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Academic dishonesty or academic misconduct is any type of cheating that occurs in relation to a formal academic exercise. It can include
- Plagiarism—The adoption or reproduction of ideas or words or statements of another person without due acknowledgment.
- Fabrication—The falsification of data, information, or citations in any formal academic exercise.
- Deception—Providing false information to an instructor concerning a formal academic exercise—e.g., giving a false excuse for missing a deadline or falsely claiming to have submitted work.
- Cheating—Any attempt to give or obtain assistance in a formal academic exercise (like an examination) without due acknowledgment.
- Sabotage—Acting to prevent others from completing their work. This includes cutting pages out of library books or willfully disrupting the experiments of others.
Academic dishonesty has been documented in most every type of educational setting, from elementary school to graduate school, and has been met with varying degrees of approbation throughout history. Today, educated society tends to take a very negative view of academic dishonesty.
History of Academic DishonestyEdit
In antiquity, the notion of intellectual property did not exist. Ideas were the common property of the literate elite. Books were published by hand-copying them. Scholars freely made digests or commentaries on other works, which could contain as much or as little original material as the author desired. There was no standard system of citation, because printing—and its resulting fixed pagination—was in the future. In effect, scholars were an elite and a small one, who knew and generally trusted each other. This system continued through the European Middle Ages. Education was in Latin and occasionally Greek. Some scholars were monks, lived in monasteries, and spent much of their time copying manuscripts. Other scholars were in urban universities and were vaguely connected to the Roman Catholic Church. [How to reference and link to summary or text]
Academic dishonesty dates back to the first tests. Scholars note that cheating was prevalent on the Chinese civil service exams thousands of years ago, even when cheating carried the penalty of death for both examinee and examiner.[1] Before the founding of the MLA and the APA at end of the 19th century, there were no set rules on how to properly cite quotations from others' writings, which may have caused many cases of plagiarism out of ignorance."[2].
In the late 1800s and early 1900s, cheating was widespread at college campuses in the United States, and was not considered dishonorable among students.[3] It has been estimated that as many as two-thirds of students cheated at some point of their college careers at the turn of the 20th century.[4] Fraternities often operated so-called essay mills, where term papers were kept on file and could be resubmitted over and over again by different students, often with the only change being the name on the paper. At that time, college students, usually white privileged men, were expected by their parents and by society to live the life of the young gentleman, and were required to fulfill a number of social obligations (make connections with the future elite, find a suitable mate, become independent) that were considered far more important than grades.[How to reference and link to summary or text] Accordingly, cheating was commonly used by students to put more time towards fulfilling their social obligations at the expense of their academic ones. As higher education in the U.S. trended towards meritocracy, however, a greater emphasis was put on anti-cheating policies, and the newly diverse student bodies tended to arrive with a more negative view of academic dishonesty.
Academic dishonesty todayEdit
Academic dishonesty is endemic in all levels of education. In the United States, studies show that 20% of students started cheating in the first grade[5] Similarly, other studies reveal that currently in the U.S., 56% of middle school students and 70% of high school students have cheated.[6]
Students are not the only ones to cheat in an academic setting. A study among North Carolina school teachers found that some 35 percent of respondents said they had witnessed their colleagues cheating in one form or another. The rise of high-stakes testing and the consequences of the results on the teacher is cited as a reason why a teacher might want to inflate the results of their students.[7]
The first scholarly studies in the 1960s of academic dishonesty in higher education found that nationally in the U.S., somewhere between 50%-70% of college students had cheated at least once.[8] While nationally, these rates of cheating in the U.S. remain stable today, there are large disparities between different schools, depending on the size, selectivity, and anti-cheating policies of the school. Generally, the smaller and more selective the college, the less cheating occurs there. For instance, the number of students who have engaged in academic dishonesty at small elite liberal arts colleges can be as low as 15%-20%, while cheating at large public universities can be as high as 75%.[9] Moreover, researchers have found that students who attend a school with an honor code are less likely to cheat than students at schools with other ways of enforcing academic integrity.[10] As for graduate education, a recent study found that 56% of MBA students admitted cheating, along with 54% of graduate students in engineering, 48% in education, and 45% in law.[11]
While research on academic dishonesty in other countries is minimal, anecdotal evidence suggests cheating could be even more common in countries like Japan.[12]
- Further information: Plagiarism
Plagiarism is the adoption or reproduction of the ideas or words or statements of another person without due acknowledgment. This can range from borrowing without attribution a particularly apt phrase, to paraphrasing someone else's original idea without citation, to wholesale contract cheating. When plagiarizing, students will often turn to the Internet, due the ease of copying and pasting from websites. Other more old fashioned forms of plagiarism such as paper mills and passing off obscure articles or chapters of books of others as original work also still occur. Plagiarized papers are often riddled with gross inconsistencies such as referencing non-existent sections of the essay, changes in spelling and grammar customs, or the argument changing in mid-paragraph.
Fabrication is the falsification of data, information, or citations in any formal academic exercise. This includes making up citations to back up arguments or inventing quotations. Fabrication predominates in the natural sciences, where students sometimes fudge numbers to make experiments "work". It includes data falsification, in which false claims are made about research performed, including selective submitting of results to exclude inconvenient data to generating bogus data.
There is also the practice of dry-labbing—which can occur in chemistry or other lab courses, in which the teacher clearly expects the experiment to yield certain results (which confirm established laws), so the student starts from the results and works backward, calculating what the experimental data should be, often adding variation to the data. In some cases, the lab report is written before the experiment is conducted—in some cases, the experiment is never carried out. In either case, the results are what the instructor expects. [How to reference and link to summary or text]
Deception is providing false information to a teacher/instructor concerning a formal academic exercise. Examples of this include taking more time on a take-home test than is allowed, giving a dishonest excuse when asking for a deadline extension, or falsely claiming to have submitted work. This type of academic misconduct is often considered softer than the more obvious forms of cheating, and otherwise-honest students sometimes engage in this type of dishonesty without considering themselves cheaters. It is also sometimes done by students who have failed to complete an assignment, to avoid responsibility for doing so.
Sabotage is when a student prevents others from completing their work. This includes cutting pages out of library books or willfully disrupting the experiments of others. Sabotage is usually only found in highly competitive, cutthroat environments, such as at extremely elite schools where class rankings are highly prized.
Some medical-school librarians have noted that important articles—required reading for key courses—are frequently missing from bound journals—sliced out with razor blades, scalpels, or other sharp blades. Other journals will be marked up in crayon. [How to reference and link to summary or text]
- Further information: Cheating
Cheating can take the form of crib notes, looking over someone's shoulder during an exam, or any forbidden sharing of information between students regarding an exam or exercise. Many elaborate methods of cheating have been developed over the years. For instance, students have been documented hiding notes in the bathroom toilet tank, in the brims of their baseball caps, or up their sleeves. (Mad (magazine) once suggested writing notes in the inside of one's eyelids.[How to reference and link to summary or text]) Also, the storing of information in graphing calculators, pagers, cell phones, and other electronic devices has cropped up since the information revolution began. While students have long surreptitiously scanned the tests of those seated near them, some students actively try to aid those who are trying to cheat. Methods of secretly signaling the right answer to friends are quite varied, ranging from coded sneezes or pencil tapping to high-pitched noises beyond the hearing range of most teachers. Cheating differs from most other forms of academic dishonesty, in that people can engage in it without benefiting themselves academically at all. For example, a student who illicitly telegraphed answers to a friend during a test would be cheating, even though the student's own work is in no way affected. Another example of academic dishonesty is a dialogue between students in the same class but in two different time periods, both of which a test is scheduled for that day. If the student in the earlier time period informs the other student in the later period about the test; that is considered academic dishonesty, even though the first student has not benefitted himself. This form of cheating—though deprecated—could conceivably be called altruistic.
Carl Djerassi remembers that in his Viennese high school, he and other boys would use Morse code, learned in the Boy Scouts, to communicate during exams: they were helped by the teacher's ignorance of the code and his inattentiveness to visible but cryptic finger signals.[13]
Some teachers will simply collect crib notes before an exam without penalty, on the principle that the student who prepared them had summarized the course material compactly and would likely remember it.
Causes of academic dishonestyEdit
There are a variety of causes of academic misconduct. Researchers have studied the correlation of cheating to personal characteristics, demographics, contextual factors, methods of deterring misconduct, even stages of moral development.
Incentives to cheatEdit
There are in fact several reasons that induce students to engage in academic dishonesty. Some scholars claim that there are students who have a pathological urge to cheat. The writer Thomas Mallon noted that many scholars of literature found that plagiarism by people like Samuel Taylor Coleridge or Charles Reade was perpetrated in a way similar to kleptomania, that is, a psychological disease that is associated with uncontrollable stealing even when it is against the interests of the thief.[14] However, it is probable that most cheaters make a rational choice to commit academic misconduct.
