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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The literature indicates that students' understanding of plagiarism and academic writing skills impact their plagiarism behaviour. However, there has yet to be a review that explores the methods, supporting tools, and content of writing instruction that can effectively reduce plagiarism behaviour at the university level. Therefore, this systematic review aims to present academic writing instruction that can prevent plagiarism behaviour. The review data was derived from four different databases, EBSCO, Wiley, Proquest, and JSTOR, published from 2010 to 2022. The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) standards were used to ensure that the review was systematically carried out. Based on the 22 articles reviewed, tutorial methods and workshops were most used to provide knowledge on plagiarism, followed by writing skills content, and guided writing practice. Writing skills content comprised word choice, grammar, citation, paraphrasing, and referencing concerning plagiarism prevention. This study also found that Rubrics and Turnitin applications were widely used as supporting tools for plagiarism checking and as feedback for the students. Implementing writing instruction coupled with plagiarism education and feedback can change students' plagiarism behaviour and improve their confidence in academic writing. [ABSTRACT FROM AUTHOR]

The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012–2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students' and faculty's awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice. [ABSTRACT FROM AUTHOR]

Academic integrity fosters a culture of honesty, trust, and respect within the educational community. Evidence indicates that manual plagiarism checks through human judgment remain prevalent in undergraduate theses, terminal assignments, and group projects in developing countries. To fill this gap, we engaged with students and staff of the Kwame Nkrumah University of Science and Technology, Ghana, to propose a new plagiarism detection architecture, a novel open-source algorithm, and a web-based application for plagiarism detection and prevention. We demonstrate the performance of our algorithms, discuss the results, and suggest avenues for future research to advance this field. [ABSTRACT FROM AUTHOR]

The article discusses California Association of Teachers of English (CATE) resolutions addressing academic integrity challenges due to technological misuse, advocating for the inclusion of diverse and relevant texts in education, and supporting educators' efforts in maintaining academic rigor while addressing plagiarism issues.

This study is among the few investigations that assesses knowledge and attitudes of faculty members of medical sciences universities regarding plagiarism. This investigation focused on the relationship between personal factors and knowledge and attitudes toward plagiarism among Iranian faculty members of medical sciences affiliated with the Ministry of Health. This descriptive cross-sectional study was performed on 247 participants using demographic questionnaires that collected data on attitudes toward plagiarism and knowledge of plagiarism. The questionnaires were uploaded on Porsline. The subjects were provided with the purpose of the study, informed consent, and the link to the questionnaire through WhatsApp. The mean scores of knowledge variables and different domains of attitude were calculated, and then, the obtained averages were compared in terms of age, gender, and participation in ethics workshop using univariate tests. Finally, the MANCOVA was used considering five dimensions of the questionnaire to assess attitude, as multiple response variables, and independent variables, including gender and participation in the ethics workshop and control of knowledge and age. The mean age of the subjects in this study was 38.9 ± 8.4. 79.4% of the participants were women. Overall, 79.8% of people participated in ethics workshops, of whom 78% were women, and 86.5% were men. The mean score of knowledge in men and women was 1.35 ± 0.19 and 1.56. ± 0.24, respectively, which was higher in women than men (PV <0.001). The mean score of total attitudes was 3.19 ± 0.46. There was a high level of knowledge of plagiarism and positive attitudes toward plagiarism avoidance or prevention among participants in this study, which may spread to students, and help to promote integrity in the educational and clinical environment in Iran. [ABSTRACT FROM AUTHOR]

Plagiarism is becoming more widespread at Canadian universities, but what are English-as-a-second-language (ESL) student perspectives on their challenges to avoid plagiarism and university strategies to support students? This paper presents a study of English-for-academic-purpose (EAP) writing students at a Canadian university. The study employed semi-structured individual qualitative interviews with 20 students who had completed an advanced writing course. The course discussed plagiarism and APA 7th edition extensively. The participants represented ten countries and ten first languages. One 60-minute interview per participant was conducted online. The data were analyzed qualitatively for recurrent themes. Research findings indicate that the predominant cause of the participants' challenges was their lack of experience using citations before entering the university. Thus, the participants found APA 7th edition hard to observe initially and paraphrasing an enormous challenge. Based on the participant perspectives and related literature, the paper proposes a strategy to implement from the semester start comprising: (1) interactive training workshops with explanations, models, templates, resources, and student practice with citations and academic writing, (2) access to self-correction software like Turnitin and Grammarly Premium, and (3) simultaneous oral-written teacher feedback (Hu, 2019). [ABSTRACT FROM AUTHOR]

