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6.5 The Honest Truth

Learning Objectives

1. Understand the importance of academic integrity and the consequences of dishonesty.

Identify most common types of academic dishonesty.

Throughout this book we have focused on the active process of learning, not just on how to get good grades. The attitude of some students that grades are the end-all in academics has led many students to resort to academic dishonesty to try to get the best possible grades or handle the pressure of an academic program. Although you may be further tempted if you’ve heard people say, “Everybody does it,” or “It’s no big deal at my school,” you should be mindful of the consequences of cheating:

You don’t learn as much. Cheating may get you the right answer on a particular exam question, but it won’t teach you how to apply knowledge in the world after school, nor will it give you a foundation of knowledge for learning more advanced material. When you cheat, you cheat yourself out of opportunities.

You risk failing the course or even expulsion from school. Each institution has its own definitions of and penalties for academic dishonesty, but most include cheating, plagiarism, and fabrication or falsification. The exact details of what is allowed or not allowed vary somewhat among different colleges and even instructors, so you should be sure to check your school’s Web site and your instructor’s guidelines to see what rules apply. Ignorance of the rules is seldom considered a valid defense.

Cheating causes stress. Fear of getting caught will cause you stress and anxiety; this will get in the way of performing well with the information you do know.

You’re throwing away your money and time. Getting a college education is a big investment of money and effort. You’re simply not getting your full value when you cheat, because you don’t learn as much.

You are trashing your integrity. Cheating once and getting away with it makes it easier to cheat again, and the more you cheat, the more comfortable you will feel with giving up your integrity in other areas of life—with perhaps even more serious consequences.

Cheating lowers your self-esteem. If you cheat, you are telling yourself that you are simply not smart enough to handle learning. It also robs you of the feeling of satisfaction from genuine success.

Figure 6.7

Resist the temptation to cheat by using material from the Internet.

Thomas Favre-Bulle – Working on UML – CC BY-NC 2.0.

Technology has made it easier to cheat. Your credit card and an Internet connection can procure a paper for you on just about any subject and length. You can copy and paste for free from various Web sites. Students have made creative use of texting and video on their cell phones to gain unauthorized access to material for exams. But be aware that technology has also created ways for instructors to easily detect these forms of academic dishonesty. Most colleges make these tools available to their instructors. Instructors are also modifying their testing approaches to reduce potential academic misconduct by using methods that are harder to cheat at (such as in-class essays that evaluate your thinking and oral presentations).

If you feel uneasy about doing something in your college work, trust your instincts. Confirm with the instructor that your intended form of research or use of material is acceptable. Cheating just doesn’t pay.

Examples of Academic Dishonesty

Academic dishonesty can take many forms, and you should be careful to avoid them. The following list from Northwestern University is a clear and complete compilation of what most institutions will consider unacceptable academic behavior.

Cheating: using unauthorized notes, study aids, or information on an examination; altering a graded work after it has been returned, then submitting the work for regrading; allowing another person to do one’s work and submitting that work under one’s own name; submitting identical or similar papers for credit in more than one course without prior permission from the course instructors.

Plagiarism: submitting material that in part or whole is not entirely one’s own work without attributing those same portions to their correct source.

Fabrication: falsifying or inventing any information, data or citation; presenting data that were not gathered in accordance with standard guidelines defining the appropriate methods for collecting or generating data and failing to include an accurate account of the method by which the data were gathered or collected.

Obtaining an Unfair Advantage: (a) stealing, reproducing, circulating or otherwise gaining access to examination materials prior to the time authorized by the instructor; (b) stealing, destroying, defacing or concealing library materials with the purpose of depriving others of their use; (c) unauthorized collaboration on an academic assignment; (d) retaining, possessing, using or circulating previously given examination materials, where those materials clearly indicate that they are to be returned to the instructor at the conclusion of the examination; (e) intentionally obstructing or interfering with another student’s academic work; or (f) otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over other students’ academic work.

Aiding and Abetting Academic Dishonesty: (a) providing material, information, or other assistance to another person with knowledge that such aid could be used in any of the violations stated above, or (b) providing false information in connection with any inquiry regarding academic integrity.