It has also been claimed that business scandals in the real world make students believe that dishonesty is an acceptable method to attain success in contemporary society.[15] Academic dishonesty, in this case, would be practice for the real world. For these students, there would be a dichotomy between success and honesty, and their decision is that: "It is not that we love honesty less, but that we love success more."[16] However, with the recent rise in corporate ethics related dismissals in the business world, this approach to cheating may be losing its appeal, if it ever really had any.[17]
Recent studies have indicated that academic dishonesty does not seem to hold a clear link to academic success. One study showed that students given an unexpected opportunity to cheat did not improve their grades significantly from the control group.[18] Another study showed that students who were allowed to bring cheat sheets to a test did not improve their grades.[19] While this fact may conflict with the common perception of cheating (one survey found only 13% of males and 46% of females think that cheating does not help grades[20]), it is often apparent to professors and members of academic conduct committees when a paper has been plagiarized by its inferior quality. Indeed, it is not uncommon that if the student had written the paper himself, it would have been significantly better. Possibly of most significance in casting doubt on the relation between academic dishonesty and higher grades is the fact that nationally on average, one third of grade A students have cheated.[21] Why would a student who regularly gets As decide to cheat, since they cannot receive anything better than an A? The answer is that academic dishonesty acts as a shortcut. Even if a plagiarized paper receives a relatively low grade, that grade is high given how much time and effort went into the paper. In the study mentioned above in which students were allowed to bring crib sheets to a test but did not improve their scores the researcher concluded that the students used the crib notes as alternatives to studying, rather than as compliments to studying, and thus spent less time preparing for the exam.[22] Academic dishonesty is more of a way to get by without having to work hard than a shortcut to success.
Teachers also have incentives to cheat. The federal government of the United States has mandated high-stakes testing as part of the No Child Left Behind Act, signed into law in 2002. Schools and teachers are held accountable for the results. As a result, teachers are known to "teach to the test": while not teaching the actual answers, they teach the questions and similar ones, and they neglect any topic that will not be tested on. Teachers may also cheat, so as to inflate the results of tests given in their classroom.[7]
Demographic and personal causesEdit
Extensive studies have found that no personal characteristics correlate well with cheating, that is, there are no people "born to cheat".[23] Indeed, one experiment found that there was no relationship between how a student performed on a morality test and his likelihood of cheating (that is, students at a pre-conventional stage of morality are as likely to cheat as those at a post-conventional stage).[24]
Demographic variables are also generally not strongly correlated with cheating, with a few minor exceptions. It has been found that younger students are somewhat more likely to cheat: one study finding the highest incidence of cheating occurs during Sophomore year at college.[25] Also, while it was found that men cheated slightly more often than women in the 1960s, that gap has disappeared in recent years.[26] Another demographic variable that affects cheating behavior is academic achievement, in that students who perform poorly tend to cheat more than students who perform well.[27]. For instance, low grades and low SAT scores have a correlation with high levels of cheating.[28] In addition, parental education shows a weak but positive correlation with cheating; students whose parents received college degrees are slightly more likely to cheat than are students whose parents did not attend college.[29]. Generally though, race, nationality, and class all show little correlation with academic misconduct. There is also no correlation between how religious someone is and the likelihood that that person will cheat. A comparison between students of different religions yielded similar results, although the study did show that Jews tend to cheat less than members of other religions (since the study was done in the early 60s, it is possible that Jews were benefiting from the above-mentioned relationship between cheating and parental college education).[30]. One of the strongest demographic correlations with academic misconduct in the United States is with language. Students who speak English as a second language have been shown to commit academic dishonesty more and are more likely to be caught than native speakers, since they will often not want to rewrite sources in their own words, fearing that the meaning of the sentence will be lost through poor paraphrasing skills.[31] In the University of California system, international students make up 10% of the student body but comprise 47% of academic dishonesty cases.[32]
Contextual causesEdit
Academic misconduct is more easily traced to the academic and social environment of the student than to his or her background. These contextual factors can be as broad as the social milieu at school to as narrow as what instructions a teacher gives before an exam.
Contextual factors that individual teachers can affect often makes the least difference on cheating behavior. A study found that increasing the distance between students taking an exam has little effect on academic misconduct, and that threatening students before an exam with expulsion if they cheat actually promotes cheating behavior.[33] Indeed, increased exam proctoring and other methods of detecting cheating in the classroom are largely ineffective. According to one survey of American college students, while 50% had cheated at least once in the previous six months, and 7% had cheated more than five times in that period, only 2.5% of the cheaters had been caught.[34] As teachers invent more elaborate methods of deterring cheating, students invent even more elaborate methods of cheating (sometimes even treating it as a game), leading to what some teachers call a costly and unwinnable arms race.[35] Increased punishment for academic misconduct also has little correlation with cheating behavior. It has been found that students with markedly different perceptions of what the severity of the punishment for cheating were all equally likely to cheat, probably indicating that they thought that increased penalties were immaterial since their cheating would never be discovered.[36] However, if a professor makes clear that he disapproves of cheating, either in the syllabus, in the first class, or at the beginning of a test, academic dishonesty can drop by 12%.[37]
Teachers can, however, accidentally promote cheating behavior. A study found a correlation between how harsh or unfair a professor is perceived as and academic misconduct, since students see cheating as a way of getting back at the teacher.[38] Also, students who see themselves in a competition, such as when the teacher is using a grade curve, are more likely to cheat.[39]
The most important contextual causes of academic misconduct are often out of individual teachers' hands. One very important factor is time management. One survey reported two-thirds of teachers believed that poor time management was the principal cause of cheating.[40] Often social engagements are to blame. It has been found that there is a strong correlation between extracurricular activities and cheating, especially among athletes, even those on intramural teams.[41] It has also been found that student cheating rates rise significantly the more time students spend playing cards, watching television, or having a few drinks with friends.[42] Relatedly, fraternity or sorority membership is also strongly correlated with academic misconduct.[43]
One of the most important causes of academic misconduct is the contextual factor of an environment of peer disapproval of cheating, that is, peer pressure. Psychologists note that all people tend to follow the norms of their peer group, which would include norms about academic dishonesty.[44] Thus, students who believe that their peers disapprove of cheating are less likely to cheat. Indeed, multiple studies show that the most decisive factor in a student's decision to cheat is his perception of his peers' relationship with academic dishonesty.[45] For instance, on average 69% of students cheat at colleges with low community disapproval of academic misconduct, whereas only about 23% of students cheat at colleges with strong community disapproval of academic misconduct.[46] Peer pressure works both ways, as a study found that there is a 41% increase in the probability of a student cheating if she has seen someone else cheat.[47] However, even if most students strongly disapprove of cheating, there has to be a community in order for those norms to be enforced via peer pressure. For instance, larger schools, which usually have much higher cheating rates than small schools, tend to have a weaker community, being more split up into different peer groups that exert little social pressure on each other.[48] Another measure of a college community, how many students live on campus, further shows a significant relation with a school's cheating rate.[49] Relatedly, many professors argue that smaller classes reduce cheating behavior.[50]
Ethical causesEdit
No matter what the demographic or contextual influences are on a student who decides to engage in cheating behavior, before she can cheat she must overcome her own conscience. This depends both on how strongly someone disapproves of academic dishonesty and what types of justifications the student uses to escape a sense of guilt. For instance, students who personally do not have a moral problem with academic misconduct can cheat guilt-free. However, while many students have been taught and have internalized that academic dishonesty is wrong, it has been shown that on average a third of students who strongly disapprove of cheating have in fact cheated.[51] People who cheat despite personal disapproval of cheating engage in something called "neutralization", in which a student rationalizes the cheating as being acceptable due to certain mitigating circumstances.[52] According to psychologists of deviant behavior, people who engage in neutralization support the societal norm in question, but "conjure up" reasons why they are allowed to violate that norm in a particular case.[53] Neutralization is not a simple case of ex post facto rationalization, but is rather a more comprehensive affair, occurring before, during, and after the act of cheating.[54] Researchers have found four major types of neutralization of academic dishonesty, which they categorize by type of justification. Denial of responsibility, that is, the accusation that others are to blame or that something forced the student to cheat, is the most common form of neutralization among college students who cheated, with 61% of cheaters using this form of justification.[55] Condemnation of condemner, that is, that the professors are hypocrites or brought it on themselves, is the second most common form of college student neutralization at 28%.[55] The third most popular form of neutralization among college students is the appeal to higher loyalties, where the student thinks her responsibility to some other entity, usually her peers, is more important than doing what she knows to be morally right. About 6.8% of cheaters in higher education use this form of neutralization.[55] Denial of injury - that nobody is worse off for the cheating - is the fourth most popular kind of neutralization at 4.2% of cheaters.[55]
Effects of academic dishonestyEdit
Cheating in academia has a host of effects on students, on teachers, on individual schools, and on the educational system itself.
