جستجوی مقالات مرتبط با کلیدواژه « plagiarism » در نشریات گروه « فلسفه و کلام »

Plagiarism is to ascribe the ideas, thoughts, themes and words of someone else to himself /herself to escalate his/her own dignity and position. Such a deviation is not a new issue and it has been regarded poignantly from very early times. But today due to the expansion and the enhance of the sources of information which are easily at reach, it has become popular to exploite them without mentioning the origin of the source or naming the creator. Such popularity has forced the governments to place some impediments against these deviations and even some governments have penalized the ones who commit such rule breaking to heavy penalties and imprisonment.

To clarify the meaning and the specifications of plagiarism, the essayist has referred to reliable Persian, Arabic and English sources and has defined it as well as the punishments which have been attributed to it.The main question which has been broached in this essay is when a poet takes a theme from another poet and creates a poem much more beautiful and impressing than the first poet is it plausible to call such beautification as plagiarism? Therefore, labeling the name of plagiarism should be done very prudently.

The spread and propagation of plagiarism can cause irreparable damage to the academic body of universities and the research environment of the country. The purpose of this study was to survey the relationship between awareness and knowledge, ethical perception, and the conduct of research misconduct among students.

Descriptive correlation was used as the study method and the study population was the current users of the Iranian Scientific Database. The sampling method was Simple random sampling and 344 people were selected as study sample using Cochran’s formula. The research instrument was researcher-made questionnaire which was distributed among the users of Iranian Scientific Database as a research community after confirming its validity and reliability. The data was investigated using SPSS software and the appropriate statistical methods including Pearson correlation coefficient, the descriptive statistics of mean, statistical frequency and the percentage of frequency.

It was found that users' knowledge of the examples and practices of plagiarism were moderate; however, the extent to which the samples in question were practiced was minimal. There was also a significant inverse and high relationship between students’ awareness of plagiarism and ethical perception of it and a weak and inverse relationship between students’ ethical perception of plagiarism and its conduct.

According to the results, users who know more about plagiarism are considered to have a better ethical perception and vice versa. Also, students who view plagiarism as unethical are less likely to commit it. This emphasizes the need for educational development of students by universities, research and educational institutes.

The aim of this study is to examine the challenges of using the system of Hamanandjoo and the existing rules in Iranian universities for using this system and protecting scientific integrity in Iranian higher education. Taking into account their basic assumptions and the facilities available and used by universities in implementing the rules, the study focuses on three main contexts: Research ethics; scientific integrity; and Hamanandjoo system. The findings show that the scientific integrity of commitment to discover, publish and establish the truth is not achieved solely by relying on the Hamanandjoo system. Furthermore, the use of this system as the exclusive source for the establishment of scientific integrity leads to results that are contrary to expectations and also to the goals for which the system has been established. Thus, the study shows how the rules of universities for using the system lead to a legal action to reverse the criteria of scientific integrity.

Planning for the decrease of scientific misconducts among students requires the recognition of subjects and relevant cases. The aim of the current study is determining the categories of scientific immorality among university students and categorizing them.

The current study is in the category of descriptive studies and data gathering is done using the systematic review method. The statistical population includes all research papers on Studentschr('39') academic misconducts in the databases of Scopus, Web of Science and PubMed and between their index up to the beginning of 2017 (3727 papers). Sampling was done after going through the process of: identification, screening, eligibility and included and 63 papers were selected as samples. By studing the full text of the papers, the examples were encoded and categorized into larger groups (categories). Evaluating the findings was done using the self-monitoring techniques.

The findings showed that the main examples of Studentschr('39') academic misconducts included: Plagiarism (false paraphrasing, false copying, inaccurate citation, self plagiarism, idea plagiarism, unauthorized translation, potluck paper or text, complete plagiarism, minor plagiarism) cheating (in the exam and in homework), falsification (distortion  and fabrication), unauthorized assistance (collusion and shadowing) and fraud (lying).

The categories and examples found in the research can be used to prevent studentschr('39') academic misconducts. Policies makers can use these findings to formulate and improve legal rules, approve regulations and disciplinary regulations, and provide educational strategies for prevent Studentschr('39') academic misconducts.