30 research outputs found
Plagiarism in three acts
No full textThree brief studies are conducted regarding plagiarism in the age of the internet. The first identifies the disparity between cited and un-cited examples of brief media catchphrases used on the internet. The second uses a thesaurus to generate alternative wordings of established definitions and tests them for legibility. The third asks respondents to spontaneously generate definitions for common concepts and uses Google to test those spontaneous definitions for plagiarism. In all three cases, results are such that they call into question current views on the nature of plagiarism itself
The virtual image : Brazilian literature in English translation
No full textThe
aim of this thesis is to
examine
how the virtual
image
of Brazil
and
its literature is
constructed
in the Anglo-American world. To this
end, a survey of
Brazilian literary
works
in English translation was
carried out.
Having
gathered this data, it became
possible to establish
correlations
between the historical
moments when such translations
were made, when their number
increased,
and the events occurring at
those times in the international
panorama, as well as to look into the
role of sponsors, publishers and translators in the
selection and
production of such translations.
The data
also allowed a profile of
Brazilian literary
works
in
English translation to be drawn. It became
possible to suggest that
such works
fall into four
main categories:
`authorial
works',
'topical
works',
`ambassadorial
works'
and `consumer-oriented
works'.
In
order
to look
more closely
into how the translation process
has helped to
shape
the
virtual
image
of Brazilian literary
works
in
the Anglo-American world, an analysis of a sample of
translations
of
such works was made. Included in this
sample were
the translations
of works
by Machado de Asis, by Indianist
and
Regionalist
wirters,
culminating
in
an examination of translations of
GuimarAes Rosa's
works.
Having looked
at these aspects of
the translation
process, what
remained
to be done
was to investigate
to what extent
Brazilian
literary
works
in English translation
are read
by the English-
speaking public.
To this
end, a survey of availability and
library
readership was undertaken. Finally,
a reading experiment was carried
out
in
which native speakers of
English
were asked to read the short
story
'A terceira
margem
do
rio',
by GuimarAes Rosa.
The
conclusion attempts to pull all these threads together and
to indicate directions for further
research
Editorial 8(1)
No full textI am pleased to welcome readers to Volume 8(1) of the International Journal for Educational Integrity.
Academic integrity has been in the headlines in Australia this year, with the national Office for Learning and Teaching (OLT) calling for commissioned projects on academic integrity for the first time. The last issue of the IJEI included refereed papers from the 5th Asia Pacific Conference on Educational Integrity (Perth, Australia) and highlighted the work of an Australian Learning and Teaching Council (ALTC) funded project, Australian academic integrity standards: Aligning policy and practice in Australian universities. The preliminary results of that project have resulted in the OLT providing $299,000 for an additional 12 month project entitled, Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector.
The new project will begin in December 2012, and aims to extend and embed the five core elements of exemplary academic integrity policy identified by the ALTC project– access, approach, responsibility, detail and support – across the Australian higher education sector. Central to these elements is a commitment by providers to fostering a culture of academic integrity. As support is crucial to enact exemplary policy, the OLT project will develop resources accessible to both public and private higher education providers to embed these elements. Two critical areas identified by the ALTC project will be addressed in the new project. First, support systems will be developed for vulnerable student groups including international English as an Additional Language (EAL) students, and educationally "less prepared" students who struggle to understand the concept of academic integrity without assistance. Second, the lessons about exemplary academic integrity policy and support frameworks will be extended to include higher degree by research (HDR) students.
It is apparent that policy makers at the highest levels, and across the various education sectors, are beginning to put academic integrity at the centre of teaching and learning. This, of course, is excellent news for all of us working in this important field.
The current issue of the journal, like every issue published to date, includes commentary, research and recommendations for good practice from around the globe. The issue opens with an invited piece by Eric Duff Wrobbel from Southern Illinois University in the USA, which many of our North American readers may recall was in the news for, of all things, plagiarising the definition of plagiarism in their new plagiarism policy! Wrobbel takes a light-hearted approach to responding to the scandal, and conducts three informal studies which he shares with our readers. Of interest to Australian researchers on the ALTC project who are currently grappling with definitions of academic integrity, Wrobbel conducted a workshop with colleagues to come up with an original definition of plagiarism and found the task to be almost impossible. I think you will find Wrobbel's contribution both engaging and informative.
Steve Williams, Margaret Tanner, Jim Beard and Georgia Hale, all from the University of Arkansas, USA, provide the first refereed paper in this issue. Williams and colleagues conducted a survey of 46 faculty members and 562 undergraduates. They found that 74% of faculty members believed academic misconduct had recently occurred in their classes, and this paralleled the 67% of undergraduates who admitted to academic misconduct in the past year. Not surprisingly, those students who admitted to having cheated viewed cheating as being significantly less serious than those who had not cheated. Williams et al provide some useful recommendations for addressing academic integrity issues on campus which are well supported by other researchers and practitioners working in this area.