For instance, students who engage in neutralization to justify cheating, even once, are more likely to engage in cheating in the future, potentially putting them on a road to a life of dishonesty.[56] Indeed, one study found that students who are dishonest in class are more likely to engage in fraud and theft on the job when they enter the workplace [57]. Students are also negatively affected by academic dishonesty after graduation. A university diploma is an important document in the labor market. Potential employers use a degree as a representation of a graduate's knowledge and ability. However, due to academic dishonesty, not all graduates with the same grades actually did the same work or have the same skills. Thus, when faced with the fact that they do not know which graduates are skilled and which are the "lemons" (see The Market for Lemons), employers must pay all graduates based on the quality of the average graduate. Therefore, the more students who cheat, getting by without achieving the required skills or learning, the lower the quality of the average graduate of a school, and thus the less employers are willing to pay a new hire from that school. Because of this reason, all students, even those that do not cheat themselves, are negatively affected by academic misconduct.
Academic dishonesty also creates problems for teachers. In economic terms, cheating causes an underproduction of knowledge, where the professor's job is to produce knowledge. [58] Moreover, a case of cheating often will cause emotional distress to faculty members, many considering it to be a personal slight against them or a violation of their trust. Dealing with academic misconduct is often one of the worst parts of a career in education, one survey claiming that 77% of academics agreed with the statement "dealing with a cheating student is one of the most onerous aspects of the job."[59]
Academic misconduct can also have an effect on a college's reputation, one of the most important assets of any school. An institution plagued by cheating scandals may become less attractive to potential donors and students and especially prospective employers. Alternately, schools with low levels of academic dishonesty can use their reputation to attract students and employers.
Ultimately, academic dishonesty undermines the academic world. It interferes with the basic mission of education, the transfer of knowledge, by allowing students to get by without having to master the knowledge.[60] Furthermore, academic dishonesty creates an atmosphere that is not conducive to the learning process, which affects honest students as well.[61] When honest students see cheaters escape detection, it can discourage student morale, as they see the rewards for their work cheapened. Cheating also undermines academia when students steal ideas. Ideas are a professional author's "capital and identity", and if a person's ideas are stolen it retards the pursuit of knowledge. [62]
Deterrence of academic dishonestyEdit
Punishments for academic dishonesty vary according to the age of the party involved and the nature of the infraction. In high school, a standard penalty for cheating is a failing grade; in college, it can result in expulsion or dismissal (At the University of Virginia for instance, there are no lesser penalties than dismissal for breaches of the honor code). In rare instances, college professors have been fired when it was discovered that they plagiarized during college or graduate school.[How to reference and link to summary or text] All parties involved in the dishonesty—not just the individual whose grade is increased by it—can be punished.
Historically the job of preventing cheating has been given to the teacher. It used to be that in college the professor acted in loco parentis and was able to regulate student behavior as a parent.[63] Thus, professors who discovered cheating could assign essentially any punishment they deemed appropriate. This system often had no recourse by which students could appeal judgments. Generally, proctors were hired to patrol exams. If a case was particularly serious, a dean or other top-level administrator might have been involved. Against this inconsistent and paternalistic system students at some schools rebelled and demanded to be treated as gentlemen.
Honor codesEdit
- Further information: Honor Codes
First at the College of William and Mary in 1779, and then followed by schools like the University of Virginia in the 1850s and Wesleyan University in 1893, the students, with the agreement of faculty who declared themselves dedicated to ideals of democracy and human character, created honor codes. [64] B. Melendez of Harvard University defined an honor code as a code of academic conduct that includes a written pledge of honesty that students sign, a student controlled judiciary that hears alleged violations, unproctored examinations, and an obligation for all students help enforce the code.[65] This system relied on student self-enforcement, which was considered more becoming of young gentlemen than the policing by proctors and professors that existed previously. Of interest, the military academies of the US took the honor code one step further than civilian colleges, disallowing "tolerance", which means that if a cadet or midshipman is found to have failed to report or outright protected someone engaged in academic dishonesty (as well as other dishonesties or stealing), that individual is to be expelled along with the perpetrator.
Mixed judicial boardsEdit
However, many people doubted the advisability of relying on an abstract notion of honor to prevent academic dishonesty. This doubt has perhaps led to the realty that no more than a quarter of American universities have adopted honor codes.[66] Moreover, many professors could not envisage a student run trial process that treated faculty accusers fairly. In response to these concerns, in the middle of the twentieth century, many schools devised mixed judicial panels composed of both students and faculty. This type of academic integrity system was similar to the traditional faculty control system in that it relied on professors to detect cheating, except in this system cheaters were brought before centralized boards of students and faculty for punishment. By the 1960s over a quarter of American universities had adopted this system of mixed judicial boards.[67] Still, though, over half of American universities continued to use faculty-centered control systems.
Student due process rightsEdit
Starting in the 1960s the U.S. Supreme Court began chipping away at the in loco parentis doctrine, giving college students more civil liberties such as the right of due process in disciplinary proceedings (Dixon v. Alabama Board of Education, 1961).[68] In Cooper v. Blair (1973), specifically academic misconduct was ruled to require due process, being a disciplinary matter and not an educational matter. The due process rights of students in academic misconduct cases is not to the same degree as in a court of law. For instance, the student has no right to representation and the burden of proof is not necessarily stringent. In the "General Order on Judicial Standards of Procedure and Substance in Review of Student Discipline in Tax Supported Institutions of Higher Education", (1968) student due process rights were laid out as follows:
- The student should be given adequate notice in writing of the specific ground or grounds and the nature of the evidence on which the discipline proceedings are based.
- The student should be given an opportunity for a hearing in which the disciplinary authority provides a fair opportunity for hearing of the student's position, explanations, or evidence.
- No disciplinary action may be taken on grounds which are not supported by any substantial evidence.
These new rules put an end to the old faculty based system of policing academic dishonesty, now students were entitled to an impartial hearing. While schools using the old honor code method or the mixed judicial system were not affected by these decisions, schools using the faculty based system generally instituted systems that relied on a committee of faculty and administrators or a dean to run the academic misconduct hearings.
Modified honor codesEdit
Recently, Donald L. McCabe and Linda Klebe Trevino, two experts in the field of academic dishonesty, have proposed a new way of deterring cheating that has been implemented in schools such as the University of Maryland. Modified honor codes put students in charge of the judicial hearing process, making it clear that it is the students' responsibility to stop cheating amongst themselves, but at the same time students still have proctored exams and are not allowed to take pledges of good conduct in place of professor oversight.[69] The researchers who advocate this type of code seem to think that the normal honor code is something of a special case that is not applicable to many schools.[70] According to supporters of this system, schools with a large student body, a weak college community, or no history of student self-governance will not be able to support a full honor code. However, while modified honor codes seem to be more effective than faculty or administration run integrity codes of conduct, research shows that schools with modified codes still have higher rates of cheating than schools with full honor codes.[71]
Comparison of different systems of enforcementEdit
Research has shown that there is a strong correlation between forms of academic integrity system and levels of cheating at a school. Several studies have found students who attend schools with honor codes are less likely to cheat than students at schools with traditional integrity codes.[72] Another study found that only 28% of schools with honor codes have high levels of cheating, whereas 81% of schools with mixed judicial boards have high rates of cheating.[73] Whereas faculty or administration run codes of conduct tend to rely on policing and punishment to deter students from cheating, honor codes tend to rely on and cultivate student senses of honor and group peer pressure to deter academic misconduct.[74] As mentioned above in the section on causes of cheating, increased enforcement or punishment is rarely effective at discouraging cheating, whereas there is a high correlation between peer pressure and academic honesty. The modified honor code attempts to cultivate peer disapproval of cheating while maintaining the traditional proctor system, although critics argue that the proctor system undermines the creation of an atmosphere of student self-policing, reducing the effectiveness of the honor code, possibly explaining why modified honor codes have not been as effective as the original version.
