We write in response to the original article by Rennie and Rudland published in the April 2003 edition of this journal.1 Current and former Dundee Medical School students are concerned at the media misinterpretation of the study and the consequences that this branding of “dishonesty” will have on Dundee Medical School’s reputation and also on individuals embarking on their ….

Postural instability marks a prevalent symptom of Parkinson’s disease. It often manifests in increased body sway, which is commonly assessed by tracking the Center of Pressure. Yet, in terms of postural control, the body’s Center of Mass, and not CoP is what is regulated in a gravitational field. The aim of this study was to explore the effect of early- to mid-stage PD on these measures of postural control in response to unpredictable visual perturbations. We investigated three cohorts: 18 patients (...) with early to mid-stage PD [Hoehn & Yahr stage ; 1.94 ± 0.70]; a group of 15 age-matched controls ; and a group of 12 young healthy adults. Participants stood on a force plate to track their CoP, while the movement of their entire body was recorded with a video-based motion tracking system to monitor their CoM. A moving room paradigm was applied through a head-mounted virtual reality headset. The stimulus consisted of a virtual tunnel that stretched in the anterior-posterior direction which either remained static or moved back and forth in an unpredictable fashion.We found differences in mean sway amplitude and mean velocities of CoP and CoM between the groups under both conditions, with higher MSA of CoP and CoM for PD and higher mean velocities of both variables for PD and ECT when compared with YCT. Visual perturbation increased mean CoP velocity in all groups but did not have effects on mean CoM velocity or MSA. While being significantly lower for the young adults, the net effect of visual perturbation on mean CoP velocity was similar between patients with PD and age-matched controls. There was no effect of the visual perturbation on mean CoM velocity for any of the groups.Our simultaneous assessment of CoP and CoM revealed that postural control is reflected differently in CoM and CoP. As the motion of CoM remained mostly unaffected, all groups successfully counteracted the perturbation and maintained their balance. Higher CoP velocity for PD and ECT revealed increased corrective motion needed to achieve this, which however was similar in both groups. Thus, our results suggest increased effort, expressed in CoP velocity, to be an effect of age rather than disease in earlier stages of PD. (shrink)

I am an M.D/Ph.D. student and work as a research assistant for the director of a division of the school of medicine who is an M.D. He assigned me to research a certain topic and gave me no guidelines or guidance as to how to do it. Nevertheless, I did the research and wrote it up. My supervisor liked the report and said that he thought it was so good that “I would like to offer you the opportunity to (...) publish it and list you as the primary author.” Some bells went off when he so grandly offered to let me author the report for which I had done 100% of research and writing. I consulted some other people in the field and they said that, as long as I was the primary author, it was legitimate for him to list himself as secondary author if he did some editing later. After editing the abstract only, he e-mailed his revisions to me and in a note at the bottom he asked me what I thought of his revised author order. His name was first, mine second, and the name of his girlfriend was third. I was shocked by what seemed to be a case of unethical author attribution and confronted him asking why he changed the order when we had agreed that I was primary author. He said that he had put in several hours of work. (shrink)

Today, the Internet is a rich source of study materials, and Google Scholar offers free access to a large number of scientific articles. There are excellent research publications available in many more databases. Students have the option of easily copying the material. Reusing, paraphrasing, patchwriting, and ghostwriting without citing the original documents are plagiarism. Plagiarism is increasing in academics, particularly in research. This study aims to study the awareness of plagiarism and to analyze the reasons for plagiarism. The study samples (...) are the student teachers in India. For this study, we used a survey method, and the author prepared a questionnaire to collect data from the student teachers. Study respondents are the student teachers of the Regional Institute of Education Mysore; Purposive sampling was used to select samples. The total number of study respondents is 207. The findings of the study revealed that over 70 per cent of respondents mentioned reasons for plagiarism as lack of relevant literature studying, lack of preparation and time, difficulty checking every piece of work, do not know the manual citation style, lack of knowledge about bibliographic management software and also they stated that getting easily available materials on the internet is also a reason for plagiarism. The study recommends that teachers teach or conduct awareness programs on plagiarism, avoiding plagiarism, citation style, and software. (shrink)