Lucia Zivcakova, Eileen Wood, Mark Baetz and Domenica De Pasquale, all from Wilfrid Laurier University in Canada, also explored university teaching staff perceptions of academic integrity. The authors used an innovative methodology of interviewing staff following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. They then conducted a qualitative analysis of faculty members' perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms. Key findings from the analysis suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Only half of the faculty found that the presentation content enhanced their own knowledge of academic integrity. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students.
The final two refereed papers in this issue come from the United Kingdom. Neil Wellman and Julian Fallon (Cardiff Metropolitan University) report the preliminary findings of an action research project designed to address academic misconduct amongst postgraduate students in an international MBA programme. A two-pronged approach was implemented, beginning with a zero-tolerance policy requiring that all MBA assignments be submitted to the Turnitin text matching software and penalties resulting from any identified misconduct be widely publicised. The second, crucial element of the approach was a strengthening of the induction and study skills elements of the programme. In keeping with generally agreed best practice, the authors conclude that the dual strategy of prevention and cure was effective, resulting in an overall reduction in the rate of academic misconduct.
Sharon McCulloch from Lancaster University provides the final paper in the issue. McCulloch makes the compelling case that although much of the research into source use by international students has tended to focus on issues of plagiarism, there has recently been recognition that their difficulties may be more pedagogical than moral. McCulloch reports on a small case study involving a group of Japanese postgraduate students. Analysis of five Pre-Master's dissertations written by these students, as well as interviews conducted with the writers, revealed that they varied in their ability to handle source material effectively. In many cases, their use of source material appeared to be symptomatic of weak authorial stance and apparent lack of a clear argument. Based on these findings, the study concludes with the recommendation that instruction on the use of source material focus to a greater extent on its rhetorical function in constructing knowledge.
All the papers in this issue aim to share research findings with the clear intention of improving practice in all levels of the educative process, beginning with undergraduate students and extending to postgraduate scholars and teaching staff. I trust you will enjoy reading these articles and sharing the lessons with your colleagues.
Tracey Bretag, Editor
An analysis of a broad selection of the poetry and philosophical prose of James Beattie within its eighteenth-century context.
No full textThis study explores the significance and relevant contexts of the collected poems of James Beattie, within a detailed study of his own prose works and wider eighteenth-century intellectual debates. His position on the periphery of the literary canon means that this thesis deals largely with primary material, which permits a more thorough and objective analysis than has been conducted before. The first half of this study deals with Beattie’s poetic output. Chapter 1 focuses on Beattie’s first volume of poetry, Original Poems and Translations. In this chapter I analyse the poems within the context of other eighteenth-century poets, and explore Beattie’s engagement with patronage, the eighteenth-century conventions for success as a new poet, and poetic genius. Chapter 2 deals with Beattie's second volume, Poems on Several Subjects, to illustrate the evolution in his ideas concerning the usefti๒ess of poetry as a vehicle for philosophical investigation, and his engagement with eighteenth-century social and political issues. Chapter 3 explores his best known poem, The Minstrel: Or, the Progress of Genius. This chapter discusses the poem in its entirety and within the context of Beattie’s career as a poet and philosopher. Chapter 5 focuses on Beattie's final volumes of poetry, which represent his desire to control his poetic legacy. The second half of the study deals with selected critical and philosophical works, which provide insight into the development of Beattie’s poetry and express in prose many of the subjects in lus poetry. The most detailed attention in this section is given to the Essay on Truth, although there are also chapters examining other relevant critical works including Dissertations Moral and Critical. On Poetry and Music and On Laughter and Ludicrous Composition, and Beattie's collection of "Scoticisms." There are few modem critical studies of Beattie, and many of them are limited to The Minstrel and to specific areas of interest within this work. This study's comparative and interdisciplinary approach to Beattie’s poetry and selected prose aims to justify Beattie’s inclusion in our study of the eighteenth century. It is also intended to raise awareness of Beattie’s importance in the eighteenth-century and to illustrate his influence on three first- generation Romantic poets of generally recognised importance, namely Scott, Coleridge, and Wordsworth
