-dimensional artworks as not copyrightable. Details of the court decision include two previous cases that involve the copyrightability of photography in general and the copyrightability of facts, respectively. Most photographs are copyrightable, while most presentations of facts are not; these two areas intersect in reproductive photography. This article describes the background to the court case, Bridgeman's reactions to the court decision, and the ramifications of the decision for museums and other organizations that claim copyright over their images. [ABSTRACT FROM AUTHOR]