Faculty issues in deterring academic dishonestyEdit
There are limitations to relying on the faculty to police academic dishonesty. One study found that up to 21% of professors have ignored at least one clear cut case of cheating.[75] Another study revealed that 40% of professors "never" report cheating, 54% "seldom" report cheating, and that a mere 6% act on all cases of academic misconduct that confront them.[76] A third survey of professors found that while 79% had observed cheating, only 9% had penalized the student.[77] According to a manual for professors on cheating,
the reasons for this lack of action include unwillingness to devote time and energy to the issue, reluctance to undergo an emotional confrontation, and fear of retaliation by the student, of losing students, of being accused of harassment or discrimination, and even of being sued for these offenses and/or defamation of character.[78]
There are other reasons as well. Some professors are reluctant to report violations to the appropriate authorities because they believe the punishment to be too harsh.[79]
Others do not report academic misconduct because of postmodernist views on cheating. Postmodernism calls into question the very concepts of "authorship" and "originality." From the perspective of cultural studies and historicism, authors themselves are simply constructs of their social surroundings, and thus they simply rewrite already written cultural stories. Moreover, in the field of composition studies, students are being encouraged more and more to do group work and participate in ongoing collective revision. The postmodernist view is that "the concept of intellectual malpractice is of limited epistemological value. Under the ironic gaze of postmodernism, the distinctions between guilt and innocence, integrity and deceit permeating the scandal debates appear irrelevant."[80] One professor wrote in an article in The English Journal that when he peeked in on an unproctored class taking a test and saw several students up and consulting with one another, he decided that they were not cheating, but were using non-traditional techniques and collaborative learning to surmount the obstacles teachers had put in their way.[81] Issues of cultural relativism also affect professors' views on cheating; the standard objection being that "students from certain Middle Eastern, Asian, and African cultures are baffled by the notion that one can 'own' ideas, since their cultures regard words and ideas as the property of all rather than as individual property."[82]
Another issue teachers may have with deterring cheating is that they may decide that it is not their job. The argument that "they're professors, not policemen" is often heard in academia.[83] In economic terms, some professors believe they are being paid to provide learning, and if the student loses that learning through cheating, he is only cheating himself out of the money he paid.[84]
Exposure of Falsified Data Edit
With the advancement of the internet, there are now several tools available to aid in the detection of plagiarism and multiple publication within biomedical literature. One tool developed in 2006 by researchers in Dr. Harold Garner's laboratory at the University of Texas Southwestern Medical Center at Dallas is Déjà Vu, an open-access database containing several thousand instances of duplicate publication.
See alsoEdit
- ↑ Ann Bushway and William R. Nash, "School Cheating Behavior", Review of Educational Research 47, no. 4 (Autumn 1977), 623.
- ↑ Sue Carter Simmons, "Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating", in Perspectives on Plagiarism and Intellectual Property in the Postmodern World ed. Lise Buranen and Alice M. Roy (Albany: State University of New York Press, 1999), 42.
- ↑ Sue Carter Simmons, "Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating", in Perspectives on Plagiarism and Intellectual Property in the Postmodern World ed. Lise Buranen and Alice M. Roy (Albany: State University of New York Press, 1999), 45
- ↑ "Psychology Through Ecology: Academic Motivation, Moral Aptitudes, and Cheating Behavior in Middle and High School Settings"
- ↑ Bushway and Nash, 623.
- ↑ Wilfried Decoo, Crisis on Campus: Confronting Academic Misconduct (Cambridge, Mass.: MIT Press, 2002), 23.
- ↑ 7.0 7.1 Brian Aaron Jacob & Steven D. Levitt (2003) Catching Cheating Teachers: The Results of an Unusual Experiment in Implementing Theory", available at Project Muse.
- ↑ William J. Bowers, Student Dishonesty and its Control in Colleges (New York: Bureau of Applied Social Research, Columbia University, 1964), 155.
- ↑ Emily E. LaBeff, et al., "Situational Ethics and College Student Cheating", Sociological Inquiry 60, no. 2 (May 1990), 192.
- ↑ Donald L. McCabe and Linda Klebe Trevino, "Academic Dishonesty: Honor Codes and Other Contextual Influences", The Journal of Higher Education 64, no. 5, (September-October 1993), 532.
- ↑ Justin Pope, 'Higher education sees rise in dishonesty', Associated Press, May 19, 2007
- ↑ L.M. Dryden, "A Distant Mirror or Through the Looking Glass?: Plagiarism and Intellectual Property in Japanese Education", in Perspectives on Plagiarism and Intellectual Property in the Postmodern World, ed. Lise Buranen and Alice M. Roy (Albany: SUNY Press, 1999), 75.
- ↑ Djerassi, Carl. The Pill, Pigmy Chimps, and Degas' Horse, Chapter 1. New York, 1992.
- ↑ Mallon, 84.
- ↑ Richard A. Fass, "By Honor Bound: Encouraging Academic Honesty", Educational Record 67, no. 4 (Fall 1986), 32.
- ↑ Bowers, 70.
- ↑ Landon Tomas Jr., "On Wall Street, a Rise in Dismissals over Ethics", New York Times, 29 March 2005 late ed., A1.
- ↑ Whitley and Keith-Spiegel, 35.
- ↑ Whitley and Keith-Spiegel, 35.
- ↑ Whitley and Keith-Spiegel, 35.
- ↑ Bowers, 74.
- ↑ Whitley and Keith-Spiegel, 35.
- ↑ Donald L. McCabe and Linda Klebe Trevino, "Individual and Contextual Influences on Academic Dishonesty: A Multicampus Investigation", Research in Higher Education 38, no. 2, (1997), 380.
- ↑ Tim West, Sue Ravenscroft, and Charles Shrader, "Cheating and Moral Judgment in the College Classroom: A Natural Experiment", Journal of Business Ethics 54, no. 2, (October 2004), 181.
- ↑ Kenneth J. Smith, Jeanette A. Davy, and Debbie Easterling, "An Examination of Cheating and its Antecedents Among Marketing and Management Majors", The Journal of Business Ethics 50, no. 1, (March 2004), 66.
- ↑ McCabe and Trevino, "Multicampus Investigation", 380
- ↑ McCabe and Trevino, "Multicampus Investigation", 380
- ↑ Jude Carroll, A Handbook for Deterring Plagiarism in Higher Education (Oxford: The Oxford Centre for Staff and Learning Development, 2002), 18.
- ↑ Jude Carroll, A Handbook for Deterring Plagiarism in Higher Education (Oxford: The Oxford Centre for Staff and Learning Development, 2002), 18.
- ↑ Bowers, 207
- ↑ Carroll, 21.
- ↑ Decoo, 25.
- ↑ Joe Kerkvliet and Charles L. Sigmund, "Can We Control Cheating in the Classroom?", The Journal of Economic Education 30, no. 4, (Autumn, 1999), 331.
- ↑ Labeff, et al., 192.
- ↑ Carrol, 61.
- ↑ Douglas N. Bunn, Steven B. Caudill, and Daniel M. Gropper, "Crime in the Classroom: An Economic Analysis of Undergraduate Student Cheating Behavior", The Journal of Economic Education 23, no. 3, (Summer 1992), 205.
- ↑ Kerkvliet and Sigmund, 331.
- ↑ Bushway and Nash, 628.
- ↑ Bernard E. Whitley, "Factors Associated with Cheating Among College Students: A Review", Research in Higher Education 39, no. 3, (June, 1998), 252.
- ↑ Carroll, 18.
- ↑ McCabe and Trevino, "Multicampus Investigation", 382.
- ↑ Bowers, 104.
- ↑ McCabe and Trevino, "Multicampus Investigation", 383.
- ↑ F. Clark Power, Ann Higgins, and Lawrence Kohlberg, Lawrence Kohlberg's Approach to Moral Education (New York: Columbia University Press, 1989), 214.
- ↑ McCabe and Trevino, "Honor Codes and Other Contextual Influences", 532.
- ↑ Bowers, 155.
- ↑ Bunn, Caudill, and Gropper, 204.
- ↑ Bowers, 199.
- ↑ Bowers, 169.
- ↑ Donald L. McCabe, Linda Klebe Trevino, and Donald L. Butterfield, "Honor Code and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings" Research in Higher Education 43, no. 3, (June 2002), 368.
- ↑ Bowers, 72.
- ↑ Richard A. Bernardi, Rene L. Metzger, Ryann G. Scofield Bruno, Marisa A. Wade Hoogkamp, Lillian E. Reyes, and Gary H. Barnaby, "Examining the Decision Process of Students' Cheating Behavior: An Empirical Study" Journal of Business Ethics 50, no. 1, (2004), 399.
- ↑ Kenneth J. Smith, Jeanette A. Davy, and Debbie Easterling, "An Examination of Cheating and its Antecedents Among Marketing and Management Majors", Journal of Business Ethics 50, no. 1, (March 2004), 66.
