Plagiarism
Plagiarism
Plagiarism is using the words or ideas of others and misrepresenting them as your own
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This includes:
– Cutandpastefromtheweb
– Cutandpastefrombooks,otherpapers,etc.
– Cutandpastefromanassignmentspecification
– Cutandpastefromthenotesafriendwroteaboutalecturetopic – CutandpastefromANYTHINGthatwasnotwrittenBYYOU.
It also includes:
– Changingwordsinasentencetowordsthatmeanthesamething – Summarisingotherpeople’sideaswithoutincludingreferences
Note: this also applies when writing a review of other people’s work: do not use their words or ideas without acknowledgment
Glasgow Plagiarism Policy
• 32.2 Plagiarism is defined as the submission or presentation of work, in any form, which is not one’s own, without acknowledgement of the sources. Plagiarism includes inappropriate collaboration with others.
• 32.3 The incorporation of material without formal and proper acknowledgement (even with no deliberate intent to cheat) can constitute plagiarism. Work may be considered to be plagiarised if it consists of:
– adirectquotation;
– acloseparaphrase;
– anunacknowledgedsummaryofasource;
– direct copying or transcription.
• With regard to essays, reports and dissertations, the rule is: if information or ideas are obtained from any source, that source must be acknowledged according to the appropriate convention in that discipline;
• and any direct quotation must be placed in quotation marks and the source cited immediately.
Published paper
23 employees at The Research Institute at Nationwide Children’s Hospital … or had quantitative backgrounds with mathematics up through calculus, or both. Each subject was trained on traditional line plots, and on either the congruent or incongruent version of each pictogram. No subjects received both congruent and incongruent trials of the same pictogram
Student review
Published paper
23 employees at The Research Institute at Nationwide Children’s Hospital … or had quantitative backgrounds with mathematics up through calculus, or both. Each subject was trained on traditional line plots, and on either the congruent or incongruent version of each pictogram. No subjects received both congruent and incongruent trials of the same pictogram
Student review
23 employees at The Research Institute at Nationwide Children’s Hospital … or had quantitative backgrounds with mathematics up through calculus, or both were gathered. No subjects received both congruent and incongruent trials of the same pictogram.
Published paper
23 employees at The Research Institute at Nationwide Children’s Hospital … or had quantitative backgrounds with mathematics up through calculus, or both. Each subject was trained on traditional line plots, and on either the congruent or incongruent version of each pictogram. No subjects received both congruent and incongruent trials of the same pictogram
Student review
23 employees at The Research Institute at Nationwide Children’s Hospital … or had quantitative backgrounds with mathematics up through calculus, or both were gathered. No subjects received both congruent and incongruent trials of the same pictogram.
Identical words
Luca, and . Perception of Symmetries in Drawings of Graphs, 2018
We use a “two-alternative forced choice” methodology, where a pair of stimuli are presented and participants must choose one of them. Specifically, the participants are asked to select the drawing that they considered “more symmetric.” In each experiment, we show all possible pairs twice (switching between left and right for the second presentation)
Luca, and . Perception of Symmetries in Drawings of Graphs, 2018
We use a “two-alternative forced choice” methodology, where a pair of stimuli are presented and participants must choose one of them. Specifically, the participants are asked to select the drawing that they considered “more symmetric.” In each experiment, we show all possible pairs twice (switching between left and right for the second presentation)
The authors used a two- alternative forced choice methodology, where a pair of stimuli are presented and participants must choose one of them. The participants selected the drawing that they considered the most symmetric. In each experiment, all possible pairs were shown twice (switching between left and right)
Luca, and . Perception of Symmetries in Drawings of Graphs, 2018
We use a “two-alternative forced choice” methodology, where a pair of stimuli are presented and participants must choose one of them. Specifically, the participants are asked to select the drawing that they considered “more symmetric.” In each experiment, we show all possible pairs twice (switching between left and right for the second presentation)
The authors used a two- alternative forced choice methodology, where a pair of stimuli are presented and participants must choose one of them. The participants selected the drawing that they considered the most symmetric. In each experiment, all possible pairs were shown twice (switching between left and right)
Mostly identical or similar text, words presented in the same order
Luca, and . Perception of Symmetries in Drawings of Graphs, 2018
We use a “two-alternative forced choice” methodology, where a pair of stimuli are presented and participants must choose one of them. Specifically, the participants are asked to select the drawing that they considered “more symmetric.” In each experiment, we show all possible pairs twice (switching between left and right for the second presentation)
The authors use a two-choice forced decision method, where two objects are shown and subjects must decide between them. In fact, the subjects are required to choose the picture that they think has more symmetry. For each experiment, the authors present all possible sets two times (changing between right and left for the second time)
Identical concepts, presented in the same order; “weak paraphrase”
Luca, and . Perception of Symmetries in Drawings of Graphs
We use a “two-alternative forced choice” methodology, where a pair of stimuli are presented and participants must choose one of them. Specifically, the participants are asked to select the drawing that they considered “more symmetric.” In each experiment, we show all possible pairs twice (switching between left and right for the second presentation)
Participants were shown several pairs of drawings; for each pair, they needed to indicate which drawing they thought was the most symmetric. Participants saw all possible pairs of drawings twice, with a different position for each drawing (left or right) the second time round [de Luca et al, 2018].
