Academic Honesty: In Principle and in Practice
[Your Name Here]
Axia College University of Phoenix
[Instructor Name Here]
September 28, 2008
The focus of this discussion is on the importance of maintaining academy honesty, which is a requirement of all students of Axia College of University of Phoenix. Each student is responsible for the way they conduct themselves while attending the University of Phoenix. Realizing that a part of being honest is to make sure that all your assignments are in my own words and all of the thoughts and ideas of the works belong to me is critical. If I am going to use another person's work or words I must respect that person by giving them credit for their work. Morals are a very important factor in the learning process. I should show more consideration by being completely honest about my works. All I need to do is to read remember and Universities guidelines on Academic honesty, and Student Code of Conduct. I will remember in all that I do maintaining academy honesty will be a golden rule for my own personal benefit.
The Importance of Maintaining Academic Honesty
Beginning with my admittance to the University of Phoenix, which I am excited and proud to be a member of, I was made aware of the University's policies against plagiarism and all other forms of academic dishonesty. I have carefully reviewed many sources including documentation from the University of Phoenix and articles from our online library, as well as done independent study online and in my local library to confirm I fully understand what it means, theoretically, and practically, to maintain my integrity and prepare all of my work to meet the highest academic standards. I recognize that attending the University of Phoenix is a unique opportunity, which lets me practice these skills while drawing from my own prior professional experience, so that I am in an opportune position to excel. I also realize that in order to take advantage of this opportunity I must demonstrate respect for the institution, my professors, and fellow students, by submitting only original or properly cited and referenced work (Levy, Rakovski, 2006).
I have found many clear definitions of plagiarism, which is a primary concern to guard against when I submit any assignment. I understand that plagiarism may be intentional, in the case of an attempt to pass off another's work as my own, through deception, or unintentional, in the case of using work where I am unsure how to properly attribute the work, or unaware that my submission is overly similar to another author's prior contributions (Smith, Nolan, Dai, 1998). However, regardless of the specifics, I know that plagiarism to any extent, from one word, to an entire essay, is absolutely unacceptable and can not be excused by any type of rationalization (Mathews, 1933).
Plagiarizing only hinders the free expression of ideas which higher education aims to encourage, and is disrespectful to the entire academic community, as well as to myself. In addition to plagiarism, the most blatant example of academic misconduct, I have also undertaken an examination of other forms of academic dishonesty and shortcomings, which I am committed to avoiding during my ongoing studies at the University. In particular, I am aware of the need to properly format and reference each source I rely on in the course of completing assignments, whether I rely heavily or only briefly on said works. I realize the importance of researching each source to provide the proper information as a reference, as well as formatting quotes correctly, and citing work within the text to corroborate my findings and provide an easier reference for the reader. These formatting techniques are critical to properly crediting sources, and are in addition to the use of quotation marks or other identifiers of unoriginal material.
There are serious consequences when these guidelines are not followed. When we do not maintain academic...
References: Levy, E. S. & Rakovski, C.C. (2006, September) Academic dishonesty: A zero tolerance professor and student registration choices. Research in Higher Education. 47(6), p735-754. Retrieved September 28, 2008, from http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=21029109&site=ehost-live
Mathews, A. (1933, January 3) Attitudes toward academic honesty. Mental Health Observer. 1. Retrieved September 4, 2008, from PsycINFO database.
Smith, J. & Nolan, R. Dai, Y. (1998, June). Faculty perception of student academic honesty. College Student Journal. 32(2), p305. Retrieved September 28, 2008, from http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=759272&site= ehost-live
Shropshire, W. O. (1997). Of being & getting: Academic honesty. Liberal Education. 83(4), p24. Retrieved September 28, 2008, from http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=158092&site=ehost-live
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