Message from the Editor - What's Next
No full textNow that the online-only Engineering Design Graphics Journal is a reality, what’s next? First, an ad-hoc Engineering Design Graphics Journal Advisory Board has been formed to provide the Journal with input from academic, business, government, and industry experts. Past editors of the Journal, who are still active with the Engineering Design Graphics Division, comprise the charter Board—Judy Birchman, Jon Duff, La Verne Abe Harris, Mary Sadowski, and Eric Wiebe. Jon Duff is serving as its chair. The Advisory Board functions in an advisory capacity and organizes and administers itself as it sees fit to fulfill its mission. Advice provided can range from the very esoteric to the very technical. The Board’s suggested mission is to provide (1) the Journal with direction from those who deal with the subject matter published and (2) a voice for academia, business, government, and industry to ensure the direction of the Journal is in the best interests of the Journal and its readers. Key is ensuring we maintain a certain level of quality and make relevant incremental improvements. It is my belief that such an Advisory Board will help produce a better editorial product, which will benefit those it is intended to serve. Second, our Associate Editor, Nancy Study, recently received an inquiry from an author on whether in effect the Journal is indexed by Thomson Reuter’s Journal Citation Reports. It seems the author’s concern was whether standard performance measures were available for the Journal. The matter of the Journal’s performance has been the topic of numerous conversations. Nancy has suggested we consider having the Journal indexed by the likes of Thomson Reuter’s Journal Citation Reports in order to take advantage of the information available and to improve the visibility of the Journal. This will probably be a topic for the Engineering Design Graphics Division’s Executive Committee to consider in June. If this is a matter of concern and is a priority to you, let us know. Third, Cody Skidmore, an East Carolina University graduate assistant and the Journal’s Web Production Manager, graduated this past December. He’s now a staff member with The Fuqua School of Business, Duke University. Cody was instrumental in launching the online-only Engineering Design Graphics Journal. He is already sorely missed. However, he has agreed to continue assisting with the production of the Journal by assembling the various components that make up the Journal. Finally, and we need your help with this; consider publishing the results of your research and other creative activities with us. The process is fairly straight forward. Prepare your manuscript electronically in accordance with the current edition of the Publication Manual of the American Psychological Association (the Manual)—see also http://owl.english.purdue.edu/owl/resource/560/01/. Then submit your manuscript, along with an abstract, figures, tables, and the like, as an attachment to Nancy Study, the Journal’s Associate Editor at [email protected]. To ensure our articles are clear and consistent from article to article, issue to issue, and volume to volume, authors are asked to comply with the guidance provided by the Manual. The guidance addresses matters of the consistent use of punctuation and abbreviations, construction of tables, selection of headings, citation of references, table and figure titles, and quotations to name a few. In addition, the following must be considered when preparing a manuscript for publication in the Engineering Design Graphics Journal: typeface and size, line-spacing, margins, order of manuscript pages, page number and page headers, corrections, paragraphs and indentations, use of uppercase and lowercase letters, headings, spacing and punctuation, seriation, quotations, and statistical and mathematical symbology. Guidance for preparation of the following is also provided by the Manual: title page; abstract; text; references; appendices; footnotes and notes; tables and table titles, notes, and rules; figures and figure captions; spell checking; and the cover letter. Help the Journal’s staff to improve the production of our flagship publication—the Engineering Design Graphics Journal
Aristophanes and Euripides: A Palimpsestuous Relationship
No full textAristophanes allows Euripides to interrupt constantly. In Athenian comedy of the fifth century they are on stage together, both literally and figuratively. Despite Aristophanes’ comedies having a meaning of their own, Euripides’ lines are so clearly visible underneath them that they can only be described as the verbal equivalent of a palimpsest. The Oxford English Dictionary defines a palimpsest as a manuscript or piece of writing on which later writing has superimposed or effaced earlier writing, or something reused or altered but still bearing visible traces of its earlier form. It is clear that a palimpsest is the product of layering that results in something as new, whilst still bearing traces of the original. Dillon describes the palimpsest as “...an involuted phenomenon where otherwise unrelated texts are involved and entangled, intricately interwoven, interrupting and inhabiting each other”. Aristophanes takes texts, particularly those of Euripides, which may otherwise have been unrelated, and weaves them together to form something new.
