Across the 35 countries in this survey, social trust and civic
engagement are
strongly correlated; the
greater the density of associational membership in a society, the more
trusting
its citizens. Trust and engagement
are two facets of the same underlying factor--social capital.[End Page
73]
America still ranks relatively high by cross-national standards on
both these
dimensions of social capital.
Even in the 1990s, after several decades' erosion, Americans are more
trusting
and more engaged than people in most
other countries of the world.
The trends of the past quarter-century, however, have apparently moved
the
United States significantly lower
in the international rankings of social capital. The recent deterioration
in
American social capital has been
sufficiently great that (if no other country changed its position in the
meantime) another quarter-century of change
at the same rate would bring the United States, roughly speaking, to the
midpoint
among all these countries, roughly
equivalent to South Korea, Belgium, or Estonia today. Two generations'
decline at
the same rate would leave the
United States at the level of today's Chile, Portugal, and Slovenia.
Darcy Goshorn on 09 Jan 13In an environment where global economy, global collaboration, and global 'knowledge' are the aspiration of many countries, the understanding of the complexities of plagiarism becomes a global requirement that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.
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