...that over half of the junior class at West Point Academy had violated the West Point honor code by cheating on a case assignment. The honor code states "A cadet will not lie, cheat, or steal, nor tolerate those who do." This was by far the largest violation of the honor code in West Point history and presented some unusual challenges to the administration. As the year dragged on it was found that more and more students possibly had cheated on the assignment and was also becoming a public relations nightmare in the press and internally to the Army branch of the United States military. April of 1976 it was found that there was a possibility that over half of the junior class at West Point Academy had violated the West Point honor code by cheating on a case assignment. The honor code states "A cadet will not lie, cheat, or steal, nor tolerate those who do." This was by far the largest violation of the honor code in West Point history and presented some unusual challenges to the administration. As the year dragged on it was found that more and more students possibly had cheated on the assignment and was also becoming a public relations nightmare in the press and internally to the Army branch of the United States military. April of 1976 it was found that there was a possibility that over half of the junior class at West Point Academy had violated the West Point honor code by cheating on a case assignment. The honor code states "A cadet will not lie, cheat, or steal, nor tolerate...
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...Cause and Effect of Cheating During Exams In: Social Issues Cause and Effect of Cheating During Exams Cause and Effect of Cheating Cheating is one of the most concern behaviors at school all over the world. There are many different ways of cheating such as copying homework, looking at another individual paper during exam, plagiarizing, and so on. It has been considered to be the worst behavior since it causes a lot of bad effects to the cheaters in the future. In this way, cheaters do not have their own ability to do their own works, so in the future when they get a job, they will lack of ability to do their jobs too which may cause them to get unemployment. There are many reasons why students like cheating, but according to some researchers, there are top three reasons why students are likely to cheat: lack of effort, external pressures and opportunity. To begin with, cheating is likely to be occurring on students who are lack of effort in their studying. Students who did not attend class or did not study are considered to be lack of effort students. Those students are rare to get passed by themselves; thus, cheating is a good way for them to get passed. Exams are usually extracted from the lessons that the students have learnt, so it is essential for the students to attend every classand keep their concentrating while studying in order to do well on the exams withoutcheating. According to External pressures are other main causes of cheating. There are two kind...
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...Cause and Effect of Cheating Cheating is one of the most concern behaviors at school all over the world. There are many different ways of cheating such as copying homework, looking at another individual paper during exam, plagiarizing, and so on. It has been considered to be the worst behavior since it causes a lot of bad effects to the cheaters in the future. In this way, cheaters do not have their own ability to do their own works, so in the future when they get a job, they will lack of ability to do their jobs too which may cause them to get unemployment. There are many reasons why students like cheating, but according to some researchers, there are top three reasons why students are likely to cheat: lack of effort, external pressures and opportunity. To begin with, cheating is likely to be occurring on students who are lack of effort in their studying. Students who did not attend class or did not study are considered to be lack of effort students. Those students are rare to get passed by themselves; thus, cheating is a good way for them to get passed. Exams are usually extracted from the lessons that the students have learnt, so it is essential for the students to attend every classand keep their concentrating while studying in order to do well on the exams withoutcheating. According to External pressures are other main causes of cheating. There are two kind of external pressures: academic and nonacademic pressure. For the academic pressure, there are too many tests...
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...Cheating comes in many variations. Just because you are not leaning over and peaking at somebody else's exam does not mean that you are not cheating. Cheating includes any dishonest action used by a student to complete an assignment without actually having to complete it themselves. Some of the most common forms of cheating are looking at someone else's exam, using materials without permission, collaborating with other students without permission, and not reporting another student if you see that he or she is cheating. Students cheat for all types of reasons: pressure to succeed, no time to study, peer pressure, laziness, and the list goes on. While schools claim that a student can be expelled for cheating, many cheating students escape the consequences. I do not think that it's possible to set consequences based on the reason why a person cheated because the severity of a reason can be relative, but it's more logical to base consequences on the method in which the cheating was done. Perhaps the most classic form of cheating on an exam is taking a quick peek at the exam of the person sitting next to you or in front of you. Oftentimes it's easy to see answers in the corner of your eye and the teacher seldom notices. I believe that this type of cheating should result in automatic failure of the exam, no questions asked. Likewise, if the student tries to cheat again then he or she should fail the whole course. Looking at someone else's exam is extremely unfair because you're putting...
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...Case 1-1 Harvard Cheating Scandal Yes. Cheating occurs at the prestigious Harvard University. In 2012, Harvard forced dozens of students to leave in its largest cheating scandal in memory but the institution would not address assertions that the blame rested partly with a professor and his teaching assistants. The issue is whether cheating is truly cheating when students collaborate with each other to find the right answer—in a take-home final exam. Harvard released the results of its investigation into the controversy, in which 125 undergraduates were alleged to have cheated on an exam in May 2012. The university said that more than half of the students were forced to withdraw, a penalty that typically lasts from two to four semesters. Of the remaining cases, about half were put on disciplinary probation—a strong warning that becomes part of a student’s official record. The rest of the students avoided punishment. In previous years, students thought of Government 1310 as an easy class with optional attendance and frequent collaboration. But students who took it in spring 2012 said that it had suddenly become quite difficult, with tests that were hard to comprehend, so they sought help from the graduate teaching assistants who ran the class discussion groups, graded assignments, and advised them on interpreting exam questions. Administrators said that on final-exam questions, some students supplied identical answers (right down to typo- graphical errors in some cases)...
