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On-line version ISSN 2304-8557
Print version ISSN 0023-270X
Koers (Online) vol.80 n.1 Pretoria 2015
Academic honesty: Perceptions of millennial university students and the role of moderating variables
Dr André van Zyl; Adele Thomas
Director: Academic Development Centre (ADC)University of Johannesburg
Student academic dishonesty is increasing locally and internationally and universities are devising strategies to address this problem. The first year of academic study lays the foundation for future years of study and, as such, is critical in the establishment of adherence to academic values. As part of a larger project, the perceptions about academic honesty of first-year students belonging to the millennial generation at a large South African public university were obtained with a view to identifying trends in perceptions between the 2011 and 2012 student cohorts as well as the relationship between student sub-groups and perceptions held about academic honesty. The present study also sought to validate the findings of the 2011 study.
The population comprised all 22 442 students entering the University for the first time during the 2011 and 2012 academic years. Combined Strategy Sampling, followed by cluster sampling was used to obtain a sample of 5 730 students (3 611 in 2011 and 2 119 in 2012), broadly representative of the institutional population. In this regard, the 2011 sample of Thomas and van Zyl (2012) (3 611 students) was combined with the sample of the present study (2 119). A questionnaire, developed from the literature, comprising 12 ethical statements was used as the survey instrument. The data for the 2012 student sample was compared to that obtained from the Thomas and van Zyl (2011) sample and, by means of Chi-square tests and Standardised Residuals, the statistical association between perceptions held by members of student sub-groups and perceptions about academic honesty was investigated.
The sample of both years of first-year students indicated a trend in perceptions and one that pointed to an understanding of the meaning of academic dishonesty yet a regard for it as a relative concept and one that is superseded by, for example, the belief that right and wrong is a matter of personal opinion, that ideas do not belong to anyone and that information is accessible and free. This implies that these students enter academia with perceptions about academic honesty that may differ to those founded on the value authenticity in academia. Differences in opinion were found amongst students of different language groups and the qualification for which they were registered.
It is recommended that the values of academia should be reinforced with this student group and that broad pedagogic approaches, whilst reinforcing these values, should be tailored and differentiated according to the specific nature of each faculty and with particular sensitivity to the writing needs of students who belong to different language groups.
Die insidensie van studente akademiese oneerlikheid is 'n toenemende probleem beide op nasionale en internasionale vlak en universiteite is besig om strategieë in plek te sit om hierdie problem aan te spreek. Die eerste studiejaar is 'n kritieke moment vir die vestiging van gepaste akademiese waardes omdat dit die fondament lê vir die daaropvolgende studiejare. Die huidige studie vorm deel van 'n groter projek wat die persepsies van sogenaamde milleniale generasie eerstejaarstudente oor akademiese eerlikheid by 'n groot publieke universiteit in Suid Afrika ondersoek het. Die doel van die ondersoek was om tendense in die persepsies van studente wat tussen 2011 en 2012 die universiteit betree het asook die onderlinge verwantskappe tussen verskeie sub-groepe in verband met akademiese eerlikheid te ondersoek. Die huidige studie het ook gepoog om die bevindinge van die 2011 studie te valideer.
Die populasie waaruit die steekproef geneem is het bestaan uit al 22 442 studente wat die Universiteit tydens die 2011 en 2012 akademiese jare vir die eerste keer betree het. Gekombineerde strategie steekproefneming, gevolg deur trossteekproefneming is gebruik om 'n steekproef van 5 730 studente (3 611 in 2011 en 2 119 in 2012) te selekteer. Die steekproef was demografies gesproke verteenwoordigend van die institusionele student profiel. Vir die doel van hierdie studie is die 2011 steekproef van Thomas en van Zyl (2012) (3 611 studente) en die 2012 steekproef (2 119 studente) gekombineer. 'n Vraelys wat vanuit die litteratuur ontwikkel is en wat uit 12 eties gelaaide stellings bestaan het, is as navorsingsinstrument gebruik. Die data van die 2012 steekproef is vergelyk met die data van Thomas en van Zyl (2011) en die chi-kwadraat toets met gestandardiseerde residue is gebruik om die statistiese verband tussen verskillende sub-groepe en hul persepsies oor akademiese eerlikheid te ondersoek.
Tendense wat daarop dui dat studente die betekenis van akademiese oneerlikheid verstaan, maar dit as 'n relatiewe konsep beskou, was waarneembaar in beide steekproewe wat hier ondersoek is. Die studente het aangedui dat hul oortuiging dat "reg en verkeerd slegs 'n kwessie van persoonlike oortuiging is" en dat "idees nie aan iemand kan behoort nie maar dat hulle vryelik beskikbaar en bruikbaar moet wees" belangriker is as konsepte wat tradisioneel verband hou met akademiese oneerlikheid. Dit impliseer dat hierdie studente dikwels die akademie betree met persepsies oor akademiese oneerlikheid wat verskil van die tradisionele akademiese verstaan wat op die belangrikheid van egtheid in die akdedemie gegrond is. Die huidige studie het verskille in sienings gevind tussen verskillende taalgroepe asook tussen die verskillende studierigtings.
Hierdie studie beveel aan dat die waardes wat eie is aan die akademie duidelik gekommunikeer sal word in die groter studentegroep. Dit moet gedoen word deur algemene pedagogiese benaderings asook op pasgemaakte maniere wat die behoeftes en aard van verskillende fakulteite asook die verskillende skryfbehoeftes van verskillende taalgroepe in ag neem.
The first year of academic study is crucial to students' entry into higher education. Vast amounts of learning take place, different in nature and in level to that which students previously experienced. This first year of study also provides the foundation on which further academic success is built (Reason, Terenzini & Domingo 2006). In addition, a link between student academic dishonesty and later dishonesty in the workplace has also been suggested (Jones 2011).
The present study is part of a larger study that explores the understanding of and perceptions about academic honesty amongst first-year or Millennial students at a large South African public university. While no exact generational definition exists, Millennial students are considered to be those of the generation born between 1982 and 2002 (Evering & Moorman 2012) and who enter universities roughly between 2001 and 2021 (Gross 2011).
In 2012, Thomas and van Zyl reported the findings that emanated from the first cohort of students in this study. These Millennial students appeared ambivalent with regard to practices that constitute academic honesty, and tended to disregard the ownership of knowledge. They did, however, evidence an understanding of the meaning of terms that related to academic dishonesty, for example, cheating and plagiarism, but appeared to consider adherence to such behaviours as being relative in nature. As an example, copying during a test was regarded as a serious transgression but using the answers of a classmate in homework required to be performed individually was considered a lesser serious offence.
This article reports the findings of the second cohort of students, one year later.
The objectives of the present study were: (a) to canvas the perceptions of academic honesty of first-year students entering a large public university in 2012 and to compare these findings with those of the previous 2011 study (Thomas & van Zyl 2012), with a view to validating the findings of the earlier study and, thereby identifying whether or not a trend in such perceptions exist; (b) to ascertain if significant differences exist among student sub-groups according to certain academic and demographic variables. The unique contribution of the present study is its extension of the Thomas and van Zyl (2012) study to include an investigation of the relationships between student perceptions of academic honesty according to the variables of gender, language, faculty of enrolment and qualification type.
Faculty and university administrators should understand the perceptions about academic honesty that first-year students hold. Such information could inform possible interventions to promote practices of academic honesty among students in this formative year.
Research into student academic dishonesty, or behaviour that runs counter to generally accepted norms of conduct (Shanahan et al. 2013), and perceptions regarding academic honesty/dishonesty is sparse in non-US countries (Teixeira & Rocha 2010) and in non-western countries (Imran & Nordin 2013). Accordingly, the present study also seeks to contribute to an understanding of the perceptions of student academic honesty in a country where, up to this point, little academic research has been published on this matter.
Millennial students
Millennials are characterised by self-confidence and self-reliance; they are technologically competent and are open to change; they are service-oriented, connected to family and social networks and expect immediate access to information (Young & Hinesly 2012). They are especially adept at using the World Wide Web as a primary source to access information (Holliday & Li 2004).
Millennial students pose a challenge to the traditional ways in which honesty and dishonesty have been framed in academia. This Internet generation of social communities interprets the concept of 'acceptable' according to their understanding of a free availability of knowledge, communal ownership of material and the bonds of social network relationships (Gross 2011). In this regard, the traditional academic values of academic honesty and the protection of the scientific record (Lewis et al. 2011) could be under threat by the 'borrowing' of the proprietary material by those who hold the view that information cannot be owned.
Millennial students regard technology as a primary source of communication which may shape their views on the value of intellectual property as the content of the Internet is free (Evering & Moorman 2012). They are the 'Net Generation' where belonging to social communities encourages plagiarism "through the development of a shared understanding of what is acceptable" (Ma et al. 2008:198). Gross (2011) proposes that millennials regard information as communal property and view the concept of merit as being subjective. In this vein, Hutton (2006) believes that the Internet promotes strong social networks between students and weaker relationships between students and faculty where the rules of academic ownership are set and reinforced. Gross (2011) notes the shift from the traditional standard of viewing cheating as wrong and dishonest, to a post-modern value orientation amongst these students that locates this behaviour within the context of the situation and relationships.
Student academic dishonesty and strategies to address the problem
There is no common definition for the set of behaviours that constitute student academic dishonesty (Comas-Forgas et al. 2010). Cheating behaviour is an integral component of student academic dishonesty and generally includes cheating during tests or examinations, collaborating on assignments set as individual tasks, plagiarising or taking the work or ideas of others without proper attribution, copying work, fabricating work and purchasing assignments. Regardless of the precise definition of student academic dishonesty, the evidence suggests that such behaviour is on the increase (Anitsal et al. 2009; Jones 2011), resulting in universities experiencing "an integrity recession" (Voelker et al. 2012:36). Perhaps the most comprehensive studies of student academic dishonesty over the years have been conducted by McCabe (2005 and McCabe et al. (2012). McCabe et al. (2012) note how the incidence of cheating has remained high over the past years in spite of academic effort to address this phenomenon. Similarly, Teixeira & Rocha (2010) report consistently high incidences of student cheating in an international study undertaken at 42 universities located in 21 countries. The ease of access to electronic sources has precipitated an increase, specifically, in one aspect of academic dishonesty, viz. plagiarism (Aasheim et al. 2012; Ma et al. 2008). The concept of 'student academic honesty' incorporates the opposite practices of those described above.
Measures to address academic dishonesty by students tend to be haphazard (Brimble & Stevenson-Clarke 2006) with sanctions and discipline being the main actions adopted (Aasheim et al. 2012). Some institutions have attempted to offer instruction in responsible academic writing (Elander et al. 2010; Löfström & Kupila 2013) along with clear examples of behaviours that are regarded as constituting cheating (Boehm et al. 2009) or have adopted assessment techniques that make cheating difficult (such as unusual or unique assignments and requirements to submit portfolios of evidence) (Hansen et al. 2011). Other institutions have attempted to promote moral reasoning in students (Schmidt et al. 2009) or have introduced courses on ethics (Beauvais et al. 2007). Honour codes and academic integrity programmes (Evering & Moorman 2012; McCabe 2005), with the related development of strategies to promote student commitment to the values of the institution (Dix et al. 2014), have also been used
Reasons for student academic dishonesty
Divergent views exist about the reasons for student academic dishonesty (Leask 2006) and, it is suggested, such reasons can be classified into two broad groupings - situational and demographic.
When considering situational factors, it has been suggested that student values impact academic dishonesty (Imran & Nordin 2013) and that such values are culturally-based (Peppas 2002). Anitsal et al. (2009) note the link between student cheating and the beliefs they hold as well as the norms to which they adhere. Teixeira & Rocha (2010) found culture to influence the tendency of students to cheat and also found that students who attended universities in countries perceived to be corrupt evidenced higher incidences of academic dishonesty, leading them to conclude that "curbing cheating in the classroom may not be just a matter of targeted (higher) education policies but rather a change in attitude that is transversal to society as a whole" (Teixeira & Rocha 2010:696). Leask (2006) reinforces the view that plagiarism, specifically, is a culturally constructed concept necessitating that academics recognise and engage with cultural diversity.