Plagiarism is one of Academia's most widely discussed topics, as it is considered severe academic misconduct. Academic librarians can become pioneers on the path to academic integrity and play a tremendously important role in combating student plagiarism. Using a quantitative approach, the present study attempts to investigate academic libraries' plagiarism preventive and detection role from the perspective of public university librarians in Greece. For the study, a five-faceted conceptual framework for the role of librarians was developed and evaluated. Results indicate that librarians have actively taken the lead in raising awareness of plagiarism and providing plagiarism education, support, and counselling. Yet, their participation and contribution to developing institutional plagiarism strategies could have been higher than the other roles. Similarly, the results showed low participation of library professionals in plagiarism detection services, underscoring the need for effective collaboration with other academic stakeholders. Analysis of differences based on demographic factors suggests that individuals with higher levels of education are more closely involved in various roles and activities related to plagiarism management. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Significant changes of national and global events require adequate responses not just from governments, but as well from the educational areas. The end of the Cold War in 1990, followed by the Economic Crisis of 2007-2008, and the Pandemic Crisis of 2020 were global challenges that increased the importance of geoeconomic field and the need to study Geoeconomics nowadays as an interdisciplinary subject, as a discipline that exercises crucial roles internationally, requiring learners to study it in a meaningful context. In the future, present learners of Geoeconomics will work for countries that will use their strategic positions to access resources and promote their economic interests. They will analyze different interconnections between geography and economics that are transforming the world and promoting a global demand for labour force flexibility. They will be workers that will migrate and study to find their place and role in this evolving geoconomic system. In the present dynamic geoeconomic context, the field of education remains the key to prepare future generations to use a critical thinking approach when deciding how to apply internationally geoeconomic knowledge and skills. This research paper presents different aspects of Geoeconomics as a discipline and shows several steps that can be followed in order to teach and learn an interdisciplinary subject in a meaningful context, using an inclusive education and a cooperative learning approach. In fact, this research paper contains several authentic activities that can be used in the process of teaching and learning Geoeconomics, online or offline, and, more broadly, evaluates the needs of students and the role of lecturers in the process of international education, showing as well different techniques that can be used to prevent plagiarism. This research paper also includes an analysis of the process of meaningful teaching, its features, and the challenges that students can have with studying interdisciplinary subjects within the Social Sciences area.

Technological developments in the digital era have caused openness to various information to be more easily accessed and used negatively. This can open up opportunities for education actors to commit plagiarism. Overcoming and preventing plagiarism in higher education is not only the responsibility of higher education leaders, but also the responsibility of the academic community, including the library. Libraries cannot remain silent with issues related to plagiarism in the university environment. Libraries have a moral responsibility in fighting plagiarism and this is where libraries are challenged to be able to work together with the parent institution to make various efforts to overcome and prevent the practice of plagiarism. This study aims to find out how the policies taken by universities in preventing plagiarism and what efforts can be made by university libraries in their contribution to tackling and preventing plagiarism. This study uses a Systematic Literature Review (SLR) approach. From the results of the study, researchers found various policy ideas carried out by universities in preventing plagiarism and various efforts that university libraries could do in preventing plagiarism.

Previous research has looked into educational approaches to prevent plagiarism in academic writing, yielding insights into how plagiarism can be avoided. However, plagiarism remains a major problem in the education sector. We designed a training module that includes a customised Online Scaffolding Writing System (OSWS) to help faculty teach undergraduates how to avoid committing plagiarism in their academic writing. A quasi-experimental design was used to analyse the plagiarism-related perceptions and behavioural changes of 121 undergraduate students and to test the effects of the new module on students' academic writing. The experimental group performed significantly better than the control group in terms of decreasing the extent of plagiarism in their writing (with a mean decrease from a moderate to minor level of plagiarism), and improving their writing quality (with a mean increase of 18 percentage points in writing scores). Furthermore, more than 95% of the students in the experimental group and their instructor reported that they valued the benefits of adopting the training module in class, and almost 90% of them expressed high levels of satisfaction with the learning they had obtained from the OSWS. This study also provides insights into how the new training module can be implemented across disciplines. [ABSTRACT FROM AUTHOR]