Falsification of Records and Official Documents: altering documents affecting academic records; forging signatures of authorization or falsifying information on an official academic document, grade report, letter of permission, petition, drop/add form, ID card, or any other official University document.

Unauthorized Access to computerized academic or administrative records or systems: viewing or altering computer records, modifying computer programs or systems, releasing or dispensing information gained via unauthorized access, or interfering with the use or availability of computer systems or information.

Key Takeaways

Being dishonest can have major consequences that can affect not only your college career but also your life beyond college.

“Everybody does it” and “It’s no big deal at my school” are not valid reasons for cheating.

When you cheat, you are primarily cheating yourself.

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Valencia College

Halle Berry

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Katayamba,

You created a good post here. I think the best motivation for avoiding plagiarism is the desire and drive to get a better grade. That should motivate most of us to create original work. Some ways that may create conditions for plagiarism include procrastination or poor time management and disinterest in the assignment. Strengthening one's time management can significantly help to effort to produce original work. Time management skills help in a variety of ways and ultimately help in strengthening the quality of our work and our lives. If we didn't have any time management, we probably would just be floating along in our life and operating from our emotions and desires rather than from structure and a Higher Purpose that motivates us to produce quality work to create a better future.

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The Gilded Age | Full Documentary | AMERICAN EXPERIENCE | PBS (youtube.com)

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Cont.

Researchers have mainly concentrated on three policy directions: first, policy support for women’s employment and work–life balance; second, the availability of social care services and de-familialisation; and, third, policy support for dual earner-dual carer families and for gender role changes. Initial studies used these family policy features to assess the consistency of Esping-Andersen’s three worlds of welfare. These authors proposed different regime classifications: e.g., gender regimes; care regimes; male breadwinner, earner-carer, and dual earner-dual carer regimes; and direct and indirect familialisation regimes (see, e.g., Leitner 2003; Sainsbury 1999; Saraceno and Keck 2010). A large body of literature has since inves- tigated whether changes in family policies or the inclusion of other family-relevant aspects – such as class, education, occupation, poverty rates, gender wage gaps, agency inequalities or capability sets – lead to different regime constellations (see, e.g., Hobson and Fahlén 2009; Korpi 2000; Korpi et al. 2013; Mandel and Semyonov 2005). All of these studies have found surprisingly consistent patterns of welfare state classifications, but also variations in patterns depending on which family policies or policy packages are analysed. Researchers commonly find that the Nordic countries and the liberal welfare states differ from the continental conservative and Mediterranean welfare regimes. The Nordic coun- tries generally support gender-equal participation in work and care. They most consistently de-familialise care by providing universal coverage of institutional care for both children and the elderly. However, the once homogeneous orientation towards the gender-equal earner-carer family has been somewhat eroded through the introduction of care leave bene- fits in Finland (1990) and in Norway (1998). In liberal welfare states, work–family balance depends more on the financial and employment circumstances of the individual or the family, and on market-provided care. Among the continental conservative Western European welfare states, researchers commonly distinguish between several groups: Belgium and France, which have a long tradition of supporting mothers’ employment. They offer extensive day care and pre-school for children, and de-familialise care to a greater extent than other continental European countries. Germany and Austria, which used to support the gendered division of work and care but shifted away from a focus on familialising policies, albeit to differing degrees. In 2007, Germany replaced its care leave by an income-related parental leave. Between 2000 and 2010, Austria extended and layered its care leave and added an income-related parental leave option (Leitner 2011). Both countries still rely heavily on care provided by the parents, as institutional childcare is mainly available on a part-time basis only. Southern European countries offer little support for mothers’ employment or for work–life balance. They neither de-familialise nor explicitly familialise childcare through their family policies (Saraceno 2016). The family policies of the Netherlands and Switzerland lie between those of the liberal and conservative regimes. The work–life family policies of Eastern European countries have oscillated between familialising and gendering work–life balance by providing long periods of leave, and supporting employment-oriented family behaviour by providing income-related parental leave benefits. Most Eastern European countries de-institutionalised childcare and have low childcare coverage (Saxonberg and Sirovátka 2006).