- ↑ LaBeff, et al., 191.
- ↑ 55.0 55.1 55.2 55.3 Donald L. McCabe, "The Influence of Situational Ethics on Cheating Among College Students", Sociological Inquiry 62, no. 3, (August 1992), 368.
- ↑ Smith, Davy, and Easterling, 66.
- ↑ Sarath Nonis and Cathy Owens Swift, "An Examination of the Relationship between Academic Dishonesty and Workplace Dishonesty", Journal of Business Education 77, no. 2, (November-December 2001), 69-77.
- ↑ Bunn, Caudill, and Gropper, 199.
- ↑ Whitley and Keith-Spiegel, 11.
- ↑ Whitley and Keith-Spiegel, 5.
- ↑ Bowers, 2.
- ↑ Thomas Mallon, Stolen Words (San Diego: Harcourt, 2001), 4.
- ↑ "Richard J. Hardy and David Burch, "What Political Science Professors Should Know in Dealing with Academic Dishonesty", Teaching Political Science 9, no. 2 (Fall 1981), 6.
- ↑ Joseph Roy Geiger, The Honor System in Colleges (Williamsburg, VA: College of William and Mary, 1937), 5.
- ↑ Donald L. McCabe, Linda Klebe Trevino, and Kenneth D. Butterfield, "Academic Integrity in Honor Code and Non-Honor Code Environments: A Qualitative Investigation", The Journal of Higher Education 70, no. 2 (March-April 1999), 213.
- ↑ Bowers, 184.
- ↑ Bowers, 184.
- ↑ Hardy and Burch, 6.
- ↑ McCabe, Trevino and Butterfield, "Modified Honor Code" 357.
- ↑ McCabe, Trevino and Butterfield, "Modified Honor Code", 362.
- ↑ McCabe, Trevino and Butterfield, "Modified Honor Code", 372.
- ↑ McCabe and Trevino, "Academic Dishonesty", 532.
- ↑ Bowers, 155.
- ↑ McCabe and Trevino, "Multicampus Investigation", 384.
- ↑ Whitley and Keith-Spiegel, 8.
- ↑ Schneider, A8.
- ↑ Donald L. McCabe, Kenneth D. Butterfield, and Linda Klebe Trevino, "Faculty and Academic Integrity: The Influence of Current Honor Codes and Past Honor Code Experiences," Research in Higher Education 44, no. 3 (June 2003), 368.
- ↑ Whitley and Keith-Spiegel, 11.
- ↑ Alison Schneider, "Why Professors Don't Do More to Stop Students who Cheat," Chronicle of Higher Education, 22 January 1999, A9.
- ↑ Ron Robin, Scandals and Scoundrels: Seven Cases that Shook the Academy. (Berkeley: University of California Press, 2004), 222.
- ↑ Kevin Davis, "Student Cheating: A Defensive Essay," The English Journal 81, no. 6 (October 1992), 72.
- ↑ S.H. McLeod quoted in Whitley, 20.
- ↑ Schneider, A9.
- ↑ Decoo, 152.
External linksEdit
- "The great university cheating scandal", Maclean's magazine, February 9, 2007
- Combating academic fraud: Toward a culture of integrity by Max A. Eckstein, International Institute for Educational Planning, UNESCO. 2003. 101 pages.
|This page uses Creative Commons Licensed content from Wikipedia (view authors).


text:
Spelman Johnson is a premier executive search firm exclusively committed to serving higher education.
Recruiting talented leaders on behalf of the institutions we serve, our success is strengthened by our deep and diverse relationships and our investment in the development and engagement of a leadership pipeline. Since 1991, we've helped hundreds of higher education institutions identify outstanding professionals, pairing exceptional leaders with positions across all facets of the academy. Spelman Johnson is nationally recognized for our thought leadership on issues of equity and diversity and for our commitment to inclusion in higher education.

subset: commoncrawl


text:
What is the status of my order?
When will my order ship?
How long does my order take to arrive?
Tracking - can I track my order?
Do you ship outside the United States?
Which payment methods do you accept?
Which order do monogrammed
letters go in?
Where do you ship from?
Q: What is the status of my order?
A: The status of your order can always be checked 24 hours per day
in the My Account / Order History portion of the website. Simply log in
(upper right corner of screen) and use the Order History section of your
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Orders generally go through three stages
If your order is in the "processing" stage and has not yet shipped, you can review the processing time by visiting the item descriptions of the items you ordered. While in processing, we will not have any additional information about the order until it ships.
Q: When will my order ship?
A: This can be answered in the product descriptions for the products on your order. Each product description includes an estimated processing time in "business days" which do not include weekends. If your order includes products with several different production times, the order ships when all items have been completed.
Q: How long does my order take to arrive?
A: Time in transit depends on the service you ordered. We offer US Mail services, UPS Ground, 3-Day, 2-Day, and Overnight services. Most US Mail shipments arrive within 10 business days after the ship date. Most UPS Ground orders arrive within 6 days (many of which arrrive in 2-3 days).
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A: Yes, you can order tracking during the checkout by using UPS services only. If you selected a UPS service, you are emailed tracking information at the end of the day that your order ships on. If you have not received tracking info, please check your JUNK and SPAM folders for the email from UPS.
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A: Most orders from Wedding Depot ship from Franklin, Tennessee 37064. Some orders may have packages arriving to you from alternate distribution centers.


text:
Author: EmmaLou Johnson (@emmaloujohnson), for Mint Source (@mint_source)
The promo for Dels' "Trumpalump" looks at the space between fantasy and reality and very cleverly focuses on a line from the track, as the directors behind the promo explain it:
"Our process of generating ideas always starts with the lyrics. With Dels it helps massively that his lyrics create such vivid images, for example in Trumpalump we took inspiration from his line 'do we dream in colour or black and white?'.." ….ooh, how very Inception.
It's directed by us, AKA Christopher Barrett & Luke Taylor, double D&AD award winners, who also run their own multi-disciplinary graphic design and branding studio, alongside shooting promos and commercials with Academy Films.
You must watch the promo through to the end, as the more it goes on, the cleverer it gets. Shot on a shoestring, made possible by using mates (the twin girls are friends of Dels) and by doing everything in-camera…no possibility of an Inception-style post prod budget in the promo world these days! And that's precisely what makes the piece so exciting and inventive. Out goes budget; in comes creativity.
If you like this, check out the Making Of too:
Mintsource is BBH's internal initiative to provide BBH with an opportunity to seeing fresh, alternative and up and coming talent. A kind of director's showcase for the 'unusual suspects' in the film directing and animation world.


text:
|Click picture to grab this poster that will be hanging in my classroom this year.
|If items don't fit in a box, they will still be on the shelf directly
next to
|Teamwork, of course! Getting the children to see
that it is much more beneficial to help each other meet
goals, than to let each other fail is my goal!
|Teaching children to lift each other up, instead
of letting each other fall. Visuals like this may be helpful.
|Go to our Daily 5 board (bottom pic in this post) for
a pin that takes you to timers to be used on a projector/IWB.


text:
Classic Drinks: Up to Date Cocktail
Get the Recipes
While it may sound a bit funny that a cocktail from the early 1900s is called the Up to Date, this Manhattan-esque classic, made with rye whiskey, Grand Marnier, and sherry, is no laughing matter.
The oldest reference I've seen for this drink is the 1916 edition of Hugo Ensslin's Recipes for Mixed Drinks. This once-forgotten collection has become one of the more famous historical cocktail books, and some claim that it was the last drink-recipe book published prior to Prohibition.
But who was Ensslin, and why should you care?
First of all, simmer down. Second, Ensslin was the head bartender at the long defunct Hotel Wallick in New York City and is credited with being the first to record recipes for a few great cocktails, including everyone's favorite bluish classic, the Aviation. The book was billed as "a complete list of the standard mixed drinks that are in use at present in New York City," and Ensslin sold copies for 50 cents. Only one problem: no one bought it.
Fast forward to the modern cocktail revival. The rediscovery of Ensslin's unpopular little book has helped drinks historians trace a number of cocktails back further than originally assumed, and even corrected an error or two. For example, the Aviation was made for decades without crème de violette because later, more popular books, like the Savoy Cocktail Book, transcribed the recipe without it. While in the future we may discover an even older source for these drinks, for now, Ensslin's book brings us more up to date in cocktail history.
The Classic
Ensslin's recipe calls for equal parts rye whiskey and sherry, finished off with a couple dashes of Grand Marnier and Angostura bitters. If you're wondering how the heck to add a couple dashes of Grand Marnier to this drink, you're not alone.