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...Cheating is something everyone will be tempted to do sometime in their life. The decision to cheat can have many consequences and one must consider them before acting on the temptation. Some say that temptation is everywhere. What you must realize the ultimate decision to cheat rests on your shoulders, to pass the blame to someone or something else will not turn out very well in the work or school world. What is considered cheating you may ask? Using distance learning classes, many are confused as to what cheating entails. Cheating is having someone else do your assignments for you, paying someone for the answers to an exam they may have taken, or even surfing the internet to find the answers on an exam. Penn Foster has many rules in their Student Handbook that inform you of the consequences that will happen if you decide to go down that path resulting in disciplinary action which could end up with you being asked to leave the school. During my studies, I have seen and heard many talk about getting the answers for an assignment. When offered to buy the answers, I declined. Getting the answers to an exam will not help me in the long run. Using another person’s answer, I will not have learned the material. This is the material a prospective employer will assume I have good knowledge about. This assumption will not only embarrass me when it is discovered I do not know but will, also, make me prospectively lose my job. Many people have different views on cheating. Most people...
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...carefully read the story below that summarizes the incident, behaviors associated with cheating using technology, and how you can relate this story to your own situation. You should incorporate answers to the following questions into your assignment, as they are related to issues of integrity, ethics, professionalism, and personal reflection: - Why do students cheat? What can be done to address cheating in schools? - What lessons have you learned from the case? Has learning about this case inspired you to make changes in your own life? - How do you relate this behavior to ethics from the Islamic perspective? Assignment Requirements: Length: Minimum 750 words (Approximately 2.5 typed pages, 12 pt font, 1.5-spaced) Style: This paper should be written in an academic style. The tone of your work should be thoughtful and respectful. Be sure to edit your work for grammatical and spelling errors. Papers must be submitted to the instructor by 11:59 pm on the stated due date. Reading Case: Cheating and Technology Cheating in the classroom has been happening since the first schoolhouse was built; however, it has more than doubled in the last decade due to the emergence of new technologies that give students high tech alternatives to looking at their classmate's paper. "A 2002 survey by the Josephson Institute of Ethics of 12,000 high-school students found that 74 % of students had cheated on an exam at least once in the previous year. According to Donald McCabe, who conducted the Rutgers...
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...definition of cheating in the academic realm. With the availability of smart phones, portable laptop computers and online courses, students have found a way to use these tools to their advantage. As we will discuss in this paper something as simple as a text message or photo message can allow the student the ability to easily complete an exam or assignment without putting in the necessary time to correctly learn the material. The reason cheating with technology has grown is because the actual meaning of cheating has changed in the eyes of new students. The actual definition is a violation of intellectual property but, if the act is not seen by others as wrong, then it can be justified. We intend on showing the means used by cheaters to advance themselves to achieve an “education” and the measures taken by learning institutions to curb this epidemic. There are many different things which seemingly contribute towards the current increasing problem of cheating at the University level. While the concept of cheating has been around for years, recent studies and indications show that cheating do too many factors including larger college classes and technological advances such as the widespread use of the internet and mobile computing devices, make cheating both easier and much more widespread throughout college campuses nationwide. Technology devices like picture phones, mobile devices with texting and internet capabilities heavily contribute towards the widespread problem of cheating at the...
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...not you should cheat on an upcoming exam, so we ask a utilitarian “Should this person cheat on the test?” The utilitarian would need to know many specific facts about the particular test we have in mind, including whether or not what your chances are of getting caught cheating, what grade you’d probably get if you didn’t cheat, and what grade you’d probably get if you did cheat, in the short and long term. Only then would the utilitarian be able to tell whether or not you should cheat on the exam. On the one hand, if it turns out that you’ll never need to use the material later...
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...To answer this question, one must first define “cheating” outside of a dictionary. At the core, to “cheat” is to obtain an advantage that you wouldn’t normally have. The method by which the advantage is gained doesn’t matter as much as the reason for the advantage. Digging a little deeper, a person or team may encounter a situation that they are unable to overcome with their current skillset, or that the time constraints do not allow them to resolve. In these cases, they may turn to outside assistance to achieve the objective. Is that wrong? It may or may not be, depending on the specific situation. Case-in-point: a student must complete a trigonometry exam in order to graduate. While the student received high marks in every other class, and has managed to complete the trigonometry homework without extra assistance, they struggle with the time constraints of tests and exams. Given no time constraint, they have always been able to complete the work. To help with this, they jot down notes from every section of the course material in a single sheet and bring it with them to the exam. In most cases this would be considered “cheating”, because the student is using something that they were not provided at the time of the exam, even though the notes do not specifically reference the exam materials. The rise of technology has further clouded the barrier between “cheating” and preparedness. In a computer-based classroom, there are monitoring tools that allow the educators...
