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1.03 Plagiarism

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1.03 Plagiarism
1. Academic Integrity
1. Describe the activity that is the focus of this summary of learning
Academic Integrity refers to the intellectual honesty regarding information used and avoiding cheating or plagiarism. It is the honorable policy, or ethical code of academia. Academic Integrity means to have values and to maintain academic standards.
2. Explain in detail what you found most interesting or surprising about this activity and why
It surprised me how broad the term ‘plagiarism’ is. I have always understood that you cannot simply copy and paste from Google (or other websites) as that is purely cheating, but I did not realise that copying 5 consecutive words in a row is labelled as plagiarism. I found this very interesting and now understand academic
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2. Explain in detail what you found most interesting or surprising about this activity and why
What I found most interesting during this activity focused on the social issue of the homeless is how we perceive them. We degrade them terribly and our view is outrageous. I had no idea our perception could be so negative. It also surprised me how us as a society interpret the homeless, automatically thinking they are ‘drug addicts’ or ‘alcoholics’. It is outrageous to see how negatively we think instead of automatically trying to find a way to help.
3. Identify and record questions and additional sources of information to help you explore this topic/issue in more detail (use APA 6th for recording sources)
What is the difference between Perception and Interpretation? “Perception is defined as that how we see any one or any thing means the way of viewing to someone, but interpretation is the by which we make a result or conclusion by using our perception”. (AllInterview.com, 2013) By knowing the difference between these two words I found it easier to comprehend this

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    While student cheating, particularly plagiarism, should be old news to most academic observers, it continues to challenge the integrity of undergraduate and graduate education. The results of the latest large-scale study by researcher Donald McCabe of Rutgers University1 are unequivocal about the scope of the problem. Of more than 70,000 undergraduates and 10,000 graduate students surveyed across 83 college campuses in the United States and Canada, 62% of undergraduate and 59% of graduate-student respondents admitted to have engaged in cut-and-paste plagiarism from online sources. While these percentages may seem disproportionately high, there is reason to believe the actual incidence of student plagiarism is much higher—some students may be reluctant to admit they engage in academically dishonest acts. More importantly, there is some evidence suggesting a significant percentage of students—many of whom may believe they engage in appropriate writing practices—actually plagiarize inadvertently.2, 3 Thus, given the current state of affairs, there is an urgent need to address this form of misconduct. Informing students about plagiarism Ideally, every higher learning institution should provide its students with proper guidance and instruction on issues of academic integrity before students set foot in a college classroom. An increasing number of institutions provide coverage on these important matters during freshman orientation. Not all institutions, however, take these steps. Even for those that do, their instruction and guidance probably varies widely in their ability to deter future academically dishonest activity. Differences in quality aside, these types of interventions can be made significantly more effective by having each individual instructor reinforce basic principles of academic integrity in the classroom. For example, although general notions of citation…

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