The article "How (Not) to Combat Academic Fraud" addresses the problem of academic fraud in Mexico, highlighting that plagiarism is just one form of fraud. International cases of plagiarism are mentioned, and it is emphasized that most affected universities chose to conduct internal reviews and revoke the accused individuals' degrees. The article also discusses the issue of plagiarism and copyright in the academic and professional spheres, noting that plagiarism detection is based on the values and norms of academic and professional communities. Additionally, the article addresses the topic of professional credentials in Mexico and their lack of ethical supervision, as well as the use of artificial intelligence programs to generate texts and the consequences of academic fraud. [Extracted from the article]

Significant changes of national and global events require adequate responses not just from governments, but as well from the educational areas. The end of the Cold War in 1990, followed by the Economic Crisis of 2007-2008, and the Pandemic Crisis of 2020 were global challenges that increased the importance of geoeconomic field and the need to study Geoeconomics nowadays as an interdisciplinary subject, as a discipline that exercises crucial roles internationally, requiring learners to study it in a meaningful context. In the future, present learners of Geoeconomics will work for countries that will use their strategic positions to access resources and promote their economic interests. They will analyze different interconnections between geography and economics that are transforming the world and promoting a global demand for labour force flexibility. They will be workers that will migrate and study to find their place and role in this evolving geoconomic system. In the present dynamic geoeconomic context, the field of education remains the key to prepare future generations to use a critical thinking approach when deciding how to apply internationally geoeconomic knowledge and skills. This research paper presents different aspects of Geoeconomics as a discipline and shows several steps that can be followed in order to teach and learn an interdisciplinary subject in a meaningful context, using an inclusive education and a cooperative learning approach. In fact, this research paper contains several authentic activities that can be used in the process of teaching and learning Geoeconomics, online or offline, and, more broadly, evaluates the needs of students and the role of lecturers in the process of international education, showing as well different techniques that can be used to prevent plagiarism. This research paper also includes an analysis of the process of meaningful teaching, its features, and the challenges that students can have with studying interdisciplinary subjects within the Social Sciences area. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advanced digital technologies and social media have greatly improved both the learning experience and the assessment convenience, while inadvertently facilitated potential plagiarism and collaborative cheating at the same time. In this article, we will focus on the strategies and their technological implementations to run exams, or in-class tests similar to the nature of an exam. Our aim is to defeat potential student plagiarism or collusion as much as possible, while not consuming more than a tolerable amount of time and efforts on the teaching team as a whole. For the most vulnerable online, open-book, and nonproctored exams, we thus propose to limit the reading and answering of each main or section question to a strictly allocated amount of time questionwise, and we forbid returning to any previous questions that are already completed, or expired, to greatly reduce the time window for potential plagiarism and collusion. An equally important design goal here is that the relevant implementation, maintenance, deployment, exam management, answer retrieval, and marking should in principle be made sufficiently efficient to be handled completely just by the relevant subject instructor(s), at least after the initial development. [ABSTRACT FROM AUTHOR]

Copyright of Iranian Journal of Information Processing & Management is the property of Iranian Information & Documentation Center (IRANDOC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Plagiarism is an ethical misconduct affecting the quality, readability, and trustworthiness of scholarly publications. Improving researcher awareness of plagiarism of words, ideas, and graphics is essential for avoiding unacceptable writing practices. Global editorial associations have publicized their statements on strategies to clean literature from redundant, stolen, and misleading information. Consulting related documents is advisable for upgrading author instructions and warning plagiarists of academic and other consequences of the unethical conduct. A lack of creative thinking and poor academic English skills are believed to compound most instances of redundant and "copy-and-paste" writing. Plagiarism detection software largely relies on reporting text similarities. However, manual checks are required to reveal inappropriate referencing, copyright violations, and substandard English writing. Medical researchers and authors may improve their writing skills and avoid the same errors by consulting the list of retractions due to plagiarism which are tracked on the PubMed platform and discussed on the Retraction Watch blog. [ABSTRACT FROM AUTHOR]