I will show that in a number of cases Aristophanes offers scenes that have already been performed in Euripides’ plays but lays his own plot over the tragedian’s, whilst at the same time drawing the audiences’ attention to the original. The nature of this borrowing overwrites Kristeva’s theory of ‘intertextuality’ and provides a new and more apposite name for the permutation of texts in which the geno-text corresponds to infinite possibilities of palimpsestuous textuality (and the pheno-text to a singular text, which contains echoes of what it could have been). The plurality of Euripides’ texts, whilst engendering those of Aristophanes, constantly interrupts them. Through the consideration of ancient and modern literary theory and by a close analysis of Aristophanes’ and Euripides’ plays, this thesis sets out to offer a new reading of the relationship between these two poets. It shows that they were engaged in a dialogue of reciprocal influence that came to a head at the end of the Peloponnesian War
Acting it out: children learning English through story-based drama
No full textThe purpose of this study was to explore why and how stories and drama can encourage children’s participation in class and also affect their learning of English as a foreign language in Taiwanese primary schools. The author takes a strong interest in both fields, English for Young Learners (EYL) and educational drama, and attempts to propose a solution, story-based drama, to two of the more common problems faced by teachers at primary level—mixed ability classes and limited teaching hours. The key methodological approach was action research in a case study format, using mixed methods and gathering quantitative as well as qualitative data in order to evaluate the impact of the author’s teaching on the children’s English learning. The quantitative research data was gathered with the aid of questionnaires responded to by one hundred and nine teachers and thirty-two fifth graders, while the qualitative data was collected from interviews, participant observation, fieldnotes, journals, artefacts, and video and audio recordings. Quantitative and qualitative data analyses revealed that the incorporation of stories and drama into the existing school curriculum was workable, and the story-based drama assisted the pupils to have greater participation in class and a higher degree of improvements than before in terms of their four language and non-verbal communication skills. This was corroborated by questionnaire results, interviewees’ responses, the co-teacher’s observations, and the pupils’ written work.
The author recommends that a collaborative approach to curriculum design and research methodology could be adopted by teachers themselves or between teachers and researchers in order to stimulate more research on the use of story-based drama in similar contexts, while deepening our understanding of this resourceful teaching approach
Treasures of the University : an examination of the identification, presentation and responses to artefacts of significance at the University of St Andrews, from 1410 to the mid-19th century; with an additional consideration of the development of the portrait collection to the early 21st century
No full textSince its foundation between 1410 and 1414 the University of St Andrews has acquired what can be considered to be ‘artefacts of significance’. This somewhat nebulous phrase is used to denote items that have, for a variety of reasons, been deemed to have some special import by the University, and have been displayed or otherwise presented in a context in which this status has been made apparent.
The types of artefacts in which particular meaning has been vested during the centuries under consideration include items of silver and gold (including the maces, sacramental vessels of the Collegiate Church of St Salvator, collegiate plate and relics of the Silver Arrow archery competition); church and college furnishings; artworks (particularly portraits); sculpture; and ethnographic specimens and other items described in University records as ‘curiosities’ held in the University Library from c. 1700-1838.
The identification of particular artefacts as significant for certain reasons in certain periods, and their presentation and display, may to some extent reflect the University's values, preoccupations and aspirations in these periods, and, to some degree, its identity. Consciously or subconsciously, the objects can be employed or operate as signifiers of meaning, representing or reflecting matters such as the status, authority and history of the University, its breadth of learning and its interest and influence in spheres from science, art and world cultures to national affairs.
This thesis provides a comprehensive examination of the growth and development of the University's holdings of 'artefacts of significance' from its foundation to the mid-19th century, and in some cases (especially portraits) beyond this date. It also offers insights into how the University viewed and presented these items and what this reveals about the University of St Andrews, its identity, which changed and developed as the living institution evolved, and the impressions that it wished to project
Author Correction: A large-scale binding and functional map of human RNA-binding proteins
No full textSpectacle as Myth: Guanxi, the relational and the urban quotidian in contemporary Chinese art (2005-2008)
No full textThis thesis is an interrogation of the spectacle of Chinese contemporary art and the concept of a Chinese modernity, in terms of the legacy from the Communist era, China's social fabric and its urban quotidian.
It contributes to knowledge in a way of understanding Chinese contemporary art that is firmly rooted in both Chinese and Western historical and cultural theories and from the point of view of a Chinese from the diaspora. Its originality also derives from the manner in which it questions the validity of imposing a Western modernity on a Chinese context and its identification of a more complex causal framework influencing fine art discourses globally.
The principle has been to reconstitute the idea of the Orient, in this case China, as a significant Other, not at the periphery of Western culture but with equal stature in terms of hegemony, history and heritage. This has necessitated an interdisciplinary interrogation that accounts for a range of influences such as the Chinese political, social and cultural elements within China's dynamic economic growth and alongside influences of globalisation and Western modernism.
The research is built on the author's academic scholarship in western art theory and practice, Chinese art history and culture and a particular personal connection with China. The first is an undergraduate First Class Honours degree in Fine Art from Central St. Martins and subsequent professional practice as an artist and lecturer, the second a Masters degree in Chinese Art and Archaeology from the School of Oriental and African Studies, University of London, and the third as a Chinese from the diaspora, born in a Beijing hutong and whose father's early professional life was inextricably linked to that of Mao