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Plus a change? The gendered legacies of mid-twentieth century conceptualisations of the form and function of the family

Wendy Sigle

The welfare state has its roots in the family. This statement may come as a surprise to some readers, since most welfare state research associates the birth of the welfare state with the introduction of compulsory health, accident, invalidity, and old-age insurance schemes in Germany in the 1880s. However, the first welfare state policies enacted in the first half of the nineteenth century targeted widows and orphans, as well as working women and children. At that time, there were growing concerns about how the loss of the main earner in a family, or children and women working in factories, might affect the health of the working-class families and of future generations, as well as men’s working conditions and wages. These concerns led to the introduction of the first welfare state measures, such as limitations on working hours, restrictions on health-endangering work by children, prohibitions on women working after childbirth, and widows’ pensions (Kessler-Harris et al. 1995).

Despite the essential role that family issues played in the foundation of the welfare state, research on the welfare state has often failed to deal with the family in its own right. Most welfare state studies focused on the role social policies played in addressing the consequences of capitalist production. Social policies were seen as a means to relieve the family of having to bear the costs of economic changes through social insurance and the protection of the male worker and his income (see, e.g., Flora and Heidenheimer 1982a; Wilensky 1975). This line of research recognised the need to analyse social policies with respect to their redistribution and their equality aims; i.e., whether social benefit claims can be made on the basis of social citizenship, and whether social policies are designed to provide equal opportunities or equal outcomes (Flora and Heidenheimer 1982b). Feminist social scientists of the 1970s and 1980s turned the focus of welfare state research towards the family. Their core concern was how welfare states regulate family lives, and women’s lives in particular. Specifically, they looked at how welfare states acknowledge reproduction and women’s unpaid work, and either bind women to or relieve them from family work and dependence on men. Continental European and Scandinavian feminists tended to view the welfare state quite differently. This was partly because most researchers analysed the social policies and welfare state orientations of the country in which they lived. Moreover, feminist researchers had a scientific as well as a political agenda. Identifying and analysing the specifics of the family blindness, gender bias, and patriarchal nature of each welfare state were integral to the efforts of feminists to change the welfare state and the conditions of women’s lives. German researchers, for example, argued that the welfare state privileges the male breadwinner and marriage by familialising women, cementing gender inequalities in the family and in work, prolonging women’s dependence on their husbands, and contributing to women’s poverty throughout the life course (see, e.g., Kickbusch and Riedmüller 1984). Scandinavian feminists, by contrast, saw the welfare state as a potential source of power for women in their struggle to achieve gender equality in the family and in the public sphere. They argued that a woman’s dual role as family carer and worker makes her more dependent on the welfare state than a man, and that the welfare state could be an ally for women in their struggle to become independent of men. The goal of feminist research and political activism should therefore be to work towards a ‘women-friendly welfare state’ that supports a gender-equal division of work and family obligations (see, e.g., Hernes 1987).

(29) Plus a change? The gendered legacies of mid-twentieth century conceptualisations of the form and function of the family | Wendy Sigle - Academia.edu

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Fareed Zakaria GPS

12/3/23

The passing at 100 of Henry Kissinger, the most consequential US diplomat, has prompted a wave of retrospectives. Having known Kissinger well, Fareed offers his own, identifying an organizing principle that drove Kissinger’s foreign policies: a preference for order.

Kissinger “grew up in Germany as Hitler came to power and watched what was perhaps the most advanced and ‘civilized’ nation in the world descend into barbarism and mass murder,” Fareed says. “He developed a lifelong obsession with order. He was too suspicious of democracy and human rights, but it was because he had seen demagogues like Hitler rise to power through elections. He often remarked, sometimes attributing it to Goethe, that between order and justice he would choose order, because once chaos reigns, there is no possibility for justice. … From start to finish, over a century, Henry Kissinger’s abiding fear was that disruptive forces once set in motion could easily rip off the thin veneer of civilization and stability, pushing the world into the abyss—like the one in which he came of age.”

After that: What lies ahead in the Israel–Hamas war? Who is to blame for Israel’s apparent security failures before and on Oct. 7? Fareed talks with retired Israel Defense Forces Col. Miri Eisin, managing director of the International Institute for Counter-Terrorism.

