scholarly journals Plagiarism An Essay in Terminology

2019 ◽  
Vol 39 (2) ◽  
pp. 87-93 ◽  
Author(s):  
MP Satija ◽  
Daniel Martínez-Ávila
Keyword(s):  
Information Literacy ◽  
Codes Of Ethics ◽  
Similarity Score ◽  
Fair Use ◽  
Source Attribution ◽  
Plagiarism Detection ◽  
Publish Or Perish ◽  
Detection Software ◽  
Definition Of ◽  
Key Terms

The terminology on plagiarism is not hard and fast. It is fluid, a bit ambiguous, and still emerging. It may take some time to settle the terms more clearly, concretely and exhaustively. This paper aims to provide a terminological discussion of some important and current concepts related to plagiarism. It discusses key terms/concepts such as copyright, citation cartels, citing vs. quoting, compulsive thief, cryptomnesia, data fakery, ignorance of laws and codes of ethics, information literacy, lack of training, misattribution, fair use clause, paraphrasing, plagiarism, plagiarism detection software, publish or perish syndrome, PubPeer, retraction, retraction vs. correction, retraction watch, salami publication, similarity score, Society for Scientific Values, and source attribution. The explanation and definition of these terms/concepts can be useful for LIS scholars and professionals in their efforts to fight plagiarism. We expect this terminology can be referred in future discussions on the topic and also used to improve the communications between the actors involved.

scholarly journals Differences in Faculty Approaches to Plagiarism Deterrence are an Opportunity for Increased Collaboration in Information Literacy Instruction

2020 ◽  
Vol 15 (1) ◽  
pp. 233-235
Author(s):  
Sarah Schroeder
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Online Survey ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Full Time ◽  
Source Attribution ◽  
Moderate Amount ◽  
Information Literacy Instruction ◽  
Definition Of

A Review of: Michalak, R., Rysavy, M., Hunt, K., Worden, J., & Smith, B. (2018). Faculty perceptions of plagiarism: Insight for librarians’ information literacy programs. College and Research Libraries, 79(6), 747-767. https://doi.org/10.5860/crl.79.6.747   Abstract Objective – To learn how faculty members define plagiarism and what actions (if any) they are taking in their classes to educate students about plagiarism. Design – Online survey. Setting – A small private college in the Northeastern United States of America. Subjects – A total of 79 full-time and adjunct faculty members in arts and business. Methods – Participants completed an online survey, modified from a survey in The Plagiarism Handbook, in which they provided their definition of plagiarism. They then answered yes/no questions regarding their knowledge levels and methods of plagiarism instruction used in class.  The authors collected data on the faculty members’ age, discipline, years of experience, and their status as either adjunct or full-time faculty. After analyzing the results independently, the authors later collaborated to discuss codes and identify clear themes in the list of definitions. Main Results – An analysis of faculty members’ plagiarism definitions determined that most define plagiarism in a way that roughly aligns with the university’s definition, but identified inconsistencies regarding severity, student knowledge, the role of intent, and the necessity of a source attribution when determining what constitutes plagiarism. The themes in their responses clearly illustrate the major differences in approaches to plagiarism. The authors also found that while 87% of respondents reported discussing plagiarism in their classes, they usually did so only “a little” or “a moderate amount.” Furthermore, just over 53% of respondents did not provide their students with materials on plagiarism, though 55% reported including a definition of plagiarism in their course syllabi. Researchers also asked whether or not faculty members had invited a librarian to speak to their class about plagiarism, to which 74% of faculty members responded no. Conclusion – This study suggested that librarians should consider differing perspectives on plagiarism when collaborating with faculty members and that librarian-faculty collaboration on information literacy instruction can help to mitigate the effects of inconsistent practices regarding plagiarism. The study’s authors are integrating their research findings into anti-plagiarism training modules for students at the institution where this study was conducted. Future studies based on this research are planned to further explore the intersections of plagiarism and information literacy.

The Multi-Relationship Evaluation Design Framework: Designing Testing Plans to Comprehensively Assess Advanced and Intelligent Technologies

2010 ◽  
Author(s):  
Brian A. Weiss ◽  
Linda C. Schmidt ◽  
Harry A. Scott ◽  
Craig I. Schlenoff
Keyword(s):  
Intelligent Systems ◽  
New Technologies ◽  
Evaluation Framework ◽  
Evaluation Design ◽  
Design Elements ◽  
Summative Assessments ◽  
Extensive Evaluation ◽  
Level Of Knowledge ◽  
Definition Of ◽  
Key Terms