Ellery (2008), in a South African study, indicates that the schooling system poorly equips students with skills for academic writing. Similarly, Devlin & Gray (2007) note how poor academic skills lead to student plagiarism, together with a poor understanding of plagiarism, poor quality of teaching and assessment, and student laziness.
Student cheating has been strongly correlated with the observation of others cheating (Fulks et al. 2010; O'Rouke et al. 2010; Rettinger & Kramer 2009). In this regard, theorists have suggested that the broader institutional culture must be targeted to promote the spirit of integrity (Imran & Nordin 2013; Piascik & Brazeau 2010) and that the dishonesty of academic faculty themselves must be addressed (Parameswaran 2007).
Among others, demographic factors linked to student dishonesty include gender, intelligence, self-confidence, extrinsic-intrinsic orientation, behaviour patterns and age.
Male business students have been found to be more likely to cheat than female students (Kisamore et al. 2007) which Teixeira & Roche (2010) attribute to sex-role socialisation. Specifically, male millennial students evidence a higher incidence of academic dishonesty than female students depending on the form of academic dishonesty being considered (Hensley et al. 2013). Men are more likely to plagiarise and make false excuses but no gender differences have been found when considering undifferentiated practices of academic dishonesty (Williams et al. 2010).
Cheating has been linked to students who evidence low grades (Hensley et al. 2013), to those who lack self-confidence and have low self-esteem (Pittam et al. 2009), to those who lack knowledge of how to avoid cheating (Granitz & Loewy 2007; Voelker et al. 2012), and to those who are extrinsically motivated (Rettinger & Kramer 2009). Behaviour laziness or lack of conscientiousness (De Bruin & Rudnick 2007) and an inherent lack of integrity (Evering & Moorman 2012), have all been linked to student cheating. Older students have been found to be less likely to cheat than younger students (Kisamore et al. 2007).
Within the youthful age group, attributes of millennials, linked to the potential to behave dishonestly, have been noted to be: opportunism and expedience (Gross 2011), rule breaking where integrity is centred in the development of social relationships (Gross 2011), ambition and impatience, with feelings of entitlement based on social relationships not performance (Ng et al. 2010), and confidence and team-orientation (Wilson 2004). Millennials also appear to be more concerned about outcome than process (Piascik & Brazeau 2010). From the above, it is suggested the millennial students present a different academic profile to students of previous generations. Therefore the current intervention strategies to promote academic honesty amongst students may be ineffective for students from this new generation.
Population and sample
The institution at which this study was conducted is a comprehensive university offering both degree and diploma programmes. Extended degrees and diplomas (qualifications that extend the original offerings by one year to augment modules and to supplement the academic foundation) are also offered.
The population comprised all first-year students entering the University for the first time during the 2011 and 2012 academic years. For the 2011 academic year, the researchers had access to the questionnaire and data used by Thomas and van Zyl (2012) for means of comparison. The combined population for the two years was 22 442 (12 309 in 2011 and 10 133 in 2012). Combined Strategy Sampling (Gravetter & Forzano 2009) was used, involving stratified sampling of the population according to faculty, and then cluster sampling through subdivision within faculties according to qualification type. This technique ensured representation of the sample according to these strata. Convenience sampling was then used to gather data within each cluster.
This process resulted in the compilation of a database of 5 730 completed student questionnaires which complied with data quality requirements (3 611 in 2011 and 2 119 in 2012). The biographic distribution of the sample, broadly representative of the institutional population, is provided in Tables 1 to 4 in which the results for the completed fields are shown, hence reflecting different total sample numbers.
Data collection
A questionnaire comprising 12 ethically loaded statements, derived from the literature and the same as that used by Thomas & van Zyl (2012), was distributed to students within each faculty, by staff representatives involved with first-year students.
Data analysis
Respondents used a five-point Likert-type scale to indicate their choices ranging from strongly agree to strongly disagree. The responses indicating agreement (strongly agree and agree) and the responses indicating disagreement (strongly disagree and disagree) were grouped as Agree and Disagree respectively, with a middle option for neither agreement nor disagreement.
Descriptive statistics were used to highlight similarities and differences in responses among the 2011 and 2012 cohorts using the combined data base for these years.
In order to develop a more nuanced understanding of respondent perceptions, a data mining approach, using descriptive statistics, was also employed to identify possible moderating predictive variables. The combined responses to the ethical statements were cross tabulated with a number of academic and demographic variables to investigate whether responses differed according to student sub-groups. The following moderating variables were considered: gender (biological), age (in completed years), self-identified first language, faculty of registration and qualification type.
As a component of the cross tabulations, the Chi-square test to investigate the statistical association between two variables (Agresti & Finlay 2009) was used and Standardised Residuals (SRs) were calculated in each instance. The null-hypothesis of the chi-square test states that there is no relationship between the dependent and independent variables. To be statistically significant, the Chi-square must bep = < 0.05. Cramer's V was also calculated to check the effect size and the power of the variables when analysing the cross-tabulations. The SRs were used in instances where statistically significant Chi-square results were found, in order to identify where, among the different variable options, the significant relationship was located. A SR with an absolute value of 2 or greater (or -2 or less) indicates that only a 5% chance exists of the observed variation not being caused by the influence of one variable on the other (Hinkle et al. 1988). A positive SR indicates that the observed frequency in that cell is higher than would be expected and a negative SR indicates the observed frequency is lower than expected if the null hypothesis were true.
Ethical considerations
Respondents participated in the study on an anonymous and voluntary basis, indicating their willingness to participate by consenting, in writing, at the beginning of the survey. Ethical clearance for the study was obtained from the University at which the study was conducted.
The findings of the 2011/2012 comparative results are reported first (Table 5), followed by the reporting of the findings for sub-groups only on questionnaire items where statistically significant differences were found (Tables 6-9).
From Table 5 it can be seen that responses remained relatively stable over the two-year period, thus confirming the 2011 findings.
Statements 1 to 3 canvassed perceptions relating to the absoluteness or relativity of honesty. An average of 25% of respondents across each year agreed or was uncertain that something is only wrong if one is caught. Over the two years, 43.0% and 43.7% of the respondents believed that right and wrong is only a matter of personal opinion and only 35.2% and 38.9% of respondents were of the opinion that ideas could be owned by someone.
Statement 4 canvassed respondent perceptions about academic entitlement. An average of 59.5% of respondents over the two years indicated that they thought paying their fees entitled them to a qualification.
Statements 5 to 10 enquired about respondent perceived levels of knowledge of plagiarism. Over the two-year period, the majority (just over 92.0% in both years) reported that they knew what the word plagiarism meant and an average of 82.8% indicated they knew what the punishment for plagiarism would be. An average of 72% believed they knew how to avoid using the ideas of others incorrectly and an average of 67.5% reported understanding how to reference. Over 80.0% of respondents in both years indicated that they would always reference when using someone else's ideas. The majority of respondents (an average of 60.1%) were of the opinion that lecturers are too strict about copying.
Statements 11 and 12 sought to understand respondent perceptions of the dishonest behaviour of fellow students. Over the two-year period, the majority of respondents (an average of 70.8%) indicated that they were not aware of anyone who had cheated in a test at the University, and an average of 52.3% were certain that they did not know anyone who had copied someone else's assignment.
All respondent sub-groups evidenced statistically significant differences in responses to certain statements. Tables 6 - 9 detail only those findings that were found to be statistically significant. In the reporting of the findings, the members of a specific sub-group are noted as being more or less likely to hold a certain perceptions where the SRs indicate that, given the null hypothesis, significantly more or fewer than expected responses were obtained in relation to a specific statement.
Of the 12 questionnaire statements, six were found to be significantly related to gender (Table 6). Male respondents, in contrast to female respondents, were more likely to agree with statements 1, 2 and 5 (relativity of wrong-doing, lecturer strictness, and ownership of ideas). Male respondents, more so than female respondents, disagreed with statement 3 (the correct attribution of ideas). Male respondents were also more likely to disagree with statement 6 (entitlement to a qualification) than was the case for female respondents, and male respondents, in contrast to female respondents, did not believe they knew what the punishment would be if they were caught using someone else's ideas without referencing (statement 4).
Of the 12 statements, eight were shown to be significantly related to language (Table 7). A difference in perception emerged between respondents who, on the one hand, reported Afrikaans and English to be their first languages and those, on the other, who reported other South African languages to be their first languages (Other South African-language speakers). More so than Other South African-language speaking respondents, the Afrikaans/English group tended to support traditional academic ethical views of right and wrong (cf. Gross 2011) by disagreeing with statements 1, 2, 7 and 8 (relative nature of wrong-doing; personal opinion when judging wrongdoing; qualification entitlement, and ownership of ideas).
The difference between the two groups described above persisted with Afrikaans/English respondents disagreeing, more than those speaking other South African-language respondents, with statement 3 (strictness of lecturers). The Afrikaans/English respondents were more likely to report knowing what the punishment would be if they were caught copying someone else's work (statement 6) than the other South African language respondents.
Of the 12 statements, six were shown to be significantly related to the faculty in which respondents were enrolled (Table 8). More so than those registered in other faculties, respondents enrolled in the Financial Sciences and the Law faculties tended to disagree with statements 1, 2, 5 and 6 (relative nature of wrongness; personal opinion of wrongness; qualification entitlement and ownership of ideas). Respondents in the Faculties of Financial Science, Fine Arts and Law disagreed with statement 3 (lecturer strictness) while respondents from the Education faculty tended to support this statement.
Of the 12 statements, six were found to be significantly related to the type of qualifications for which respondents were registered (Table 9). A significant difference was found between the responses of those enrolled for degrees and extended degrees compared with those enrolled for diplomas or extended diplomas. Degree respondents tended to hold perceptions of absolute rightness and wrongness of issues (statements 1 and 2), and tended to be more likely to not experience lecturers as being too strict about copying (statement 3). On the other hand, diploma re---spondents tended to hold more relative ethical perceptions and tended to believe that lecturers were too strict. Degree respondents did not think that paying their fees entitled them to a qualification (statement 6) whilst extended diploma respondents were more likely to hold this entitlement view. Degree respondents also tended to report that they did not know people who had cheated in a test and/or an assignment (statements 4 and 5) whilst extended diploma and extended degree respondents reported knowing people exhibiting such behaviour.
The objectives of the present study were: (a) to canvas the perceptions of academic honesty of first-year students entering a large public university in 2012 and to compare these findings with those of the previous 2011 study (Thomas & van Zyl 2012), with a view to validating the findings of the earlier study and, thereby identifying whether or not a trend in such perceptions exist; (b) to ascertain if significant differences exist among student sub-groups according to certain academic and demographic variables.
With regard to the first objective, the findings of the earlier 2011 (Thomas & van Zyl 2012) study were validated by the findings of the present study. The perceptions of students relating to each of the 12 ethically loaded statements remained constant over the two years (Table 5), thus indicating a trend in perceptions and, therefore, perceptions of which university educators should be aware.