Same overall description, but presented with different words and different paragraph structure
Macro-economic models are generally designed to achieve a multiplicity of objectives and correspondingly, they have been evaluated using a vast range of statistical, econometric, economic, political and even aesthetic criteria.
Chong & Hendry, Econometric Evaluation of Linear Macro- Economic Models, 1986
Macro-economic models are typically created to satisfy many aims and accordingly, they have been tested with many criteria: political, economic, statistical, aesthetic and econometric.
simple translation of individual words
This is how it is …
• We naturally sense plagiarism
• We are likely to know or to have seen the material from which you are quoting
• We often conduct extensive searches to check for plagiarism, especially in dissertations
• Therefore, read and understand the material, but be sure to always acknowledge the origin of the material
• Occasionally you may need to quote another person’s words verbatim; use quotation marks and immediately cite.
– “Testingshowsthepresence,nottheabsenceofbugs”[Dijkstra,1969]
• Even where your essay summarises or paraphrases another person’s work, you must still explicitly acknowledge it.
– Itiswell-knownthattesting,nomatterhowrigorousorextensive, cannot confirm that there are no bugs in a program [Dijkstra, 1969]
• If your essay includes diagrams, images, etc., taken from other sources, you must cite these sources.
– Fig3.2[fromWells,2021]demonstratestheeffectivenessofproject management methodologies with respect to experience and authority.
To avoid plagiarism
• Read the assigned material
• Read over any additional material that you think you need (e.g. follow up on directly-relevant references)
• Put all the material away
• Write down your summary of the paper in your own
• Then, go back to the materials that you have used, and add proper citations and references
• It is important that you demonstrate your understanding of the information
Helping your friends out
If you copy another student’s essay or program
(or any part of it), that is plagiarism.
If you allow another student to copy your essay or program, you are a party to plagiarism (and subject to the same penalties)
Collaboration examples
• Acceptable: Students A and B discuss the issue that is to be the subject of an essay or program; both students then go away and write their essay or program independently.
• Unacceptable: Students A and B write an essay/program together; each student then goes away and makes changes before submission
• Unacceptable: Student A downloads an essay from an essay bank, perhaps making changes.
• Unacceptable: Student A asks a friend to write an essay/program for him/her, or pays somone to do it
With each piece of submitted work, the student will be required to complete a declaration of originality form online confirming that he/she has complied with our plagiarism policy in that piece of work.
I hereby declare that I have read and understood the above plagiarism policy and the attached guidelines. I undertake to comply with this policy in all my submitted work, and to consult a lecturer or programme director whenever I am uncertain about how the policy and guidelines are to be interpreted.
The Final Word
• Presenting someone else’s work as your own is cheating.
• We take it seriously and are good at detecting it.
• If you are caught you can be expelled from the University.
• The School and University provide several examples of what is acceptable, and what is not.
The Final Word
• Presenting someone else’s work as your own is cheating.
• We take it seriously and are good at detecting it.
• If you are caught you can be expelled from the University.
• The School and University provide several examples of what is acceptable, and what is not.
The Final Word
• Presenting someone else’s work as your own is cheating.
• We take it seriously and are good at detecting it.
• If you are caught you can be expelled from the University.
• The School and University provide several examples of what is acceptable, and what is not.
The Final Word
• Presenting someone else’s work as your own is cheating.
• We take it seriously and are good at detecting it.
• If you are caught you can be expelled from the University.
• The School and University provide several examples of what is acceptable, and what is not.
If in doubt, ask!
DO NOT JEOPARDISE YOUR DEGREE
The Final Word
• Presenting someone else’s work as your own is cheating.
• We take it seriously and are good at detecting it.
• If you are caught you can be expelled from the University.
• The School and University provide several examples of what is acceptable, and what is not.
If in doubt, ask!
DO NOT JEOPARDISE YOUR DEGREE
The Final Word
• Presenting someone else’s work as your own is cheating.
• We take it seriously and are good at detecting it.
• If you are caught you can be expelled from the University.
• The School and University provide several examples of what is acceptable, and what is not.
If in doubt, ask!
DO NOT JEOPARDISE YOUR DEGREE
Informal advice and information:
https://www.gla.ac.uk/myglasgow/leads/students/plagiarism/
Formal regulations:
https://www.gla.ac.uk/myglasgow/senateoffice/policies/uniregs /regulations2019- 20/feesandgeneral/studentsupportandconductmatters/reg32/
Plagiarism
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