As new technologies develop and mature, it becomes critical to provide both formative and summative assessments on their performance. Performance assessment events range in form from a few simple tests of key elements of the technology to highly complex and extensive evaluation exercises targeting specific levels and capabilities of the system under scrutiny. Typically the more advanced the system, the more often performance evaluations are warranted, and the more complex the evaluation planning becomes. Numerous evaluation frameworks have been developed to generate evaluation designs intent on characterizing the performance of intelligent systems. Many of these frameworks enable the design of extensive evaluations, but each has its own focused objectives within an inherent set of known boundaries. This paper introduces the Multi-Relationship Evaluation Design (MRED) framework whose ultimate goal is to automatically generate an evaluation design based upon multiple inputs. The MRED framework takes input goal data and outputs an evaluation blueprint complete with specific evaluation elements including level of technology to be tested, metric type, user type, and, evaluation environment. Some of MRED’s unique features are that it characterizes these relationships and manages their uncertainties along with those associated with evaluation input. The authors will introduce MRED by first presenting relationships between four main evaluation design elements. These evaluation elements are defined and the relationships between them are established including the connections between evaluation personnel (not just the users), their level of knowledge, and decision-making authority. This will be further supported through the definition of key terms. An example will be presented in which these terms and relationships are applied to the evaluation design of an automobile technology. An initial validation step follows where MRED is applied to the speech translation technology whose evaluation design was inspired by the successful use of a pre-existing evaluation framework. It is important to note that MRED is still in its early stages of development where this paper presents numerous MRED outputs. Future publications will present the remaining outputs, the uncertain inputs, and MRED’s implementation steps that produce the detailed evaluation blueprints.

scholarly journals “There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

2021 ◽  
Author(s):  
Beata Bielska ◽  
Mateusz Rutkowski
Keyword(s):  
Higher Education ◽  
Detection Rate ◽  
Learning Strategy ◽  
Plagiarism Detection ◽  
International Context ◽  
Detection Systems ◽  
Uniform Definition ◽  
Definition Of ◽  
Difficult Situations ◽  
Source Of Information

AbstractThe article offers analyses of the phenomenon of copying (plagiarism) in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the non-plagiarism norm, that is the rule that students are not allowed to plagiarize, and in order to redefine it we have determined two strategies adopted by students. The first is withdrawing in fear of making a mistake (omitting the norm), which means not using referencing in unclear situations, e.g. when the data about the source of information are absent. The second is reducing the scope of the norm applicability (limiting the norm), characterized by the fact that there are areas where the non-plagiarism norm must be observed more closely and those where it is not so important, e.g. respondents classify works as credit-level and diploma-level texts, as in the credit-level work they “can” sometimes plagiarize since the detection rate is poor and consequences are not severe. The presented results are particularly significant for interpreting plagiarism in an international context (no uniform definition of plagiarism) and for policies aimed at limiting the scale of the phenomenon (plagiarism detection systems1).

Plagiatserkennungssoftware in der Praxis: Ein erster Erfahrungsbericht / Plagiarism detection software in practice: A first experience report / Logiciel de détection de plagiat dans la pratique: Un premier examen

2014 ◽  
Vol 65 (1) ◽  
Author(s):  
Sabrina Mayer ◽  
Stefan Röhle
Keyword(s):  
Experience Report ◽  
Plagiarism Detection ◽  
Detection Software

Laut FAIRUSE-Studie, die von Soziologen der Universität Bielefeld und der Universität Würzburg im Auftrag des Bundesbildungsministeriums für Bildung und Forschung (BMBF) durchgeführt wurde, gibt beinahe jeder fünfte Studierende zu, mindestens einmal in den letzten sechs Monaten plagiiert zu haben. Die im Rahmen der Studie erhobenen Zahlen sind besorgniserregend und wecken das Bedürfnis nach technischen Möglichkeiten, um Plagiate und Fälschungen leichter aufzuspüren. Im Interview mit dem an der Universitätsbibliothek Mainz angesiedelten Projekt „Akademische Integrität“ erklären Stefan Röhle vom Zentrum für Datenverarbeitung (ZDV) der Johannes Gutenberg-Universität Mainz und Sabrina Mayer vom Institut für Politikwissenschaft an der Johannes Gutenberg-Universität Mainz (JGU), welche technologiebasierten Maßnahmen dort zum Einsatz kommen, um Plagiate aufzuspüren und wie sie zu bewerten sind.

scholarly journals The concept and essence of the principle of inadmissibility of abuse of procedural rights in administrative judiciary

2021 ◽  
Vol 66 ◽  
pp. 135-141
Author(s):  
Yan Bernazyuk
Keyword(s):  
Case Law ◽  
Fair Use ◽  
Public Interests ◽  
Procedural Law ◽  
European Court ◽  
The Supreme Court ◽  
Legal Legitimacy ◽  
Definition Of ◽  
Administrative Proceedings ◽  
Procedural Rights