While the majority of students over the two years indicated perceptions that reflect an awareness of what is right and what is wrong according to the values held by universities (Lewis et al. 2011), it nevertheless remains that a substantial number indicated perceptions that reflect a relative approach to certain issues of academic honesty (Table 5, statements 1-3), and one that is expected of millennial students. These students believe that right and wrong is a matter of personal opinion, that ideas do not belong to anyone and that information is accessible and free, echoing the views of Ma et al. (2008) and Gross (2011) that millennial students tend to adopt positions that reflect a relative orientation according to their worldviews. For example, in the case of the opinion about whether something is wrong only if one gets caught, whilst not the majority view, the agreement or the position of being unsure noted by 25% of students indicates that approximately 1 400 students, over the two cohorts, hold a relative position about when an issue may be right or wrong. Similarly, a substantial number of students believed that right and wrong was a matter of personal opinion and the majority did not believe in the ownership of ideas. It could be expected that the influence of these substantial proportions of students could contribute to a student culture that negatively impacts academic honesty (Imran & Nordin 2013) and encourages student cheating through the observation of others cheating (O'Rourke et al. 2010).
The finding that over both years, an average of almost 60% of students appeared to expect their degrees after paying their fees (Table 5, statement 4) indicates a sense of entitlement possibly echoing the expediency that Gross (2011) attributes to millennial students. With regard to knowledge of plagiarism (Table 5, statements 5-10), most students, over the two years, indicated that they knew what the concept of plagiarism meant, that they understood the punishment for plagiarism, that they knew how to attribute acknowledgment and would suitably acknowledge the ideas of others, and that they were aware of how to avoid plagiarism.
Thus the picture presented here is one of students who know the meaning and implications of dishonest practices, for example, with regard to plagiarism and, in fact, state their intention to attribute ideas to the original sources. However, their underlying orientation to academic honesty is one that is relative and expedient. This could indicate some disjuncture between an intellectual awareness and a practical response. It would be expected that having knowledge about how to avoid plagiarism and cheating, for example, would lead to appropriate honest behaviour (Granitz & Loewy 2007; Voekler et al. 2012). However, such awareness may not translate into practical application if the underlying value system or philosophical orientation is one of academic relativism, reflecting the view of Imran and Nordin (2013) that student values impact academic honesty.
Given that there appears to be a trend in the perceptions of millennium students with regard to perceptions of academic honesty, it is important that the University educators at the institution at which the study was undertaken, attempt understand the world view of millennial students, along with how such worldview can influence adherence to academically honest practices. There is a need to recognise that relying on cognitive pedagogy relating to the teaching of adherence to academic honesty is not enough to ensure that such instruction translates into practice. While students appear to be able to distinguish right from wrong, other factors, important to them, such as the primacy of social networks (Hutton 2006; Ma et al. 2008; Young & Hinesly 2012), may influence the importance with which they accord adherence to academically honest practices. If there is a choice about being loyal to a friend or safeguarding the integrity of one's own work by not sharing such, it could be expected that the former value will prevail. Similarly, the views held by these students of the free availability of knowledge (Evering & Moorman 2012) and the communal ownership of material (Gross 2011), could influence their views about the correct attribution of sources of information and the incorporation of proprietary material into assignments.
While some may argue that a way to instil ethical awareness in Millennial students is to enter their worldview and accommodate to their realities as best as possible (Wilson 2004), it could also be argued that norms and standards of behaviour apply within any organisation and that members joining that organisation need to adapt and conform to such norms and values (Appelbaum et al. 2007). The foundational values of the academy are honesty, trust, fairness, respect and responsibility, and "from these values flow principles of behaviour that enable academic communities to translate ideals into action" (Keohane 1999:4). The mandate of universities is to shape societal attitudes and behaviour and to infuse new ideas throughout society (The UN Global Compact 2007). Accordingly, it is important that students joining this culture perpetuate this mandate and the first step, it is argued, is adherence to the academic practices that are embedded in academic values. As such, academic honesty is paramount within a culture where the "concept of 'right' exists within a deeper purpose toward society ... held together by the loyalty to that purpose" (Rantz 2002:458). It is only in this way that the academic culture or "a system of accepted beliefs and principles" (Irvin 2002:362) is perpetuated.
Accordingly it is recommended that the University provides clear instruction on the way in which academic integrity is advanced and that enrolment as a student requires adherence to the academic norms of honesty. Coupled to such instruction, students should be made aware of the penalties for academic dishonesty and such penalties should be consistently implemented when dishonest practices are discovered.
Awareness of the assumptions held my millennial students (such as collaboration with others and the lack of ownership of material), could assist in the creative design of instruction. Assessments should be structured in such a way as to reduce the possibility of cheating, for example, by the development of unique or unusual assignments and the submission of portfolios of evidence (Hansen et al. 2011) that demand individual thought and reflection Students should be practically evaluated on a regular basis to ensure compliance to standards of academic honesty.
The second objective of the study was to ascertain if significant differences exist among student sub-groups according to certain academic and demographic variables.
A variety of statistically significant differences in the response to certain statements were found when the perceptions of sub-groups were tested, indicating that the respondents were not an homogenous group in spite of all belonging to the millennial generation.
Male respondents, more so than female respondents, appeared to adopt a relative opinion about academic honesty, reflecting the findings reported in other studies (Hensley et al. 2013). However, male respondents, more so than female respondents, appeared to report less expedience with regard to expecting a qualification upon payment of fees and also expressed less awareness of the punishment for plagiarism.
Afrikaans and English respondents, as a group, held views more reflective of that expected in academia (cf. Gross 2011) than respondents speaking other South African languages. They were more certain about the 'wrongness' of certain actions, did not experience the system as being too strict with regard to copying and felt more informed about ethical matters. Peppas (2002) and Teixeira and Rocha (2010) note how student values emanate from their cultures and Leask (2006) advances the idea that specifically plagiarism, as an act of academic dishonesty, is a culturally constructed concept resulting in views on this issue that may differ from one culture to the next. It is recognised that the effects of the apartheid system of unequal education have, to a great extent, still not been rectified twenty years after the advent of democracy in the country. It could be expected that many of these Other South African language-speaking students were subjected to an inferior schooling system, along with challenging environments in which to study, that Ellery (2008) notes to poorly equip students for academic writing. The statistics furnished by the University at which the study was conducted indicated that the majority of African first-year students in the sample came from families where they were the first generation of university attendees (61.9% in 2011 and 68.5% in 2012). Accordingly, these students may not have been exposed to reading and informal tuition about the values to which the Academy adheres. Lack of language proficiency has also been advanced as a reason for plagiarism in non-English-speaking students (Hughes & McCabe 2006).
Accordingly, in line with the recommendations of Pittam et al. (2009), it is recommended that this particular group of Other South African language-speaking students is provided with explicit instruction on authorship coupled with help in developing confidence in writing and exposure to practical training on how to avoid plagiarism. This recommendation is not intended to isolate such students from the main student body but reflects a concern about historical context and a recognition of the role that such context may play in the perpetuation of student academic dishonesty.
With regard to faculty of registration, students from the faculties of Financial Sciences and Law appeared to hold less relative (more absolute) views about right and wrong than did students registered in other faculties. Students from these two faculties, as well as those from the Faculty of Fine Arts, also disagreed that lecturers are too strict about copying. These findings indicate that there is variability among faculties and points to the need for faculties to consider their specific content and modes of instruction in academic honesty afforded to first-year students registered for the programmes they offer. It is recommended that such instruction is located within and tailored to the specific disciplines for which students are being trained.
Students registered for degree and extended degree programmes, more so than those registered for diploma and extended diploma programmes, held perceptions indicative of a more absolute approach to the rightness or wrongness of various dishonest behaviours. This is perhaps to be expected as the students registered for degrees would be enrolled on a more advanced academic track than would those registered for diplomas and, thus, may be more attuned to the requirements of academia relating to student honesty. Awareness of the perceptions of students in the diploma groups should alert University educators to focus on strategies to enhance academically honest practices in this group.
The study was undertaken at a single University as part of a larger project. Accordingly, the findings can only be generalised to other South African universities with caution. Inherent in surveys of this nature, the possibility exists that students may provide socially acceptable responses to questionnaire statements. In order to minimise this possibility and to improve the validity and reliability of the data, respondents were required to furnish their perceptions rather than to report directly on their own honest/dishonest behaviours (Teixeira & Rocha 2010).
Recommendations for future research
Whilst it has been suggested that millennial students should be required to adhere to the norms and values that underlie academic honesty, it, nevertheless, may be informative to obtain a richer and deeper insight into the perceptions of academic honesty and dishonesty held by these students. In this regard, it is recommended that focus groups be run with first-year students, aimed at exploring the philosophies, sentiments and values that underlie the responses to the statements formulated for this study. Such understanding may better inform the nature and structure of pedagogical intervention to promote academic honesty within this group of students.
The findings pertaining to language group and qualification registration are of specific importance to South African universities. Accordingly, it is recommended that the present study be replicated, or a similar study undertaken, at other South African universities with a view to obtaining comparative data on the perceptions of academic honesty held by first-year students. Such information could promote dialogue on common issues to address and thereby strengthen interventions with first-year students to promote academic honesty.
Internationally and locally it has been noted that student academic dishonesty in on the increase. This problem necessitates intervention by academic institutions to detect and prevent such dishonesty, as well as to promote practices of academic honesty as a means of ensuring quality and standards of work in academia. This study contributes to the dearth of empirical research on this topic in the country as well as extends the scope of a previous study (Thomas & van Zyl 2012) to identify variables that may warrant further exploration in the unpacking of this phenomenon.
The first year of academic study is formative in the progress of students on the academic journey. The present study that combined the findings of an earlier study (Thomas & van Zyl 2012) reports a trend in the perceptions of academic honesty by first-year or millennial students. As such, it is important for academics and University administrators to recognise and understand these perceptions as they can be expected to be ones that will impact both academic practices and the academic culture within which such practices reside.
Although cognitively understanding what constitutes academic honesty/dishonesty, these students hold perceptions that reflect a relative stance on such issues and ones that deviate from the traditionally-held views in academia (cf. Gross 2011). However, while all students in the sample belong to the millennial generation, differences in perceptions between subgroups was also found, indicating that interventions directed as these students still require tailoring to account for gender and home language, as well as for the type of qualification for which the student is registered along with the faculty of registration.
While the world views of millennial students should be understood, adherence to an academic culture built on the values of honesty, trust, fairness, respect and responsibility (Keohane 1999) should not be negotiable. However, the design of instruction to promote academic honesty should recognise this world view and tailor assessments to ensure that factors such as loyalty to social networks and views about free access to information do not compromise the academic project.
Competing interests
The authors declare that they have no financial or personal relationship(s) that may have inappropriately influenced them in writing this article.
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Dr André van Zyl
727 27th Avenue, Villieria
0186, Pretoria
South Africa
Email: email@example.com
Accepted: 01 Jun. 2015
Published: 01 Sep. 2015