A dash can be quite a variable measurement, although most folks claim it's approximately 1/8 teaspoon. I may have a heavy hand, but 2 dashes of Angostura came out to almost 1/8 of an ounce by my measurements. A fun little exercise, but so little Grand Marnier in this drink was like using none at all, thanks to the strong flavors of the sherry and rye. My advice? Keep it simple and use a quarter ounce. You'll be able to taste the sweet orange flavor and you won't drive yourself crazy trying to syphon Grand Marnier into a bitters bottle.
As for which type of sherry to use, Ensslin was of no help, just leaving it at "sherry." Sherry comes in a range of styles, and each type tastes different. I like this drink with dry Manzanilla sherry, which gives the whiskey drink a light, crisp flavor with an almost smoky presence.
If you were to use a sweeter, heavier sherry, it would be closer in flavor to a traditional Manhattan. The Angostura rounds out this classic with familiar spicy clove notes.
The Variation
The Up to Date is plenty tasty, but I wanted to make something along the same lines that was a bit less Manhattan-like. This one's called Behind the Times. Think of it as the smooth-talking sexy brother of the more in-your-face classic.
Instead of sherry, the Behind the Times starts with Dolin Blanc vermouth. Instead of rich, heavy Grand Marnier, it uses Pierre Ferrand's Dry Curacao. As for the whiskey, rye was a bit too spicy for this one, so go with something Irish, like Redbreast, to make a much smoother sipper.
The drink is finished off with Dram Apothecary Hair of the Dog bitters and a lemon twist. If I were to guess, most of you probably haven't heard of Dram Apothecary, much less their Hair of the Dog bitters. These are pretty much Peychaud's bitters on steroids, with added notes of ginger, herbs, licorice, wintergreen, and citrus. If you don't have 'em and feel like MacGyvering it, substitute 3 dashes of Peychaud's and a few drops of Angostura. The results won't be quite as complex, but it'll get you in the ballpark.
The scent of this cocktail is mostly citrus, with hints of anise and sugar cane. Light and smooth on the tongue, the vermouth and Irish whisky mingle and blend, accented by herbal licorice and citrus from the bitters, while the finish is clean, fresh and crisp.
Get the Recipe: Behind the Times »
Get the Recipes
All products linked here have been independently selected by our editors. We may earn a commission on purchases, as described in our affiliate policy.


text:
Attendance at Florida state parks increased for the second straight year in fiscal year 2011-12 following a decrease three years ago.
The number of visitors to the 160 state parks increased by 3.4 percent, from 20.4 million in 2010-11 to 21.1 million this past fiscal year, the Florida Department of Environmental Protection (DEP) said Thursday (Aug. 9).
A DEP spokeswoman said the increase could be because of many factors including the affordability of parks, good weather in 2011 with no major tropical storms, and work with tourism partners including Visit Florida, the Florida Current reported.
"From coast to coast, the Florida Park Service offers nature-based recreation and environmental resource protection at its best," DEP Secretary Herschel T. Vinyard Jr. said in a news release.
The statewide record for park attendance was set in 2008-09 with 21.4 million visitors.
The 3.7 percent increase this year and a 1.6 percent increase in 2010-11 followed a 6 percent decline in 2009-10.
The decline followed park admission fee increases ranging from 40 percent to 60 percent in 2009. The park system collected more revenue in 2009-10 — $52.7 million compared to $43.6 million in 2008-09.
State Park officials said in 2010 they didn't know why attendance had declined but they pointed out that the record cold winter also coincided with decreased attendance at popular beach state parks in South Florida.
Honeymoon Island State Park in Dunedin was the most popular state park in 2011-12 for the sixth year in a row with 1,089,588 visitors. Rounding out the top five were Gasparilla Island State Park in Boca Grande, St. Andrews State Park in Panama City Beach, Lovers Key State Park in Fort Myers Beach and John Pennekamp Coral Reef State Park in Key Largo.


text:
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Human Resources
Campus: Hill Hall, 3rd Floor
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Welcome to Human Resources Records! We work hard to create and maintain all employment records. We also make sure that all Faculty and Staff campus contact information is accurate. Has your name changed recently? Records can help with that. Other things that records can help with: Appointing Authority list, termination calculations, changes to your personal information and employment verifications!
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It's very important to notify Human Resources if any of your personal information has changed to ensure delivery of time sensitive information. Currently, one can update most information by visiting WyoWeb to log into WyoCloud Financial Management & HCM → My Profile → Personal Information. If for some reason, you are experiencing difficulties, or no longer have access, please don't hesitate to contact HR Records at (307)766-2215, option 1, or visit us in Wyoming Hall room 139.
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text:
The Fujitsu Security Professional Services provides you with the expertise and skills to cover and optimize all security and business continuity issues while optimizing your spending. Our security professional service free up resources in your data centers and allows to concentrate on areas which differentiate your core business and deliver competitive advantages. We provide independent advice and consulting and the expertise to address all your security requirements.
We support you in satisfying your security requirements with a broad set of professional services which cover all aspects of Cloud Assessment, Information Assurance, Information Risk Consultancy, Security Consultancy, Continuity and Disaster Recovery Consultancy, Data Loss Prevention O365 assessment , Identity and Access Management, Training and Awareness, Technical Design and Third Line Support.
We tailor our professional services to meet your specific requirements and address your challenges with independent advice and expertise from our security professionals.
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Del denne side


text: 6 April 2020 Scammers targeting superannuation in COVID-19 crisis Scammers are now trying to exploit Australians financially impacted by the COVID-19 crisis with new superannuation scams being reported to Scamwatch in recent weeks. 20 March 2020 Warning on COVID-19 scams Australians should be aware scammers are adapting existing technology to play on people's fears around coronavirus and selling products claiming to prevent or cure the virus. 18 March 2020 COVID-19 (coronavirus) scams Unfortunately, scammers are taking advantage of the spread of coronavirus to exploit and play on the fears of consumers across Australia. 12 August 2019 Record losses expected as scammers target Australians Australians are set to lose a record amount to scams in 2019, with projections from losses reported to Scamwatch and other government agencies so far expected to exceed $532 million by the end of the year, surpassing half a billion dollars for the first time. 3 May 2019 Vulnerable consumers lose record amount to scammers Australians who are older, Indigenous or have disability reported record losses in 2018 according to the ACCC's annual Targeting Scams report released this week. 24 September 2018 Consumers urged to be wary of celebrity endorsement scams People are increasingly being caught out by celebrity endorsement scams, with reports to Scamwatch increasing 400 per cent and losses increasing a staggering 3,800 per cent so far in 2018. 23 July 2018 Beware investment wolves knocking at the door Scamwatch is warning the Australian community to be wary about investment scams, with statistics revealing Australians are collectively losing $4.3 million a month to these scams. 24 May 2018 Business losses to scams up 23 per cent Scammers swindled nearly $4.7 million from Australian businesses in 2017 according to the ACCC's latest Targeting scams report – a 23 per cent increase compared to 2016. 11 September 2017 Don't gift a scammer iTunes cards The ACCC is warning people to be on the lookout for scammers who are trying to con their victims into paying for scams with Apple iTunes gift cards. 17 July 2017 Beware high risk, no reward investment scams The ACCC is warning the community to watch out for investment scammers who promise the world but leave their victims with broken dreams and empty bank accounts. 1 2 3 4 5 6 next › last »


text:
About vadim
In this specific case the cops could use stingray to determine phone number, and then subpoena telco for owner info...
Aftrewards it will be able to oblige owner to unlock the phone
Article 13 does not apply for open source development and sharing sites,
so Any site can provide a link to a small Gitlab instance and claim immunity...
I think to provoke the reform to impose penalties for bogus DMCA claims, one need to organise a coordinated campaign of such claims against web pages of congressmen. Imagine a day with DMCA takedown of web sites of ALL congressmen.
The legislation will be amended next week!!!!
Apple need to send FOIA request for information about vulnerability, citing National Security reasons....
It could be that she said to her boyfriend/hysband that she's in N.Y. on business and went instead to L.A. with another guy....
Now it could be that publicity around her presumed stay in LA is causing problems with her husband.
This could explain the legal threats.
It could be another way around too: Somebody WANTED to cause her problems with her husband and so spread info (or lies) about her stay in L.A.
In this kind if situation people often behave irrationally...
I just wonder, if somebody at XXAAs relalize the the
$175M US govt want to retrieve from MegaUpload (and probably much more than that) could be in
their own (XXAAs) pocket if they were providing similar service.
Then organzie couple of thousands people to
send infringement notifications on MPAA, RIAA and their political supportes sites.
How about:
BHA for Butt Head Apple?