Despite the urgency of this issue, AI still struggles to represent social life. This article presents a comprehensive agent-based model that investigates status-power dynamics in groups. Kemper’s sociological status–power theory of social relationships, and a literature review on school children in middle youth, is its basis. The model allows us to investigate causation of the near-ubiquitous phenomenon that females have lower social status on average than males. Possible causes included in the model are children’s dispositional traits (kindness, beauty, and physical (...) power), schoolyard culture (social acceptability of fighting), behavioural strategy (amount of rough-and-tumble play) and the balance between public and dyadic sources of status. An agent-based model of a virtual schoolyard was created in which the children assemble in changing groups and mutually confer status. The status conferred upon a child modifies the status it holds. Rough-and-tumble is modelled as ambiguous: it is intended as a status conferral, but may be perceived as a power move. Running many trials of the model we found that in time, depending on the parameter settings, a gender-based status gap emerged. Rough-and-tumble play had more impact on emergent status differences than did physical power differences. Social acceptability of fighting also strongly moderated the resulting status gap. Placing more weight on dyadic relationship could alleviate status loss. All these model behaviours are in line with empirical findings of child behaviour studies at schools. They have face validity for social status issues in the adult world. We conclude from this that this kind of agent-based model merits use in studying the status–power dynamics of other issues in child behaviour, or indeed in social behaviour in general. (shrink)

More than three centuries after Baruch Spinoza's excommunication from the Jewish community of Amsterdam, his legacy remains contentious. Born in 1632, Spinoza is one of the most important thinkers of the Enlightenment and arguably the paradigm of the secular Jew, having left Orthodoxy without converting to another faith. One of the most provocative critiques of Spinoza comes from an unexpected source, the influential twentieth-century political philosopher, Leo Strauss. Though Strauss was not an Orthodox Jew, in a well-known essay that prefaced (...) his study of Spinoza, he critically examines modern philosophy's challenge to traditional religion. There he argues that while the Enlightenment had failed to decisively refute Orthodoxy, at the same time, Orthodoxy could only claim to believe its core tenets were true but could not claim to know they were true. Strauss leaves the question at an impasse; both the Enlightenment and Orthodoxy rest on axioms that neither side can fully prove or fully refute. Curiously, Strauss never asks Orthodox Jewish thinkers if his approach to defending Judaism against the claims of the Enlightenment is the same as theirs. This volume poses the question to a group of serious Orthodox Jewish thinkers in an attempt to find out if Orthodoxy has a better answer to the questions raised by Strauss than the one Strauss advanced on its behalf. The seventeen essays in this volume use a variety of approaches, drawing on traditional primary Jewish sources like Scripture, Talmud, and Midrash; medieval rationalists like Maimonides; Enlightenment-era Orthodox sources; Jewish mystical writings like Kabbalah and Chasidut; modern philosophical movements including postmodernism and analytic philosophy; and contemporary Jewish Bible interpretation. While the answers differ, what unites these essays is the willingness to take Strauss' question seriously and to provide "inside" answers, that is, answers given by Orthodox Jews. Much of modern thought tries to square the circle of how to live in a world without belief. The better question is whether it is possible to recover authentic religious belief in the modern world. This volume is an Orthodox Jewish attempt to answer that question, one that no serious person can approach with indifference. (shrink)

I argue that the right choice of subject pool is intimately linked to the research question. At least within economics, students are often the perfect subject pool for answering some fundamental research questions. Student subject pools can provide an invaluable benchmark for investigating generalizability across different social groups or cultures.