Background: Plagiarism is one of the most common and important misconducts in the educational and research environment. Plagiarismmeanstranscribing the works or ideas of others without authenticating the sourceandthe original authorandassigning them to self. Objectives: The current research aimed to investigate the socio-cognitive constructs associated with plagiarism among Kermanshah University of Medical Sciences (KUMS) students using the theory of planned behavior (TPB). Methods: This cross-sectional study was done at KUMS, the west of Iran, among 231 medical university students in 2018, which were selected randomly to participate voluntarily. Students filled out a self-report questionnaire that included the demographics and TPB variables. Data gathered were analyzed by the Statistical Package for Social Sciences (version 16) using a t-test, Pearson correlation, and linear regression. Results: The determinants of attitude, subjective norms (SN), and perceived behavioral control (PBC) accounted for 15% of behavioral intention (BI) to plagiarism. Linear regression showed that SN (beta = 0.229; P = 0.001) and PBC (beta = -0.217; P = 0.001) were the most influential predictors of plagiarism intention. Conclusions: According to the result, it seems that planning programs to increase perceived behavioral control against doing plagiarism and reduce subjective norms encouraging plagiarism may be useful for the prevention and reduction of plagiarism among university students. [ABSTRACT FROM AUTHOR]

This paper presents how a plagiarism component has been integrated in a Research Methodology course for Engineering Master students at Blekinge Institute of Technology, Sweden. The plagiarism issue was approached from an educational perspective, rather than a punitive. The course director and librarians developed this part of the course in close collaboration. One part of the course is dedicated to how to cite, paraphrase and reference, while another part stresses the legal and ethical aspects of research. Currently, the majority of the students are international, which means there are intercultural and language aspects to consider. In order to evaluate our approach to teaching about plagiarism, we conducted a survey. The results of the survey indicate a need for education on how to cite and reference properly in order to avoid plagiarism, a result which is also supported by students' assignment results. Some suggestions are given for future development of the course. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor introduces new members of the journal's new editorial team, the peer review and plagiarism process for manuscript submissions, and the importance or preserving the author's voice in manuscript peer review processes.

This study analyzes the possible occurrence of plagiarism and self-plagiarism in a sample of articles published in the Scientific Periodicals Electronic Library (SPELL), an open database that indexes business journals in Brazil. The author compared one sample obtained in 2013 (n = 47 articles) and another selected from 2018 (n = 118 articles). In both samples, we verified the guidelines that each of the journals provided to authors regarding plagiarism and the adoption of software to detect textual similarities. In the analysis conducted in 2013, it was found that only one journal (2%) mentioned the word "plagiarism" in its policies, although the majority of the directives required guarantees that no type of violation of authors' rights was contained in the manuscript. In the analysis conducted in 2013, it was determined that there were literal reproductions in 31 published articles (65.9%), and no relevant similarities with other publications were encountered in 16 articles (34.1%). In the 2018 analysis, 69 of the publications (58%) included observations and guidelines related to plagiarism and self-plagiarism. In the analysis conducted in 2018, it was found that similarities (plagiarism and self-plagiarism) occurred in 52 articles (44%), and no relevant evidence of plagiarism or self-plagiarism was found in 66 (56%) manuscripts. Although a reduction in the index of the occurrence of plagiarism was observed, as was an increase in the instructions on the prevention of plagiarism by authors, practices directed at guiding authors by means of directives concerning the importance of preventing plagiarism in manuscripts submitted for publication can be recommended. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espiga is the property of Revista Espiga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article summarizes the research on computational methods to detect academic plagiarism by systematically reviewing 239 research papers published between 2013 and 2018. To structure the presentation of the research contributions, we propose novel technically oriented typologies for plagiarism prevention and detection efforts, the forms of academic plagiarism, and computational plagiarism detection methods. We show that academic plagiarism detection is a highly active research field. Over the period we review, the field has seen major advances regarding the automated detection of strongly obfuscated and thus hard-to-identify forms of academic plagiarism. These improvements mainly originate from better semantic text analysis methods, the investigation of non-textual content features, and the application of machine learning. We identify a research gap in the lack of methodologically thorough performance evaluations of plagiarism detection systems. Concluding from our analysis, we see the integration of heterogeneous analysis methods for textual and non-textual content features using machine learning as the most promising area for future research contributions to improve the detection of academic plagiarism further. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the article lies in the comprehension of academic honesty as a factor of the formation of professional self-consciousness of higher education students of humanitarian and cultural and artistic fields of expertise. The methodology of the research is based on the utilization of methods of hermeneutic interpretation (to compare interpretations of academic plagiarism in the prominent higher education institutions of the United States of America), comparative analysis (with the purpose to discover control methods, prevention of the facts of violation of academic honesty in foreign and national educational establishments, determination of the role of academic honesty in the formation of professional self-consciousness of higher education students in Ukraine), structural and functional method (to discover the role of employers` engagement into the educational process as an impact factor and intensifier of academic culture and professional consciousness of higher education students). The scientific novelty lies in carrying out a theoretical analysis of the role of academic honesty in the formation of professional self-consciousness of higher education students, of the forms and means to update academic honesty taking into account modern trends to perform the educational activity in Ukraine. Conclusions.The determination of the higher education establishment strategy as to the observance of academic honesty, detection, and prevention of academic plagiarism, the formation of academic culture, and means to promote the expansion of professional self-consciousness of higher education students is a powerful platform for higher education quality assurance. [ABSTRACT FROM AUTHOR]