$545K for information available here: http://www.cellebrite.com/images/stories/brochures/UFED%20Physical%20Pro%20Brochure%20%20ENGLISH.pdf
BTW it seems that UFED device must be connected to the target
phone by USB cable for maximum efficiency.
TWC conent brings more customers to Viacom
So Viacom should pay them
April Foul's Day?
During last 3-4 years i'm thinking about very similar scheme with following twist:
Each buyer should be offered the choice to simply download the music (for free) or to pay for a 'sponsor token'.
The buyer will distribute the music together with 'his sponsor token'.
Somebody who got music from the primary buyer can pay for
his own 'sponsor token'. When paying for that token the buyer can present the 'sponsor token' of the primary buyer and in that case the primary buyer will get some renumeration.
EFF should launch a class action against gouvernement for illegal domain sesures...
Earn a ton of money and use it to lobby some same copyright legislation
http://ngrams.googlelabs.com/graph?content=witch,magician&year_start=1500&year_end=2008& corpus=0&smoothing=3
Folks you're really have a knack to vote in joyful presidents.
Clinton with his cigars, now Obama with his groping.
At least Clinton did it with the girl. Well maybe this groping stuff is some kind of pro gar rights stint .
Once again, we're left wondering: why are so many collection societies afraid to give the musicians they claim to represent choice and options when it comes to licensing their works?
The answer is pretty straightforward: They consider anybody who endangers their revenue stream as pirates.
I do not agree that nice people have good chances to reach power.
First of all people don't reach power by chance, one need to desire it very much.
So initially one need to think of himself as better than his entourage, as more deserving position of authority and power.
Second, the competition for power is as any other competition - if you cheat you have better chances to win (unless there is a strong control mechanism - and we don't have it for political struggle).
So if you only show 'niceness' you have better chances than if you are genuinely nice.
The honesty and integrity are handicaps in this competition because you you're honest you can arrive to conclusion that your fellow competitor's ideas and proposals are better than yours, so you have drop out form the competition.
Now if cheaters are better chances to win it is evident that between winners will be a lot of cheaters.
(Which leads to conclusion that a proportion of cheaters are much bigger in power elites than in regular population - which explain pretty well the sorry state of the world affaires)
And when they arrive to power the can stop pretending to be 'nice' and show their real nature.
And you say Internet does not makes people dumber :)
Let's hope that SCOTUS will abolish SW patents
and flush MPEG-LA's patbes along down the toilet
Her lawyer surely new that she didn't stand a chance...
She should attack the lawyer for malpractice :)


text:
"I oversee the food and drink publishing at Chronicle Books in San Francisco." I didn't get it. I thought I was being pranked.
My memory heaved me back to a few months prior. I sat alone on the outskirts of Riverside Park, umbrella in hand, where I
suavely obnoxiously laid a copy of that morning's New York Times on the sodden bench. The fog was as thick as stiffly whipped meringue, the air smelled of dog breath and gasoline, and the trusty automatic umbrella I had since middle school graduation saw better days. Despite it all, I patiently waited it out to take a phone call from an acquaintance at a big publishing house there in the city. I was excited; I wanted to write a cookbook and I wanted to hear her honest opinion about what I should do next. After I stupidly confused the honks of several yellow cabs for my ringtone, my chunky silver flip phone vibrated and Pocketful of Sunshine pierced the humid September air as I shuffled to compose myself, "HELLO!"
The phone call was brief; she told me to contact her about writing a book when I achieved near-impossible (in my mind) numerical fetes. I knew it was a safe bet, and the right thing to do. After all, she's the editor at a prestigious publishing house and knows better. In spite of that, what I heard felt like a firm, wind-lugging blow to the stomach . . . I suck at math, and numbers are always the last thing I want to focus on. I just wanted a chance. Despite the conversation, I stubbornly refused to let my dream disappear into the smog; I kept it in the back of my mind.
I shuddered, and my mind transported me back to New Jersey; I was caught off-guard by that email. I scooped up my laptop and barreled into my Mom's bedroom. "Mom, I need you to read this out loud." The harsh smell of nail polish waved past my nose. She'd just painted her fingernails a vibrant strawberry red, "Hand those to me, please." She signaled for her glasses, and carefully slid them onto her face using the pads of her fingers.
I placed the computer on her lap, and pointed at where to read, "I oversee the food and drink publishing at Chronicle Books . . . I'm sure you're plenty busy, but if you want to chat about book ideas give me a shout."
"Mom." I looked at her, wide-eyed.
"Kamran, they want you to write a book! Is this real? I swear to God, you'd better email
her back."
I felt my lips quiver, my heart drop, and tears fill my eyes. It was as if one of Scheherazade's genies spiraled into my life like a veil of spun sugar, ready to grant three wishes after centuries of imprisonment. The universe spoke and it was in my favor; I was going to write a book.
Fast forwarding past the meetings, emails, phone calls, and contracts, I finally had a concept ready. It was an instructional on everything I loved to cook and bake— a risky idea I was set on. They weren't sold on the concept; it was back to the drawing board for me, and my new instructions were to do something I didn't dare want to think about doing: a baking book. It was a scary task I felt was best left to the people who've been doing it well for a long time— people like David and Mary Berry.
After a lot of brainstorming and a tight deadline floating over my head, I declared I'd write a book on baking, not a baking book. I feel like the whole point of writing a book is to write something you want to read. I may have confused you a bit on the whole "baking book versus book on baking" bit; there's a difference in my eyes. A baking book is simply a book with recipes: an instructional, a textbook lacking in personality. It's baking books that people fear, and I didn't want to add to them. Hand Made Baking is a book about baking.
Baking has always been my form of unwinding. It's my therapy and the ultimate means in which I can express my love and care for others. Sharing something delicious, made with your hands— that's the true essence of baking. Baking isn't meant to be feared, but rather embraced. Hand Made Baking, from the moment the idea smacked me upside the head, was to embody that; with sharing and confidence-building being at the center of it all.
Hand Made Baking is my love letter to you. It's a love letter in which I've revivified the past and left all assumptions behind. Whether you're making my nostalgic Nancy Drew Blondies or something as charming as my Caribbean Princess Cake, I'm there guiding you through each step. You won't find conventional chemistry equation-like recipes in this book. Because there's so much I don't have control of, I am a maniac about the details I can control, and thankfully I was given the freedom to do what I felt is right. I wanted the recipes to be approachable no matter where you are in the world; no matter if you're using cup measurements or a kitchen scale. All of the ingredients are measured appropriately for you.
There's no proper break-down of the book anywhere online, and I want to give it to you here.
Hand Made Baking is broken down as such:
– There's the Introduction— no explanation needed here.
– After the introduction, comes Kitchen Basics. Kitchen basics is a section dedicated to informing you about anything and everything you might need while making the recipes from the book. I give alternatives, various brand names, and my personal favorites to help you decide what to get when you're stocking up on baking equipment.
– Next is what I like to regard as one of the most important sections of the book— Before you Begin. I liken this part of the book to grandmotherly guidance– it's far from patronizing; it's more like friendly baking advice from . . . your sweet grandmother (I know, I know. I'm a dude. Let's pretend I'm one of the Golden Girls, for the sake of making a point, shall we?). It's everything you need to know about your oven, baking times, a reminder to check expiration dates, and how to measure accurately– essential, especially if you're using cups.
– Then comes the recipe chapters— Rise and Shine (breakfast), As Easy as 1-2-3 (pie and pastries), Three O'Clock (cookies of all sorts), Piece of Cake (cakes galore), and Spread a Little Butter on That! (breads). Every recipe in the book has at least one photo accompanying it. And those recipes requiring visual guidance, have just that— multiple photos displaying those techniques.
At the core of Hand Made Baking is good, honest recipes for bakers of all ranks. This Pavlova is one of my favorites from the book. I've tweaked it a bit for the sake of celebrating a long journey— smog, strawberry red nail polish, and revivification. Give it a try; I know you won't be disappointed.
If you're interested in ordering a copy of the book, I've included all the details below (book trailer and another delicious post to come soon!).
USA: Amazon // Barnes & Noble // Powell's // Books-A-Million // Chronicle Books // Indie Bound // Google Play // Apple iBooks // NOOK Books // Anthropologie
UK: Amazon UK // Blackwell's // The Book Depository // Waterstones // Abrams & Chronicle Books // WHSmith // Fishpond.co.uk // Wordery
Canada: Amazon Canada // Indigo // McNally Robinson
For other countries, check here.