A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students’ academic performance. However, the latest trends aim to extend the focus beyond students’ acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system PISA incorporated a new tool aimed at evaluating the socio-affective variables related to the well-being (...) of students. It is based on a definition focused on the five dimensions proposed in PISA theoretical framework: cognitive, psychological, social, physical and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 234,000 students from thirty-five OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy and instrumental motivation, as well as the test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5-9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed. (shrink)

This qualitative case study reports the findings on 15 preservice teachers’ motivation for student teaching abroad. They made up about 5% of all student teachers at a major university in the Midwest. Who were these student teachers? What made them different from those who chose not to student teach abroad? In order to determine their characteristics and motives, each preservice teacher participated in a written survey and an oral in-depth interview. The findings suggest that these preservice (...) teachers typically sought the opportunity to student teach abroad as a way to meet professional and personal goals while broadening their global-mindedness. (shrink)

Research is increasingly recognised as a key component of medical curricula, offering a range of benefits including development of skills in evidence-based medicine. The literature indicates that experienced academic supervision or mentoring is important in any research activity and positively influences research output. The aim of this project was to investigate the human research ethics experiences and knowledge of three groups: medical students, and university academic staff and clinicians eligible to supervise medical student research projects; at two Australian universities. (...) Training in research ethics was low amongst academic staff and clinicians eligible to supervise medical student research. Only two-thirds of academic staff and students and less than half of clinicians surveyed indicated that specific patient consent was required for a doctor to include patient medical records within a research publication. There was limited awareness of requirements for participant information and consent forms amongst all groups. In the case of clinical trials, fewer clinicians and students than academics indicated there was a requirement to obtain consent. Awareness of the ethics committee focus on respect was low across all groups. This project has identified significant gaps in human research ethics understanding among medical students, and university academic staff and clinicians. The incorporation of research within medical curricula provides the impetus for medical schools and their institutions to ensure that academic staff and clinicians who are eligible and qualified to supervise students’ research projects are appropriately trained in human research ethics. (shrink)

[First paragraph]: On Wednesday, June 8, 2011, UK’s The Guardian reported that numerous US universities including Harvard and Vanderbilt were invested in companies that were buying large tracts of African farmland and kicking off the indigenous farmers in order for their employees (mostly non-Africans) to grow cash crops to sell to Europe.1 Harms associated with this land-grabbing include, in addition to the evictions themselves, corruption among African governments and among absentee African land owners, increased food prices, and accelerated climate change.

Having a deaf student in class can pose a tremendous challenge for both the professor and the student, but it can also be an incredibly rewarding experience. To help make it so, this article briefly covers the differences between American Sign Language and English and then identifies aspects of linguistic skills where the deaf student may encounter difficulty in dealing with Philosophy. Those discussed are inadequate vocabulary, problems in reading and writing, insufficient background or “life” information, and (...) difficulty in dealing with abstractions. Since English will most likely be a second language for deaf students, there is also a brief discussion of similarities and differences between them and ESL students. An appendix to the article presents a collection of techniques that I developed to accommodate the needs of a profoundly deaf student who took an introductory Philosophy and an upper level Religion course with me. Among them are suggestions for lectures, class discussions, testing, written assignments, student-teacher conferences, and audio-visual materials. Finally, there are some useful on-line resources together with some tips for working with interpreters. (shrink)

Should we implement epistemically paternalistic measures outside of the narrow range of cases, like legal trials, in which their benefits and justifiability seem clear-cut? In this chapter I draw on theories of student-led pedagogy, and Jane Friedman’s work on norms of inquiry, to argue against this prospect. The key contention in the chapter is that facts about an inquirer’s interests and temperament have a bearing on whether it is better for her to, at any given moment, pursue epistemic goods (...) via outward-facing evidence-acquisition, or in a more introspective, ratiocinative fashion. This makes problems for any non-consultative approach to assisting people in inquiry, and speaks in favor of approaches which, as with student-led pedagogy, aim to ‘tap into’ the inquirer’s interests and temperament in helping them to learn. (shrink)

Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students from the University of (...) Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. (shrink)

Academic cheating has remained prevalent on college campuses over the past half century (e.g., Bolin, 2004; Haines et al., 1986; McCabe et al., 2001; H. Yu, Glanzer, Johnson et al., 2017). One rece...