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Friday, March 6, 2009
oh,No.No.No. 10 weeks out for A-Rod?
Cashman may need to work out a trade to bring someone who is capable 3B. How about an internal candidate or a free agent? Swisher? any prospect down the farm? Eric Duncan? I don't know. Any good suggestion? If we have Cody Ransom to play 3B, we need to bring in another utility infielder. This certainly puts more pressure on newcomers(A.J., C.C, Teixeira) or other players on the team(Cano, Gardner, etc.) to perform.
By the way, Anyone feel happy about any players' injury should feel shame on yourself.
3 comments:
- MJB said...
if they have Ransom at 3rd, Angel Berroa can be utility. They also have a few other new faces that might fight for those spots. I'm not sure what they'll do, but I guess someone gets a great opportunity. I dont think they'll trade for someone because Arod won't be gone very long.
It will hurt not having A-rod's bat for the first 6 weeks of the season, but they should have enough firepower that it won't be too bad. There are some important away-games against TB and Boston, then early May brings the Angels, Rays, and Redsox to the Bronx. So, like you say, someone is going to have to step up their game from last season (or for the first time) because those are some important early games.
Ultimately, I think the Yankees will be fine. They shouldn't need to rely on scoring so many runs since they were so intent on upgrading their pitching. So there is a lot of pressure on those starting 5 without Arod in the first month and a half.
- March 6, 2009 at 6:15 AM
I think MJB covers it pretty well. They should be OK if they get out of the gate well in those first few weeks, especially if someone like Gardner can step up. And hopefully A-Rod won't have any lingering effects.
Is it just my imagination or has Jeter been showing a little better range in the first few games this year?
- March 6, 2009 at 6:27 AM
- Jessica Lee said...
I think Jeter has showed better range since last season. Jeter cetainly puts a lot of efforts into because he is aware of his age.
- March 7, 2009 at 4:05 AM

