Note 1:
Thus, it is important to explore the potential of using current technology to identify and deter plagiarism.
Note 2:
Thus, students in the 2nd and subsequent semesters may have ha a stronger belief that plagiarism would be detected than did the students in the 1st semester. If the students in the 2nd ans subsequent semesters believed more strongly that plagiarism could be detected.
Note 3:
The subsequent reduction in the last 3 semesters may indicate that, in general, the students were convinced.
Note 1: Widespread access to the Internet and other electronic media has served as something of a double-edged sword with respect to plagiarism; the Web allows students to plagiarism with cut-and-paste ease, but also allows academics to more easily identify the source of the plagiarized material when plagiarism is suspected(Lyon, Barrett, and Malcolm 2006).
Note 2:
The Internet allow suspicious student writing to be more quickly compared to other sources using a standard internet search engine, leaving the detection of suspicious writing as the principle challenge.
Note 3:
given that some systems now permit students to upload their own writing to check for plagiarism in advance of submitting assignments, rates of unintentional plagiarism may drop, making the remaining intentional plagiarism easier to detect.
Note 4:
Others argue that the adoption of a plagiarism-detection system will not only aid faculty in detecting plagiarism, but will serve as a deterrent to plagiarism in the first place.
Note 5:
For example, Kraemer (2008) has argued that students who are made aware that plagiarism-detection technologies are in use should, at a minimum, avoid intentionally copying from other sources because of the near certainty that they will be caught. Further, for those students who may unintentionally plagiarize out of ignorance about the rule of citation, the use of plagiarism-detection software may motivate them to better inform themselves about citations and to double-check their own papers for unintentional plagiarism.
Note 1:
Most researchers conclude that digital plagiarism - Internet pr computer-driven copying without attribution - is rampant(e.g., Macdonald & Carroll, 2006; Walker, 2010) and has been for some time.
Note 2:
In short, computer technology and the Internet now make plagiarism an easy enterprise. A major implication of this state of affairs is that faculty will need to be more diligent in their efforts to mitigate the practice, especially those who educate large number of students (Ledwith & Risquez, 2008)
Note 3:
Consequently,plagiarism detection systems offer educational research a direct empirical measurement of the behavior rather than speculation based on hearsay.
Note 4:
In addition to catching plagiarism when it occurs, detection systems also can be useful in deterring plagiarism outright.
Note 5:
a large body of evidence suggests that this software can be an effective tool in detecting plagiarism(e.g., Batane, 2010; Ogilvie & Stewart, 2010; Tackett et al, 2010; Walker, 2010).
Ten C's Rating:
Currency: 13
Content:11
Authority:9
Navigation:9
Experience:10
Multimedia:3
Treatment: 10
Access:5
Miscellaneous:10
Total: 80
Good
This articles explains the continuous rise of identity theft over the internet.
An example of cultural differences would be the different impact of open data and open research in different subject areas - the technologies are the same but the practice is more or less accepted. Digital scholarship is by nature fine-tuned for specific disciplines and even topics. Arriving undergraduates are likely to have more generic literacies which need to be contextualised and refined.
with examples of SPSS being used by humanities students and social media by students in engineering. There is a great deal of overlap in what is actually being used.
For example, the standards of copyright protection in developing economies should be appropriate for the level of economic development in order to account for the different weighting of the costs and benefits of copyright protection.
Note 1:
Stealing someone's identity in the world of
Facebook, Linkedin, Twitter and other social
networks - allied with a sea of easily
obtained name, address and associated data
from a wealth of free and low-cost online
sources - is now so easy that cybercriminals
are even offering DIY kits to novice criminals.
If that wasn't enough, online underground
I forums now act as a 'carder forums' where
cybercriminals buy, sell and exchange
identity and payment card sets for as little as
$2.00 a time - rising to $6.00 if the identity on
sale is that of an apparent high-flyer (e.g. a
platinum card holder) located in the UK or
premium income parts of the US such as New
York City and Florida.
Note 2:
The carder forums - and the criminals who
exchange data on them - have become highly
sophisticated in the last few years, expanding
their data-harvesting programs to
encompass both legitimate and fraudulent
e-commerce websites, as well as bribing
members of low-paid staff in outsourced call
centres, for whom $500 for a copy of their
employer's database, or partial database,
may be a highly enticing prospect.
Note 3:
Fraudulent websites are subtler. Since
most savvy Internet shoppers now use
price-comparison sites to seek out the best
price on their travel tickets, CDs, DVDs and
other essentials to their modern lifestyle,
cybercriminals are known to create entirely
bogus Web portals - suitably meta-tagged
to allow Google and Yahoo to spider/screen
scrape their data - designed to harvest
customer card details and other credentials.
Note 4:
Ten C's Rating:
Currency: 11
Content:11
Authority:9
Navigation:9
Experience:10
Multimedia:5
Treatment: 10
Access:5
Miscellaneous:10
Total: 80
Good
This article explain how frequent and easy it is for companies to steal someone's identity