Four predictors were posited to affect business student attitudes about the social responsibilities of business, also known as corporate social responsibility (CSR). Applying Forsyth's (1980, "Journal of Personality and Social Psychology" 39, 175–184, 1992, "Journal of Business Ethics" 11, 461–470) personal moral philosophy model, we found that ethical idealism had a positive relationship with CSR attitudes, and ethical relativism a negative relationship. We also found materialism to be negatively related to CSR attitudes. Spirituality among business students did not significantly (...) predict CSR attitudes. Understanding the relationship between CSR attitudes and the significant predictors has important implications for researchers and teachers in particular. (shrink)

The knowledge base of how student engagement affects educational outcomes and career attainment has grown immeasurably in the last decade. This title presents methods to connect and re-engage marginalised, uninterested students.

Medical student and resident participation in global health experiences (GHEs) has significantly increased over the last decade. In response to growing student interest and the proven impact of such experiences on the education and career decisions of resident physicians, many medical schools have begun to establish programmes dedicated to global health education. For the innumerable benefits of GHEs, it is important to note that medical students have the potential to do more harm than good in these settings when (...) they exceed their actual capabilities as physicians-in-training. While medical training programmes are beginning to provide students with the knowledge to put their GHEs in context, they must remember that they also bear the responsibility of training their students in a framework to approach these experiences in a principled and professional way. It is necessary that these institutions provide adequate and formalised preparation for both clinical and ethical challenges of working in resource-poor settings. This paper outlines potential benefits and risks of GHEs and delineates recommendations to some of the current issues. (shrink)

Data mining is a new technology developed in recent years. Through data mining, people can discover the valuable and potential knowledge hidden behind the data and provide strong support for scientifically making various business decisions. This paper applies data mining technology to the college student information management system, mines student evaluation information data, uses data mining technology to design student evaluation information modules, and digs out the factors that affect student development and the various relationships between (...) these factors. Predictive assessment of knowledge and personalized teaching decision-making provide the basis. First, the general situation of genetic algorithm and fuzzy genetic algorithm is introduced, and then, an improved genetic fuzzy clustering algorithm is proposed. Compared with traditional clustering algorithm and improved genetic fuzzy clustering algorithm, the effectiveness of the algorithm proposed in this paper is proved. Based on the analysis system development related tools and methods, in response to the needs of the student information management system, a simple student information management system is designed and implemented, which provides a platform and data source for the next application of clustering algorithm for performance analysis. Finally, clustering the students’ scores with a clustering algorithm based on fuzzy genetic algorithm, the experimental results show that this method can better analyze the students’ scores and help relevant teachers and departments make decisions. (shrink)

This paper considers characteristic views advanced in the past fifteen years that may be considered relatively sympathetic to student practices of cheating on graded assignments or exams. We detect and analyze typical fallacies that are recurrent in articles that promote a revisionist view of cheating as morally permissible. We offer a general, deontological argument that cheating is immoral. The efforts to justify student cheating take several forms. For example, it has been argued that cheating may be tolerated if (...) the student did not intend to cheat, perhaps because of a failure to understand the normal rules or expected procedures. We also argue that student collaboration in graded work constitutes cheating even if the instructor condones such collaboration. In a similar vein, we address the view that student copying is cheating even if the instructor alters the rules to allow such copying. This moral view can be applied to any cheating behavior, we argue. As a specific example, we demonstrate how it can be applied to the pedagogical recommendation that instructors should encourage their students to cheat in order to cultivate student skills in the area of cyber security. We also address the view that student cheating can be justified by situations in which the student believes that he/she is being subjected to an unfair or unethical overall learning environment. (shrink)