subset: commoncrawl


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President Obama tried to turn the heat up on Republicans over the national debt ceiling in his White House press conference this morning. His message was clear: he has been willing to make the politically tough decisions needed to rein in the deficit. Republicans haven't.
Just as important, Obama raised the stakes by saying he would not sign any stop-gap measures to allow negotiations to continue beyond August 2. That leaves negotiators just three weeks to strike a deal and secure congressional approval. Those weeks are going to test not just the wills of Democratic and Republican leaders but also the patience of the financial markets. Debt rating agencies have warned of a possible downgrade of the U.S. credit rating, and the new chief of the International Monetary Fund says failure to raise the debt ceiling poses a threat to global financial stability.
Obama was gracious to John Boehner, noting that the House Speaker faced difficult challenges within the House GOP caucus. That olive branch reflected Obama's hope that Boehner might decide to re-engage in talks on a $4-trillion debt ceiling deal that would trade entitlement reform for tax hikes.
Boehner's decision on Saturday to abandon pursuit of a "grand bargain" reflects his political weakness. Although he speaks for House Republican lawmakers, he does not command them.
Boehner's chief lieutenants favor pursuing a smaller $2.4 billion deal that would not hike taxes. They are supported by Tea Party legislators who scoff at Treasury Secretary Tim Geithner's claim that failing to raise the debt ceiling will be a "catastrophe" for the economy.
House Republicans are also being egged on by GOP presidential candidates. Former Minnesota governor Tim Pawlenty told Iowa voters last week: "I hope and pray and believe they should not raise the debt ceiling."
How the debt ceiling debate plays out will be shaped partly by the answer to a simple questions. Who will get blamed if the White House and Congress cannot agree on a deal?
Many Republicans believe that the answer is Obama because Americans expect presidents to get things done. Conversely, many Republicans worry that backing Obama's call to raise taxes -- even if it is described as closing loopholes or reining in tax expenditures -- will cost them dearly with their own constituents.
Obama's remarks today were about using the presidential bully pulpit to change that calculation. He knows that he gains leverage if Americans accept his claim that the GOP is courting economic disaster with a "my way or the highway" attitude.
The debt ceiling debate will also be shaped by how the financial markets react. So far, they have discounted the lack of progress on a deal. Investors understand a basic rule of Washington showdowns: nothing gets decided until the last minute.
But the calm in the markets also encourages both Democrats and Republicans to hold until the last moment. And that wait will test the patience of investors who are already jittery with concerns about slowing job growth in the United States, increasing political turmoil in the Middle East, and an expanding Eurozone debt crisis.
This post originally appeared at the Council On Foreign Relations.


text:
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A new spin-off is coming from the Super Sentai Universe. Nanami (HurricaneBlue), Jasmine (DekaYellow) and Houka (MagiPink) must unite forces and face this new evil...
While also balancing their lives as mothers.
"Hero Mama League" is a new film coming this May 13th (coincidentally Mother's Day) and personally this looks really interesting. As a parent myself and also growing up watching them it is nice to see that there is longevity in our heroes and tackle subjects that mature alongside the fans. Will definitely be checking this one out.