The importance of plagiarism in an academic setting cannot be overlooked. Creating an awareness of plagiarism avoidance amongst students may be achievable and teaching students certain skills to avoid plagiarism, like paraphrasing, may also be possible. Although paraphrasing is one of the most important skills for avoiding plagiarism, it is a real challenge, particularly for English second language students. Difficulties in paraphrasing arise from lack of English language proficiency and academic writing skills, as well as low reading comprehension. Writing centres were established at a number of universities in South Africa to help students develop their academic skills through appropriate interventions. Nevertheless, additional intervention strategies need to be implemented to help them avoid plagiarism. One such intervention, in the form of translation, was investigated at a rural university campus to test whether translation would reduce plagiarism amongst first-year students. A quantitative research approach was used to collect and analyse the data. Plagiarism in students' work was detected using manual evaluations and the TurnitinTM application. An intervention was carried out to develop students' skills in paraphrasing and inform them about plagiarism. This article describes the scaffolding process followed and reports on the results found after applying the translation method. [ABSTRACT FROM AUTHOR]

The article focuses on the right of access to culture in federal constitution of Mexico. It highlights the issues related to plagiarism in copyright and protection of traditional cultural expenses. It also emphasizes on the protection of copyright to authors for their intellectual literary and artistic creations.

Copyright of Journal of Basrah Researches (Sciences) is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education students are expected to develop critical analysis and creative thinking skills, where plagiarism can damage the development of these skills in addition to damaging the whole education process and experience. Furthermore, plagiarism undermines the trust between the lecturers and students and the reputation of the academic institutions can be affected if plagiarism is not considered seriously, where the degrees offered by these institutions can be devalued. In this paper, two plagiarism prevention techniques followed by two plagiarism detection techniques used in the engineering education in the University of Southampton are presented. The plagiarism prevention techniques presented are based on assigning individual coursework specifications to students and the use of individual presentation of coursework findings. Then, the plagiarism detection techniques are based on detecting the writing styles of students and testing the student' codes in different configurations. [ABSTRACT FROM AUTHOR]

Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein. [Copyright &y& Elsevier]

Authenticating the students' identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e‐authentication systems across distinctive end‐users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of e‐authentication systems would increase trust on e‐assessment, and to extend, whether students' acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as adaptive trust‐based e‐assessment system for learning (TeSLA). Evidence from mixed‐method analysis suggests a broadly positive acceptance of these e‐authentication technologies by distance education students. However, significant differences in the students' responses indicated, for instance, that men were less concerned about providing personal data than women; middle‐aged participants were more aware of the nuances of cheating and plagiarism; while younger students were more likely to reject e‐authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs. [ABSTRACT FROM AUTHOR]

The article focuses on the prevalence of plagiarism in Chinese scientific publications and the need of ethical training in Chinese educators' curricula. Topics discussed include the different types of plagiarism, the reasons for plagiarizing, and harm of plagiarism. It also discusses actions can be made to reduce plagiarism including to conduct research ethics training, integration of plagiarism prevention in university policies, and recognition of plagiarism during manuscript submission.

The article consider the evidence regarding the way that one's cultural background influences one's concept of plagiarism. Topics discussed include different attitudes that prevail in the academic and professional worlds; plagiarism in the real world of litigation; and proposal for handling plagiarism in law school.