Then: the terrible suffering in Gaza. Fareed talks with British–Palestinian plastic and reconstructive surgeon Dr. Ghassan Abu-Sittah, a founding board member of the International Network for Aid, Relief and Assistance, who traveled from London to operate on patients in Gaza during this war.

What can we learn from public opinion in Gaza, the West Bank, and the broader Arab world as this war continues? Fareed asks Amaney Jamal, dean of the Princeton School of Public and International Affairs and co-director of Princeton’s Mamdouha S. Bobst Center for Peace and Justice Workshop on Arab Political Development.

Finally: unpacking the life and legacy of Henry Kissinger with the statesman’s official biographer. Fareed talks with historian and author Niall Ferguson, author of “Kissinger 1923–1968: The Idealist.”

Is the Far Right Now Mainstream?

That has been an open question since the electoral successes of Donald Trump, Hungarian Prime Minister Viktor Orbán, Brazilian former President Jair Bolsonaro, and others. Further discussion has been spurred by vote results in the Netherlands, where far-right politician Geert Wilders’ Party for Freedom (PVV) won the most legislative seats (a projected 37 out of 150) on Nov. 22. Wilders has been the most-prominent far-right Dutch populist off and on for more than a decade, rising to prominence with sharp anti-Islam rhetoric.   Wilders “will still struggle to form a coalition government and to become prime minister” of the Netherlands, writes Financial Times columnist Gideon Rachman. But “(h)is success is part of a clear Europe-wide pattern. Political groups that were once dismissed as fringe far-right parties are gaining popularity—and in some places power.” Rachman cites Hungary, Italy, Slovakia, and Sweden. “The far right is also gaining ground in Germany and France. The Alternative for Germany (AfD) now regularly tops 20 per cent support in the polls, making it the second most popular party in Germany. On a recent trip to London, François Hollande, the former French president, told me that in his country ‘the far right have devoured the traditional right’. Polls suggest (far-right politician) Marine Le Pen may finally win the French presidency in 2027.”   In some cases, center-right parties now imitate their far-right competititors. Of the Dutch election, Alexander Clarkson writes for the World Politics Review: “In addition to emulating far-right rhetoric over migration, center-right and even some liberal leaders also echoed the far-right’s posture toward supposedly ‘woke’ issues involving gender and culture. In such an environment, much of what once defined the PVV (Wilders’ Dutch party) as radical and dangerous had become mainstream political discourse.”   The trend cuts both ways. As Caroline de Guyter writes for Foreign Policy, Wilders and other far-right European political leaders no longer seem so enamored of leaving the European Union, heeding lessons from Brexit and softening their stances.   As for why far-right support has become so prevalent, at Foreign Policy in Focus, John Feffer points to economic inequality, suggesting the structural driver of far-right affinity is well in place. Feffer writes: “The desire for profound change is surely understandable. The conditions that generated victories for the far right that I describe in my 2021 book Right Around the World have not changed in any substantial way. Economic globalization, after all, continues to benefit the few and burden the many. … Note that the far right has prospered in precisely the countries that have experienced this rising income inequality: Donald Trump in the United States, Narendra Modi in India, and Vladimir Putin in Russia, as well as Giorgia Meloni in Italy, Viktor Orbán in Hungary, and now Geert Wilders in the Netherlands.”

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Expungement of a Domestic Violence Case

Any charge, including a domestic violence related charge is eligible to be expunged if the charges are not filed, dropped by the state (nolle prossed), or dismissed by the court. So, if you were arrested for domestic violence and the charges were never formally filed by the state, dropped by the state, or dismissed by the judge, then the domestic violence charge can be expunged.

Difference between sealing and expungement.

IF ARRESTED FOR DOMESTIC VIOLENCE, WHAT IS YOUR BEST OPTION TO AVOID A PERMANENT RECORD? – The facts of every case is different, however, there may be a number of options available to you to settle your case and avoid a permanent entry on your public record of domestic violence. The most common ways to resolve a domestic violence charge and avoid a permanent record are options such as the ones below.

Option 1: If this is your first arrest, or if the state doesn’t have a strong case against you, the state may offer or your attorney may be able to negotiate an agreement that would allow you to do a “pretrial diversion program”. A pretrial diversion program is an agreement with the state attorney that would require you to complete certain things. It may be anger management classes, community service, or a combination of things. Typically, after successful completion of the program the state will announce a “nolle prosse”. This means that they are dropping the charges against you. This will allow you to then expunge the case so it doesn’t appear on your record.