text:
If there's one sore spot with a certain segment of users it was how the release of Windows Phone 8 lacked FM radio support—something which had been around since the Zune player days. No reason was ever stated, though it's a safe guess that it was something Microsoft simply did not have time to complete by October's release schedule.
Now, according to sources at the Verge, that situation will change with the expected GDR2 update coming out later this summer. That addition will allow users, when headphones are plugged in, to use their Windows Phone as an FM radio—an important source of news and entertainment for many in emerging markets who can't afford streaming data plans.
Upcoming Nokia changes include the ability to alter the color profile
Nokia has plans to make Windows Phone 8 even better
In addition, Nokia is reportedly working on a few other tweaks for its Lumia Windows Phone 8 devices. We've already reported on incoming camera improvements, Flip-to-silence making a comeback, the Color Profile selection and of course Nokia's Storage tools, so none of that is actually news. But now we can add a fourth: double tap the display to wake up the phone.
On a very limited set of Windows Phones e.g. ATIV S, some early LGs there is a physical Windows key which can also double as a second way to turn on the phone. And recently, BlackBerry added a "swipe up" gesture that unlocks the Z10, making buttons a thing of the past. Nokia seems to have picked up on this useful feature and will have it so that double-tapping the screen (and probably using that Super Sensitive Touch technology) will cause the device to pop up from sleep. [Edit: The Nokia N9 had had a double-tap to wake the device feature from 2011, so a port of their old technology] That may seem trivial but we think it'll go a long way for everyday device usability e.g. checking notifications.
Currently in the latest firmware, 1308, only the Storage tools are available. Nokia is expected to either update that firmware with a newer iteration or release another firmware update to bring over those new features later this summer. Likewise, certain features may already be in the new firmware but have to be "unlocked" by forthcoming Nokia system-app updates via the Store.
Source: The Verge


text:
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TELL CITY – New Directions Health and Fitness Club will host a Perry County fitness games event Aug. 9 through Aug. 11.
Participants will compete in six different events over three days to test their overall fitness. Anyone can enter and the top three men and women will be selected after the games. Those entering are asked to be familiar with main lifts, such as bench, squat, deadlift and clean lifts.
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Filed at 2-minute warning . . .
The Raiders will have to wait another year to prove they can win in the Eastern time zone after absorbing a 37-27 loss Sunday to the New York Jets Sunday at MetLife Stadium.
It was a season-high point total for New York, which came in ranked 31st in the NFL in scoring but had little trouble moving the ball against a Raiders defense that was solid a month ago but a sieve over the past two games.
The Raiders, 4-9, have three chances to exceed last season's win total and will be underdogs in all there games _ at home against Kansas City, on the road against San Diego and at home against Denver.
Oakland has now lost 13 consecutive games in the Eastern time zone dating back to 2009.
The Jets, who snapped a three-game win streak to improve to 6-7, scored on a 25-yard touchdown pass to Geno Smith to Jeremy Kerley, a 7-yard run by Smith, a blocked punt and recovery by Antonio Allen, a 15-yard run by Chris Ivory and field goals of 41, 23 and 49 yards by Nick Folk.
The Raiders best moments came on big-yardage plays, as Marcel Reece ran 63 yards for one touchdown and Matt McGloin hit Rod Streater for a 48-yard score. Place kicker Sebastian Janikowski converted field goal attempts of 41 and 40 yards and missed from 52 yards.
Reece, playing as the lead back with Rashad Jennings sidelined with concussion symptoms, gained a career high 113 yards on 18 carries, including his touchdown run.
Oakland trailed 20-3 at halftime and never got the margin inside 10 points in the second half, with the Jets answering every Raiders score with one of their own.
Terrelle Pryor came in for one scheduled series in the first half and led the Raiders on a 58-yard drive ending in Janikowski's 41-yard field goal.
In the battle of rookie quarterbacks, Smith got the better of McGloin, who was cheered on by three busloads of fans from his hometown of Scranton, Pa.
Smith was 16 of 25 for 219 yards with the touchdown pass and one interception. McGloin was 17 of 28 for 223 yards, two touchdodwns and an interception out of his own end zone to Ed Reed that the Jets turned into a field goal by Folk.
McGloin's final touchdown came on fourth-and-goal from the 1-yard line to Mychal Rivera, by which time a light snow had begun falling and the Raiders were out of time outs.


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The Nokia Purity Pro headphones have been honoured at CES with a prestigious innovations award. The wireless headphones support both NFC and Bluetooth, which makes the accessory perfect for use with Windows Phone hardware. With Monster on-board, Nokia has been able to produce something special for those who enjoy music while on the go and now efforts have been recognised at this year's electronics event.
Available in a number of colours, including red, yellow, black and white, the headphones fit in perfectly with Lumia Windows Phones that sport matching accents. Tomi Penttila, head of Nokia Gear, had the following to comment on the award:
"We are extremely proud of the selection of Nokia Purity Pro Wireless Headset by Monster as an honoree in the Headphones category of the 2013 CES Innovations Design and Engineering Awards. This is an acknowledgement of the innovation, excellent sound quality and superior craftsmanship that the product and the two brands stand for."
The expensive (reportedly €299) headphones are expected to hit retailers at the end of January, providing ample time for consumers to take out personal loans in order to be able to afford such quality.
Source: Nokia


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Since 1972, the Clean Water Act has protected our streams, rivers, lakes, and other waterways from being polluted by industry. This legislation has served as a model for other countries since its inception. Now, there are forces at work in the U.S. that would dismantle this landmark law and make it easier for industries to discharge pollutants into our waters. Last month, the U.S. House of Representatives passed H.R. 2018, the so-called Clean Water Cooperative Federalism Act of 2011, which gives states more control over whether restrictions of industrial sources are tightened or relaxed. If passed, federal oversight would be lessened, and those states that desire to give industry less restriction would have more leeway to allow pollution into public waters. Presently, when a certain state isn't tough enough on polluters, the Clean Water Act allows the Environmental Protection Agency (EPA) to step in and police that state's industries more closely. If H.R. 2018 passes the Senate and is signed into law by the President, (who has threatened to veto the bill) we could see a return to the state of affairs that dominated the U.S. prior to 1972, when our waters were grossly polluted.
The assault on the Clean Water Act doesn't stop with H.R. 2018. A Senate committee has approved H.R. 872, with the partisan sounding title "the Reducing Regulatory Burdens Act of 2011." If passed, those who would spray pesticides into U.S. waters will face less restrictions and oversight than now presented under the Clean Water Act.
The Clean Water Act has protected the waters of our country for almost 40 years. Even with this safeguard in place, the quality of many waterways has continued to decline. Those who would see the Clean Water Act dismantled see this decline as evidence of the Act's ineffectiveness and a reason to ease restrictions. If anything, this shows that greater regulations are needed.