The article is devoted to the definition of the peculiarities of observance in administrative proceedings of the principle of inadmissibility of abuse of procedural rights. The concept and essence of abuse of procedural rights in administrative proceedings are clarified, the meaning of the principle of inadmissibility of abuse of procedural rights is established. The legal basis of the principle of inadmissibility of abuse of procedural rights in administrative proceedings is investigated. Based on the analysis of the case law of the Supreme Court, the European Court of Human Rights established the content of the principle of inadmissibility of abuse of procedural rights. The opinion that the abuse of procedural rights is opposed to the conscientious abuse of procedural rights by the parties is substantiated. The author argues that the abuse of procedural rights may be recognized as actions or omissions of a party to the case, which are characterized by a sign of apparent legal legitimacy, but are used for the opposite or inconsistent with the pursuit of the relevant procedural right or obligation. Based on the analysis of the Constitution of Ukraine, international acts, laws of Ukraine and case law, it is proved that the main purpose of the principle of inadmissibility of abuse of procedural rights is to guarantee the fair use of their procedural rights. The author discloses the content of the fair use of the parties' procedural rights, which includes the use of the relevant rights for the purpose for which these rights are granted, and in the manner prescribed by procedural law, as well as conscientious performance of duties specified by law or court. The study made it possible to state that the introduction of the principle of inadmissibility of abuse of procedural rights is important for improving the effectiveness of administrative courts to protect the rights and interests of individuals, public interests and the interests of the state.

scholarly journals Reconstructing the Contours of the Copyright Originality and Idea- Expression Doctrines Regarding the Right to Deny Access to Works

2014 ◽  
Vol 1 (4) ◽  
pp. 921-940
Author(s):  
Michael D. Murray
Keyword(s):  
First Amendment ◽  
Freedom Of Expression ◽  
Cultural Knowledge ◽  
Fair Use ◽  
Digital Revolution ◽  
Content Development ◽  
Proper Definition ◽  
Definition Of ◽  
Access To Knowledge ◽  
The Right

ccess to innovative scientific, literary, and artistic content has never been more important to the public than now, in the digital age. Thanks to the digital revolution carried out through such means as super-computational power at super-affordable prices, the Internet, broadband penetration, and contemporary computer science and technology, the global, national, and local public finds itself at the convergence of unprecedented scientific and cultural knowledge and content development, along with unprecedented means to distribute, communicate, and access that knowledge. This Article joins the conversation on the Access-to-Knowledge, Access-to- Medicine, and Access-to-Art movements by asserting that the copyright restrictions affecting knowledge, innovation, and original thought implicate copyright’s originality and idea-expression doctrines first and fair use doctrine second. The parallel conversation in copyright law that focuses on the proper definition of the contours of copyright as described in the U.S. Supreme Court’s most recent constitutional law cases on copyright—Feist, Eldred, Golan, and Kirtsaeng—interprets the originality and idea-expression doctrines as being necessary for the proper balance between copyright protection and First Amendment freedom of expression. This Article seeks to join together the two conversations by focusing attention on the right to access published works under both copyright and First Amendment law. Access to works is part and parcel of the copyright contours debate. It is a “first principles” question to be answered before the question of manipulation, appropriation, or fair use is contemplated. The original intent of the Copyright Clause and its need to accommodate the First Amendment freedom of expression support the construction of the contours of copyright to include a right to access knowledge and information. Therefore, the originality and idea-expression doctrines should be reconstructed to recognize that the right to deny access to published works is extremely limited if not non-existent within the properly constructed contours of copyright.

Selection of Plagiarism Detection Software and Its Integration Into Moodle for Universities

2019 ◽  
pp. 200-215 ◽  
Author(s):  
Mehmet Bilge Kağan Önaçan ◽  
Mesut Uluağ ◽  
Tolga Önel ◽  
Tunç Durmuş Medeni
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Selection Criteria ◽  
Nominal Group Technique ◽  
Education Institution ◽  
Nominal Group ◽  
Plagiarism Detection ◽  
Software Packages ◽  
Detection Software ◽  
Selection Of

Plagiarism detection software packages have an important role in detection of plagiarism in exams, assignments, projects, and scientific researches. The main goal of this chapter is the selection of plagiarism detection software (PDS) and its integration into Moodle, an open source learning management system (LMS), for the use of a higher education institution. For this reason, first, the selection criteria are determined by nominal group technique (NGT) and then the most appropriate PDS is selected. At the end of the study, Crot, an open source PDS, is determined and integrated into Moodle. The suggested selection criteria would be useful for other higher education institutions in Turkey and other countries that rely on open software.

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