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...believe cheating occurs more frequently when students are enrolled for online classes. Because students have access to books, internet, and other sources of information in their own homes, many times students will take online exams with the aid of such resources. Also because there is not an easy way to monitor the actions of students during an online exam, there is more opportunity for students to cheat. Coming from a four year institution where many students opt to take online classes instead of regular lecture classes, I have seen students become very resourceful in the ways they go about cheating. For example, I have seen students copy the online homework and exam questions and forward them to friends in order to have another, maybe more knowledgeable, person give them the answers. Another example of cheating would be that some students copy the online questions, complete the answers correctly, and sell them to other students so that those students will also have the correct answers. Lastly, I have seen groups of students taking an online class, meet together and complete an exam together, helping each other figure out the correct answers to the questions. In order to become more effective in preventing cheating in the realm of online classes, I believe that some limitations should be put on these students. If the school were to implement a time limit system, then students will not have as much opportunity to research the answers to questions during an exam. Also...
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...Due to the emerging technological era, the propensity to cheat in an academic environment is becoming increasingly enticing for students and problematic for their instructors. As technologically savvy students become more creative in committing acts of academic dishonesty, their instructors must become increasingly competent in their endeavors to deter cheating. With the convenience of computers and online data, unfortunately, an unwelcome new challenge emerges: preventing the misuse of these technological advances in academic environments. Cheating is widespread from high schoolers to college students. Not only do academic and professional teams recognize the widespread problem of cheating, but “students themselves are acknowledging the problem as well” (Campbell, p.35). According to the San Diego Union-Tribune (2001), nearly a quarter of students believe that everyone at his or her high school cheats. Before the Internet, research was a laborious task, requiring trips to the library, searches within the card catalog and extensive handwritten note taking. In contrast, today the same information is readily available through the Internet, thus creating a convenient environment in which to engage in academic dishonesty. In this emerging technological age, many students fall prey and use the extensive amount of technology for negative reasons. Szabo and Underwood (2004) engaged 291 students in a survey of 12 questions on the use and misuse of the Internet. The survey...
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...Helen’s best friend. Helen’s friend violates the University’s Code of Conduct of maintaining academic integrity by taking a copy of the final exam from the professor’s mailbox and giving it to Helen. And as a student, it is Helen’s duty is to maintain academic integrity. By participating in courses and taking an exam, Helen agrees to bide by the policies set down by the university. It is like entering into a contract or making a promise. If Helen accepts her friend’s offer and read the copy of the final exam, she will fail to maintain academic integrity and break her promise to the professor. It is unfair between Helen and the other students if she takes advantage of the copy of the final exam because it will be unequal to the other students in the class and the department. If Helen reads the final exam in advance, the conditions under which Helen and students who don’t cheat are being judged will be different. On the other hand, if Helen cheated in this course she would get the highest academic honor—summa cum laude. That will be unfair between what she did (cheat of ting) between the honor she got. When facing this ethical dilemma, Helen has two alternatives: to cheat or not to cheat. From my point of view, cheating is unwise, because chances are that the professor or other students find out Helen’s cheating in the final exam. In that case, several bad consequences would happen: Helen would get a C or fail the class, she would lose the job opportunity at Big&Apple...
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...Behavior of Business Students and Bayview University It was found that during the timeframe between 2008 and 2009 that many in the business world behaved in an unethical way. It was believed that the cause of this behavior was a result of cheating while the individuals were enrolled in a University. The College of Business at Bayview University believed that the issue of cheating was much worse at their University compared to other institutions. This report was developed to help determine and study the cheating tendencies of 90 students. This test was given during and exit interview to help elevate any potential repercussions to the results. All statistical information can be found in Tables A1-A4. In addition to the statistical information, the confidence testing results and hypothesis testing can be found in Tables A5-A7. The students were asked three questions: * Did you ever copy work off the Internet as your own? * Did you ever copy answers off another student’s exam? * Did you ever collaborate with other students on a project that was supposed to be completed individually? A total of 90 students responded to the questionnaire with the group divided into 48 male and 42 female students. The data showed that 41.11% of the students cheated in some way. The results also concluded that 37.5% of the male students were more likely to collaborate on a projected compared to 26.19% of the female students. The survey also showed that 21.43% of the female students...
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...more on exams. To conclude he says everybody cheats in some way or other. Becker, D'Arcy A., and Ingrid Ulstad. "Gender Differences in Student Ethics: Are Females Really More Ethical?" Plagiary (2007): 77-91. Education Research Complete. Web. 2 Nov. 2015. In this essay, “Gender Differences In student Ethics: Are Females really more Ethical?”...
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