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EBSCOwhat? Just think of it as the Swiss Army knife of research tools. One search will bring back magazine, journal and newspaper articles on every subject under the sun.
Whether you're working on a term paper or gathering data for a work proposal, EBSCOhost is the place to start.
Unlock your access today. All you need is your library card number, as it appears on the back of your card.
Need access on the go? Go to the mobile-friendly version.
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Increased adoption of 10GbE servers and applications requiring higher bandwidth is driving rapid adoption of 10 and 40GbE switching. The Arista 7300 Series Data Center Switch supports high-density line cards with wire speed L2/3/4 performance. This gives a flexible combination of 100M, 1G, 10G and 40G switching to design large leaf and spine networks for scale-out of east-west traffic patterns with low latency and power efficiency. With reversible front-to-rear airflow, redundant and hot swappable supervisor, power, fabric and cooling modules, the 7300 is ideal for your data centers.
What's new
- Advanced traffic control and monitoring improve agility of high-performance environments with data monitoring, precise timing and virtualization.
- Network monitoring, precision timing and network virtualization.
- A flexible combination of 100M, 1G, 10G and 40G switching.
Switching Performance for Large Leaf and Spine Networks
The Arista 7300 Series Data Center Switch is designed around an internal clos with line cards and fabric modules fully interconnected via vertical fabric modules for over 40 Tbps of capacity.
Dual redundant supervisor modules provide centralized control plane and management functionality.
The 7300 supports up to 30 billion packets per second and up to 2.56 Terabits per second per line card.
Based on configuration, the 7300 has 2,048 wire-speed 10GbE ports or 512 wire-speed 40GbE ports. In cut-through mode, the 7300 switches forward packets with a latency of less than 2usec.
The flexibility of the L2 and L3 multi-path design options combined with support for open standards, provides greater flexibility, scalability and network wide virtualization.
High Hardware Availability and Energy Efficiency
The Arista 7300 Series Data Center Switch has multiple redundancies including N+N Grid redundant power system, 1+1 supervisor redundancy, redundant fabric modules, and N+1 fan module redundancy.
The 7300 Series is energy efficient with typical power consumption of under 3 Watts per 10GbE port for lower total cost of ownership.
With front-to-rear airflow, redundant and hot swappable supervisor, power, fabric and cooling modules the system is purpose built for your data centers.
Supported by Arista EOS
The Arista EOS offers a single binary image and a fine-grained, truly modular network operating system.
With Arista EOS you get an extensible platform: bash, python, C++, GO, and OpenConfig, as well as resilient self-healing software.
Arista EOS enables advanced monitoring and automation capabilities such asZeroTouch Provisioning, LANZ, VM Tracer and Linux based tools.
Related Links


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The official Gateshead RFC app
Eastwood Gardens Low Fell Gateshead Tyne & Wear ne9 5ub View with Google Maps
This website is part of the Pitchero Rugby Union network. Create your own free Rugby Union club website with Pitchero.
Digital advertising by Minute Media
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Pitch Hero Ltd Registered in ENGLAND | WF3 1DR | Company Number - 636 1033


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Sun Bow Trading
Tribal and Nomadic Art for Sale
Our Guarantee
We guarantee each piece shown is an authentic Tribal or Nomadic example of the weavers art. Each piece has been personally selected along the Silk Road by us, and as such represents a unique example of the best of tribal textile art.
Please note, that although we have attempted to faithfully display here the exact color of each piece, the nature of the internet makes variations in color inevitable . Please confer with us as to the exact color.
May these examples of Tribal woman's art enliven your life. Enjoy.
Karakalpakstan pot-holders
purchase inquiry
or call the store at 434-293-8821
Please note..
This is only a small selection of the many rugs and textiles we have on hand.
If you do not see what you are looking for,
please ask, and if we have it in stock, we'll send you a picture.
the Sun Bow Crew


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Early in my career in the U.S. House, I trekked over to the Senate side one day to watch a debate between Hubert Humphrey and Barry Goldwater, two of the great ideological warriors of the era.
I don't recall the issue, but I do remember the heat they generated as they went at each other hammer and tongs. They were knowledgeable, passionate and deeply committed to their vastly different points of view.
I remember just as keenly what happened after they'd tried to eviscerate each other rhetorically: They joked together as they left the floor, heading off to have a drink.
I have a hard time imagining such a scene in today's Washington, where a moment of camaraderie like that might be viewed with deep suspicion, as though personal friendship somehow undercuts ideological integrity.
In the intensely partisan atmosphere that reigns today on Capitol Hill, it is much less common for two legislators to pursue their beliefs with such intensity of purpose, yet remain fast friends or work together when their interests coincide.
Americans of all stripes have noticed this, too, and they don't like it. The partisanship that divides Congress, and its members' apparent inability to transcend their divisions, is one important reason the institution's public standing is at historic depths.
How did we get here? In part, the answers lie in a series of long-term political trends that have converged to create this current unhappy mood.
For one thing, computers have enabled state legislators — or members of Congress eager to dictate to them — to draw congressional district lines that create safely Democratic or Republican districts. The result is that politicians running for the U.S. House don't have to appeal to the center to win, they need to appeal to the core of their parties' supporters.
This has happened at the same time that the parties themselves have moved toward their ideological extremes, pushed by the interest groups that fund and try to influence them. As members become spokesmen for particular points of view, their positions take on a harder edge, since they are playing to potential campaign funders or to an interest group whose supporters' votes they need at election time.
The upshot is that moderate Democrats and Republicans are the exception in office these days, not the rule.
The sad truth, though, is that the electorate, too, is divided, which manifests itself at the moment in a Congress that is narrowly controlled by one party and faces a president of the other. During the last decade, each party has been struggling to become the majority party, and so every vote on Capitol Hill has taken on heavily partisan implications, since the leadership hopes that by taking the position it does — and forcefully encouraging rank-and-file members to go along — it will pick up a few extra seats at the next election. This invites partisan struggle.
These political trends have been cemented by changes within Congress. If it is hard to find moderates there, it is even harder to find institutionalists — people who worry about the role of Congress as a separate and independent branch of government and who focus on strengthening Congress as an institution.
Preoccupation with partisanship and political calculation erodes Congress' role as a deliberative body; "debate" these days is generally two sets of talking points hammering at each other, rather than a genuine effort to reach consensus about the best course for the American people to follow.
Even something as mundane as the congressional schedule now works in favor of partisanship. As their time on Capitol Hill has come to focus on committee hearings, floor debate and other opportunities for confrontation, and as their weekends now are often taken up with travel back to their states to meet with constituents, members of Congress in recent years have found far fewer opportunities to develop the kinds of friendships that cross party lines — and that produced such close friends as Humphrey and Goldwater.
These are all deep-seated trends, and they are not easy to reverse. My hope, oddly enough, lies in the low standing Congress currently enjoys. For all its faults, it does respond to public pressure, and if enough Americans let their members know that they're unhappy with the intense partisanship they see, change will come.
Perhaps it will be a move in some states to abandon partisan redistricting and move to some more neutral way of drawing lines; perhaps it will simply be a change in attitude and a greater emphasis on Capitol Hill on careful deliberation and comity or greater respect for the institution of the Congress.
Whatever the case, even little moves in the right direction would be an improvement over the situation as it stands today.
Lee Hamilton is director of the Center on Congress at Indiana University. He was a member of the U.S. House of Representatives for 34 years.
Early in my career in the U.S. House, I trekked over to the Senate side one day to watch a debate between Hubert Humphrey and Barry Goldwater, two of the great ideological warriors of the era.