The prospect of writing a thesis is considered daunting by many but the task is a requisite when embarking into reading for any academic degree. A thesis is a written document following personal research. It is performed to obtain an academic degree or qualification, both at undergraduate and postgraduate level. When writing a thesis, it is imperative that the student follows the universal well-acknowledged structure format known as "IMRAD": i.e. Introduction, Methods, Results and Discussion. A summary of the thesis, known as the 'Abstract', is placed at the beginning of the "IMRAD", while all references cited in the thesis are placed at the very end. The thesis format is similar to a research manuscript prepared for publication in scientific journal, but there are significant differences between the two types of academic works. For example, the liberal use of graphical aides in the form of figures and/or tables enhances the delivery of results. It is essential to ensure that all the literature referred to in the thesis is cited, while paying particular attention to potential plagiarism. When writing a thesis, the student needs to keep in mind three factors: [1] the structure, [2] the substance and [3] the style. Once the student has developed a good plan for thesis layout, then writing becomes greatly faciliated. [ABSTRACT FROM AUTHOR]

The act of plagiarism is a serious offense and all involved parties will be penalized according to most Thai university rules. The lack of effective tools for plagiarism detection in the Thai language is a problem for academic and research institutes in Thailand. A practical framework and detection tool would facilitate the development of academic integrity and honesty. This paper presents an effective alternative method to detect plagiarism in Thai academic articles utilizing a syntactic parse tree technique (SPT). The main concept of this method is the dynamic weighing of each sentence according to the roles of its words. The experimental results, empirically compared with three existing tools: tri-grams, semantic role labeling (SRL), Turnitin and Akarawisut, yield comparable or higher precision and recall in all four plagiarism study cases of word-by-word, word-reordering, modifier-insertion, and synonym-replacement plagiarism. SPT shows promise and should be incorporated in similarity comparison tools to improve the accuracy of plagiarism detection in the Thai language.q [ABSTRACT FROM AUTHOR]

The study has been conducted as a pilot study to know the users awareness and feedback towards the existing Institutional repository of University of Mysore. The study focuses mainly on student's awareness about Institutional repository and the open access repositories and software. The study is an attempt to know how students are familiar with IR and whether they are interested in submitting their intellectual output and using the Institutional Repository. [ABSTRACT FROM AUTHOR]

There are many effective tools available to make learning interesting in an English as a foreign language (EFL) classroom. One such tool is the use of an electronic portfolio, also known as a digital portfolio or an ePortfolio. This paper demonstrates how ePortfolios support formative assessment in a language classroom. An electronic portfolio could serve as a pedagogical tool to prevent plagiarism, as it is one of the authentic ways to assess the students' performance during the course. Introducing ePortfolios at tertiary level can bring about the much-needed change in teaching, learning and assessment methods contributing to students' academic success. The aim of the study was to enhance student learning by introducing ePortfolios to English for Special Purposes (ESP) learners at undergraduate level. The study explores the piloting of ePortfolio in ESP module for undergraduate students at a private college in Oman as part of the formative assessment in an attempt to prevent plagiarism and also to motivate the learners to showcase their coursework in a digital format. A qualitative and quantitative survey was conducted to evaluate the efficacy of the practice and the results of the study indicate that the learners seem to have recognized the learning potential of ePortfolios, as their response to the above mentioned assessment method was quite positive. The findings of this study serve as a determining factor in deciding whether ePortfolios could effectively be used as a formative assessment tool for academic courses in the specific learning environment. [ABSTRACT FROM AUTHOR]

With the large-scale development of open source software, software plagiarism has become a serious threat to software industry and intellectual property. As the latest technique of plagiarism detection, dynamic software birthmark has attracted much attention in recent years. Most of the existing dynamic birthmarks focus on how to resist obfuscation techniques such as compiler optimizations and strong obfuscations implemented in tools. However, they pay little attention to packers, especially encryption packer which is commonly used in software protection as well as plagiarism. When used to encrypt software, the decryption code is added to the binary. It is hard to distinguish the original parts of software from the decryption parts using traditional dynamic birthmarks. In this paper, we propose a new dynamic software birthmark called weight sequences birthmark (WSB) which is based on weight sequences of dynamic control flow graph (DCFG). The weight sequences are used as characteristics, which make full use of the different patterns of dynamic basic block replications between the original code and the decryption code. Compared with the-state-of-art dynamic key instruction sequence birthmark (DKISB), the new birthmark can resist encryption packer effectively. Furthermore, WSB shows better credibility than DKISB when distinguishing independent programs. The comprehensive experiments illustrate that the value of extended F -measure can reach 96.8%, indicating that it is a high-quality birthmark which satisfies both the credibility and the resiliency. [ABSTRACT FROM AUTHOR]

The article discusses how advance of the Internet has brought benefits and challenges in dealing with plagiarism among second languages studying students. Topics discussed include ways to dealt with plagiarism apart from using software; ways in which students perceived the issue and changed their behavior over time; and problem due to the high rate of plagiarism.