Option 2: Depending on the facts of your case, the state attorney may be able to convince the state to change the charge to something other than a domestic related charge. It would be important for the state attorney to acknowledge on the record that the new charge is NOT domestic related. If this occurs, you may then be able to accept a withhold of adjudication and still be eligible to have the record sealed. Remember that in order to seal, you have to meet all the statutory criteria. See our site for the other criteria that you must meet. Asking the state to change the charge to a non domestic related charge is an option that can be discussed with your attorney. Remember to tell him/her that it is your intention to seal the case after you accept a plea to a non domestic violence related charge.

There may be other options available to you depending on the facts of your case and your criminal history. Consult with SealMyRecord.com regarding other ways to resolve your case in such a way that will not leave a permanent mark on your criminal history.

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America's rise as a superpower in the first half of the 20th century can be attributed to several key factors, which helped shape its economic, political, and military dominance on the world stage. Some of the significant reasons for America's rise as a superpower include:

Industrialization and Economic Growth: The late 19th and early 20th centuries saw rapid industrialization in the United States, leading to significant economic growth. The country became a global leader in manufacturing, technological innovation, and agricultural production. This economic strength contributed to America's emergence as a formidable economic powerhouse.

Abundance of Natural Resources: The United States was blessed with abundant natural resources, such as coal, oil, iron ore, and fertile land. The exploitation and utilization of these resources not only fueled industrial growth but also provided a solid foundation for economic expansion.

Geographic Isolation and Security: The United States' geographical location provided a degree of isolation from the conflicts and upheavals that Europe experienced during the first half of the 20th century. This relative security allowed the U.S. to focus on its internal development and avoid the direct impacts of many world events.

Immigration and Demographic Growth: The United States experienced significant waves of immigration during this period, bringing in diverse talent and labor. This influx of people contributed to the growth of the American economy and enriched its cultural fabric.

World War I and World War II: While the U.S. initially stayed out of World War I, it eventually entered the conflict and played a crucial role in tipping the balance in favor of the Allies. During World War II, the United States emerged as a global military power and played a decisive role in defeating the Axis powers. These wars solidified America's position as a major player on the world stage.

Post-War Rebuilding and Economic Dominance: After World War II, the United States played a central role in rebuilding war-torn nations through initiatives like the Marshall Plan. Its economy emerged relatively unscathed from the war, allowing the U.S. to become the leading global economic power, with a significant share of the world's industrial production and GDP.

Leadership in International Institutions: The United States played a leading role in establishing international institutions like the United Nations and the Bretton Woods system, which helped promote stability and cooperation on a global scale.

Cultural Influence: American culture, including its music, movies, literature, and technology, began to spread across the world, contributing to the soft power and influence of the United States on a global scale.

These factors, combined with a commitment to democracy, individual freedoms, and the rule of law, positioned the United States as a superpower in the first half of the 20th century, with significant influence in shaping the course of world events.

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Case-Based Teaching

I believe Case-Based Teaching is a pedagogical approach that engages students in the process of making real-world decisions. You create cases that represent authentic workplace situations to encourage students to apply knowledge gained from the classroom or through additional research in order to solve the case.

Case selections: Teachers can either choose cases from existing sources or create their own. When creating cases, teachers must ensure that cases:

Are short.

Tell a story.

Are relevant and interesting to students.

Are based on factual information.

Provoke reflection and culminate in decision-making.

Have a learning purpose.

Role of teachers: Teachers serve as facilitators and supervisors during case-based learning, supporting and providing assistance as required. During group work, teachers can move around, asking groups questions to ensure that they are focusing on tasks to identify struggling groups and record student progress.

I also love to include primary sources into my classes to provoke discussions in class. Allowing students to read from that actual source is very inspiring and direct, I believe. It helps them see the totality of a subject. I think this is what college learning is about.

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https://www.youtube.com/watch?v=sWbj-2DRLps

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POSTMODERNISM

https://www.slideshare.net/danikabarker/postmodernism-presentation-60762255

POSTMODERNISM