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Determine if your property is in a territory eligible for AIUA coverage.
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April 20, 2005
Yale Swimming and Diving teams both recorded perfect 1000 scores, the highest academic progress rate (APR) out of 342 Division I school teams, in data recently released by the NCAA. The APR, a numerical representation of whether a school's athletes remain at the school and stay academically eligible until graduation, is part of a new program designed to hold college athletics to a higher academic standard. Yale was one of only 21 schools that scored a double 1000, with the men's program being one of 30 and the women's program being one of 33 receiving perfect marks. Both scores were well above the nationwide average of 967 for men and 975 for women. Only one other Ivy League school, the University of Pennsylvania, received perfect marks.
Better than 10% percent of Division I schools were shown to have at least one program that did not reach the benchmark score of 925, which projects a 50 percent graduation rate, or failed to report scores. Further information on the complete report can be found on line at www.collegeswimming.com.
The initial APRs are warning shots. Severe penalties for deficient programs will begin kicking in next fall, when a two-year average of academic performance is available. At that time, teams below the benchmark will not be able to replace scholarship players who leave while academically ineligible. Chronically underperforming teams will be banned from the postseason beginning in 2008. Finally, as early as 2009 the harshest measure could be applied to schools with the most persistent of delinquents--restricted NCAA membership, precluding all postseason participation for the entire athletic program.
Walter Harrison, University of Hartford President and head of the NCAA's Committee on Academic Performance, hopes that presidents, athletic directors, and coaches will use the new ratings as motivation to improve. "The point of this," Harrison said, "Is to change behavior."
report by Tynan Granberg, Yale Sports Publicity


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Boating Safety Tips
Before Leaving
- Tell someone where you are going and when you expect to return.
- Check weather forecasts.
- Ventilate bilges before starting engine.
- Be sure your boat is basically equipped.
While Underway
- Know and obey the rules of the road.
- Post a lookout for bathers, fishermen, swimmers, debris.
- Reduce speed in harbors and in confined areas.
- Avoid excessive speed.
- Make no sharp turns at high speed.
- Watch your wake! You could be responsible for injury or damage caused by it.
- In rough water, stay low in the boat and cross waves at a slight angle.
- Keep red-buoys on your right when traveling upstream.
- Tying up to buoys or anchoring in channels is forbidden.
- Carry sufficient tools for minor repairs.
- Stop smoking and extinguish all fires
- Close all vents, doors, hatches
- Ground the nozzle to tank opening
- Portable tanks should be filled outside of boat
- Ventilate engine compartment before starting
Water SkiingTo make your water skiing fun, safe, sensible and successful, practice these safe driving tips:
- Check steering and throttle controls for proper operation before towing skier.
- On take-offs, never accelerate until a definite signal is given by skier.
- When under way, keep attention ahead. The observer is to watch the skier.
- Never follow other boats. Always look before turning. Avoid shallow water.
- Promote safety by staying away from other boats, swimmers, fishermen and solid objects.
- Return to fallen skier immediately. Slow to idle as you approach skier, moving in on the driver's side.
- Shut off engine while skier climbs into or out of boat. Discourage skiers from boarding over transom.
- High speed landings cause injuries. When skiing into shore, reduce speed and parallel the landing area at a safe distance.
- Do not tow non-swimmers or weak swimmers unless they wear an approved and appropriate flotation device.
Person OverboardIf someone falls overboard, follow these procedures:
- Toss a life-saving device even if the person can swim. A life ring is the preferred device. It can be thrown farther and is easier to hang on to. However, use whatever device is nearest. Time is essential.
- Slow the boat, keeping the person in view. Other persons onboard should act as look outs. At night, direct the best possible lights on the victim.
- Try to approach the person from downwind or into the waves. Always use common sense and good judgment. Consider existing condition and ability of the victim and what other help is available. If someone aboard is capable, have the person put on a life-saving device with a line attached to the boat and enter the water to assist the person.
- Always stop the motor when someone is going over the side, or coming aboard.
- Assist the person in boarding the boat. It is difficult to climb into a boat from the water. The person may be hurt or cold and may require help.
- Wearing a PFD is your only guarantee against drowning
- Do not overload the boat
- Avoid horseplay
- Have Personal Flotation Devices (PFDs) readily available for everyone
- In small boats, remain seated
- Trim boat by placing passengers and gear in balance
Power Line DangersWhen sailing, especially in unfamiliar waters, keep a close watch for low-hanging power lines. A great danger of electrocution exists if the mast of your vessel contacts the power line or gets close enough for the electricity to arc to your mast.
- Observe cloud formation for pending weather changes.
- Play safe and head for shore if the wind increases.
Boater EducationTo make your time on the water more enjoyable and safe, really get to know your sport. Boating education can be as simple as a self-study course at home to organized formal classes which range from basic boating to advanced seamanship. Most classes are free, or charge only a small fee for books and materials.
Information Courtesy of Tennessee Wildlife Resources Agency


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We're blessed with numerous community groups , sporting groups and Facebook groups in Samford. So we've created the Samford Community Calendar to help you easily find and add upcoming events to your diary with the click of a button. It's also designed to help organisers to promote events and minimise overlapping events.
Regular Meeting
26 November @ 7:00 pm - 8:30 pm
Related Events
The Samford Community Calendar is proudly provided by the Samford & Districts Chamber of Commerce.
- Add your community group events to this calendar (it's free).


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Driverless Cars Get California License
Sep 26, 2012 11:57 AM PT
Driverless cars might be making more of an appearance on California roads, thanks to a bill signed this week that sets safety and performance guidelines for advancing autonomous vehicles in the state.
Gov. Jerry Brown and the bill's sponsor, Sen. Alex Padilla, joined Google cofounder Sergey Brin at the company's Mountain View headquarters to sign the legislation.
Google has been testing and tweaking autonomous vehicle technology for about two years, and was one of the strongest backers of the new California bill. Gathering a team of engineers from around the country, the search engine giant said its autonomous cars have traversed California landmarks such as Hollywood Boulevard and the Golden Gate Bridge.
The new law also places an emphasis on safety standards, ensuring that for now a bonded operator is in the driver's seat of a testing vehicle in case they need to take over driving responsibilities. It also mandates that the DMV adopt regulations for licensing, testing and operating autonomous vehicles.
The new bill could help extend transportation needs to those who were underserved, such as the elderly or intoxicated, and California, being at the "forefront of technology," was the perfect place for such legislation, Brown said.
Keeping Drivers Safe
Google, which has long championed the technology, is working on ways to make roads safer. While a car without a driver in the front seat might not scream safety to the average consumer, this newest brand of smart car could significantly reduce traffic accidents, said Shuo Pang, associate professor in the department of systems engineering at Embry-Riddle Aeronautical University in Daytona Beach, Fla.
"The biggest advantage of a driverless car is safety," Pang told TechNewsWorld. "According to statistics, each year about 1.2 million people died of traffic accidents worldwide, most of which are often caused by driver fatigue and the inability to concentrate. The driverless car can effectively avoid the driver-caused accident due to fatigue and other abnormal behaviors."
In addition to eliminating human conditions such as fatigue or distraction, an autonomous vehicle also has a much better response time than the average human, said Pang.
"When there is an emergency situation where a driver needs to brake, the reaction speed of the driverless car can be as small as 40 milliseconds, while human beings will take at least 500 milliseconds," he said.
Google, along with researchers at the University of Texas in Austin, have also found that autonomous vehicles could significantly reduce carbon emissions and could cut down on fuel dependency.
"They will also lead to much greater fuel efficiency due to smoother driving with less stopping and starting, and by supporting methods for dramatic reductions in congestion,"
Peter Stone, professor in the department of computer science at the University of Texas at Austin, told TechNewsWorld.
Coming Soon to a Highway Near You?
Despite the clear safety advantages and fully functioning technology, however, putting a fleet of driverless cars on the road will be a long process. In addition to sky-high costs (sometimes upwards of US$300,000 for one vehicle) and the lack of testing that has been available, the autonomous vehicle begs thousands of legal questions that never had to be asked before.
"I believe liability will be a big impediment to these vehicles," Gary Marchant, professor of science and innovation law at Arizona State University, told TechNewsWorld. "When, as is inevitable, something goes wrong, the autonomous vehicle manufacturer is likely to be found at fault. If this liability is excessive (for example, punitive damanges), it may deter vehicle manufacturers from going forward with these safer vehicles."
Still, major innovators, engineers and automobile manufacturers are constantly working towards at least some aspects of autonomous technology, said Stone, making a driverless future a distant possibility.
"In a sense, all large automobile manufacturers are working on it actively. In practice, autonomy will probably be something that happens gradually, starting with things that already exist in all cars like cruise control, and moving towards parking automation, lane departure warning systems, etc., until it's just a matter of flipping a switch to go fully autonomous," said Stone.