Publications by Chinese researchers in scientific journals have dramatically increased over the past decade; however, academic misconduct also becomes more prevalent in the country. The aim of this prospective study was to understand the perceptions of Chinese biomedical researchers towards academic misconduct and the trend from 2010 to 2015. A questionnaire comprising 10 questions was designed and then validated by ten biomedical researchers in China. In the years 2010 and 2015, respectively, the questionnaire was sent as a survey to biomedical researchers at teaching hospitals, universities, and medical institutes in mainland China. Data were analyzed by the Chi squared test, one-way analysis of variance with the Tukey post hoc test, or Spearman’s rank correlation method, where appropriate. The overall response rates in 2010 and 2015 were 4.5% (446/9986) and 5.5% (832/15,127), respectively. Data from 15 participants in 2010 were invalid, and analysis was thus performed for 1263 participants. Among the participants, 54.7% thought that academic misconduct was serious-to-extremely serious, and 71.2% believed that the Chinese authorities paid no or little attention to the academic misconduct. Moreover, 70.2 and 65.2% of participants considered that the punishment for academic misconduct at the authority and institution levels, respectively, was not appropriate or severe enough. Inappropriate authorship and plagiarism were the most common forms of academic misconduct. The most important factor underlying academic misconduct was the academic assessment system, as judged by 50.7% of the participants. Participants estimated that 40.1% (39.8 ± 23.5% in 2010; 40.2 ± 24.5% in 2015) of published scientific articles were associated with some form of academic misconduct. Their perceptions towards academic misconduct had not significantly changed over the 5 years. Reform of the academic assessment system should be the fundamental approach to tackling this problem in China. [ABSTRACT FROM AUTHOR]

The issue of ‘mandatory publications’ has generated serious flak about its usefulness among the various stakeholders. A lot of debate centers around the question of ‘lack of will’ or ‘lack of skill’ as a reason for the diminishing research interests among the medical faculty in India. In our view, it is the lack of will to publish good quality research which is to be blamed rather than the lack of skill to do good quality research. [ABSTRACT FROM AUTHOR]

This study is carried out with an objective to explore university students' perception about what constitutes plagiarism and what does not as well as to what extent do they perceive plagiarism as inappropriate and against their ethical values? The study conducted in a public sector university of Southern Punjab region. A "Plagiarism Attitude Scale" (which is available at Purdue OWL https://owl.english.purdue.edu/ with a condition to not to use this tool without citation of the website) administered to the participants through convenience sampling to collect the data for this study. The collected data analyzed statistically, inferential statistics used to measure the differences in the opinion of the different groups such as male and female, etc. The results of the study showed that the majority of the respondents agreed that plagiarism is against their ethical values and it is as bad as stealing the final exam ahead of time and memorizing the answer. However, majority of the students reported that when teachers assign too much work in course; they get over-burdened and completing the assignments in time commits them to plagiarize. The study results concluded that students are not fully aware that what does or does not constitute plagiarism, though, they are aware of the fact that plagiarism is bad and against their ethical values. The university librarians have the opportunity to float the awareness by organizing seminars, workshop and training sessions with students in different faculties to prevent them by committing plagiarism. [ABSTRACT FROM AUTHOR]

Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum. [ABSTRACT FROM AUTHOR]

Various approaches have been implemented for plagiarism detection used, for author's work and academic publication. There is a purpose of creating such reliable and effective plagiarism detection with increasing amount of publications. This is a serious offense where one author presents someone else's work as his ownership. Moreover, these algorithms don't consider similar sections for efficient comparison. The proposed framework performs efficient sections wise plagiarism detection and provides suggestions for improving documents. The precision, recall and accuracy based on different n-gram features are presented showing the strictness of higher level n-gram features. [ABSTRACT FROM AUTHOR]