Ever-So-Classy Pavlova Recipe
Makes on 8-in/ 20-cm Dessert; Serves 4 to 6 people, or 3 Pav Addicts
Prep time:
Cook time:
Slightly Tweaked from Hand Made Baking: Recipes to Warm The Heart, by Yours truly
This pavlova is as classy as the ballerina for whom the dessert was named, and it's fit for any occasion. The outside of the pavlova meringue is slightly crisp, but its inside is soft, marshmallow-like, and as billowy as the whipped cream used to top the confection.
To those not fluent in pav-making, it might seem rather unusual to add vinegar (you won't taste it, I promise) to a decadent dessert, but it's this tiny bit of acid that keeps the inside marshmallowy and the outside nice and crisp. Once cooled, don't be alarmed; the pavlova is meant to be sunken and cratered— that's what adds to the beauty of it— anyway, it's all going to be covered in the finest accouterments. Here, I've covered the top with a duvet of billowy whipped cream, a casual spiral of raspberry jam, several handfuls of strawberries, and a smattering of coarsely chopped pistachio nuts. However, feel free to dress your pavlova to your tastes.
Meringue making does require a bit of man-power and some patience, so be sure to use a clean bowl (avoid anything copper) and some form of electrical assistance— either a handheld mixer or a stand mixer— to make the process easier.
For the meringue
5 large egg whites, at room temperature
1 1/4 cups / 250g granulated sugar
Pinch of fine-grain sea salt
1 1/4 teaspoons white vinegar
For the topping
1 recipe Billowy Whipped Cream, see recipe below
3 tablespoons raspberry jam, whisked with until smooth
Fruit of your choice (strawberries, blackberries, raspberries, blueberries, passion fruit, etc.)
Chopped pistachio nuts, or another nut of your choice (optional)
Position a rack in the center of the oven. Preheat the oven to 250°F/120°C. Line a rimmed baking sheet with parchment paper, and—this isn't necessary, but I find it helpful—use a pencil to trace around an 8-in/20-cm cake pan on the parchment paper. Flip the paper over, and set the baking sheet aside.
In a large, clean bowl using a handheld mixer or in the bowl of a stand mixer fitted with the whisk attachment, beat the egg whites on the lowest setting. After 15 seconds, gradually increase the speed to the highest setting. Once the mixture begins to foam, add the sugar and salt in a slow, steady stream.
The egg whites will begin to look glossy. Keep beating on high until firm (stiff) peaks form. The mixture should not feel granular when you rub it between your thumb and index finger, and the peak clinging on the wire whisk should stand with the utmost confidence.
Fold the vinegar into the meringue with a metal spoon to avoid deflating, then spoon the meringue onto the prepared baking sheet, spreading it out into the drawn circle (if you're freehanding it, try to keep it around 8 in/20 cm in diameter and 2 in/5 cm in height). Bake for 1 hour and 15 minutes, until the outside of the meringue has hardened and the center is still soft and chewy.
Allow the meringue to cool on its pan. Peel off the parchment and transfer the meringue to a plate or cake stand.
Prepare the Billowy Whipped Cream (recipe follows). Spoon the whipped cream onto the pavlova, causally spiral the jam onto the whipped cream (if using), then top with the fruit of your choice and maybe a smattering of pistachio nuts before serving. Serve right away.
Some Notes:
• The pavlova shell will keep, unfilled, in an airtight container at room temperature for up to 2 days. A filled pav is best eaten on the same day that you make it.
• I know this goes without saying, but it's better to be safe than sorry: don't get any yolk in your egg whites; it'll prevent the meringue from firming up. The same goes for using greasy mixing materials.
Billowy Whipped Cream
Makes about 2 Cups / 240ml
The mixing method for this whipped cream is somewhat unusual, but it results in a beautifully droopy and billowy topping that's perfect for adorning pastries and cakes. I usually whip the cream by hand in a large bowl with a whisk—it's a good workout. However, a handheld mixer or stand mixer works just as well. Feel free to adjust the sugar to suit your taste.
1 cup/240 ml cold heavy (whipping) cream
2 Tbsp confectioners' sugar
1 tsp pure vanilla extract (optional)
Put a large bowl in the freezer to chill for several minutes before beginning.
In the chilled bowl, using a balloon whisk or a handheld mixer (or in the bowl of a stand mixer fitted with the whisk attachment), whip together 1/2 cup/120 ml of the cream and the confectioners' sugar until firm, stiff peaks form. Whisk in the vanilla (if using). Lightly whisk in the remaining cream to create an ethereal whipped cream.
Keep the whipped cream refrigerated, covered with plastic wrap, for up to 2 hours before using


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Given that their primary mandate is the health and well-being of retired fighters (as well as the celebration and recognition of those we may have already lost), each and every monthly RING 8 meeting begins with a moment of silence for those members of the fight community who've passed away since the previous gathering, a poignant tribute enhanced by the simultaneous ringing of a bell for a full 10-count.
Professional boxing is the only major sport whose athletes do not have a union, pension plan, or even a centralized authority to keep things somewhat tidy. RING 8 was formed in 1954 by an ex-prizefighter named Jack Grebelsky, who believed in the adage that "charity begins at home." It became the eighth subsidiary of what was then known as the National Veteran Boxers Association, hence RING "8." And in more than half a century, the organization's motto hasn't changed a bit: "Boxers Helping Boxers."
Comprised of some 5400 or so former boxers and others associated with the prizefighting life – managers, trainers, officials, etc. – RING 8 (which is the New York City chapter of the Veteran Boxers Association) dedicates itself to lending a hand – in whatever way, shape, or form – to any and all members of the fight community in need.
For years, its official meeting place was The Waterfront Crabhouse in Long Island City, thanks to the largesse of proprietor Tony Mazzarella, the group's treasurer and a former NY State Athletic Commission board member. After a fire forced Mazzarella to shut down for seven months while undergoing reconstruction, George O'Neill offered the group a temporary home in Maspeth at O'NEILL'S, but now that work has finally been completed at the Crabhouse, the organization's returned to its roots again. "Their clubhouse," as Mazzarella calls it.
The work that RING 8 undertakes is incredibly varied, but all with the same sense of purpose and generosity of spirit. Its aid can take the form of something as prosaic as helping down-on-their-luck fighters to pay the rent. Or assistance with medical costs ranging anywhere from major surgery to a new pair of glasses. In fact, perhaps one of the most noteworthy of the group's recent accomplishments just might be the exhumation of the body of former welterweight World Champion Kid Gavilan from a potter's field, whereupon RING 8 subsequently oversaw the re-burial of the deceased fighter in a proper grave, headstone and all.
"It just wasn't right" says Henny Wallitsch, RING 8's Vice-President, a much-loved Brooklyn/Queens heavyweight from the 50's and 60's who held the organization's top post until very recently. "We had to do that. This is Kid Gavilan we're talking about." (And by the way, you may never think of Mike Tyson the same way upon hearing that it was he who shelled out the $5000 for Kid Gavilan's headstone.)
Given the understandably limited resources our current economy has created, it's definitely the kind of unglamorous and unheralded work that requires a great deal of time, some tremendous dedication and persistence, and an unwavering commitment to doing the right thing.
To that end, on the afternoon of December 20th, beginning at 12:30 pm, RING 8 will be holding their annual Holiday Party and Awards Ceremony at RUSSO'S ON THE BAY in Howard Beach, an affair that while celebrating the sport in general, will also make sure hearts and minds are keenly aware of its higher purpose, helping those of the fight community in need, towards which the event will be raising much-needed funds.
Some of this year's RING 8 Honorees, among others, will be Mark Breland (Ring 8 "Community Service Award"); Bill Gallo (Ring 8 "Good Guy Award"); Bob Goodman (Ring 8 "Lifetime Achievement Award"); Vinny Maddalone (Ring 8 "Uncrowned Champion Award"); and Dr. Jerry Lynn (Ring 8 "Humanitarian Award").
If you're a fight fan, but have perhaps never been privy to some of the more life-affirming aspects of the sport, here's your chance to do so, as well as to get up close and personal with guests like Ray "Boom Boom" Mancini, Larry Holmes, Gerry Cooney, Leon Spinks, and many more.
As RING 8 president Matt Farrago puts it, "There's a lot to fighting that people don't really think about. It's not just throwing two pit bulls into a ring, just to see who comes out on top. When a fight is over, those hugs you see...no matter who won, no matter how brutal...those are probably the thing that's most real about boxing. Because that's a very real sign of respect, from one fighter to another, that we're all part of this elite fraternity, that we're all in it together."
For more information on this year's RING 8 Awards Ceremony, and to purchase tickets at just $125 each, please make sure to visit their website, or feel free to contact Matt Farrago directly at (631) 948-6028.


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Wattan TV bills itself as the voice of the voiceless. But since the Israeli army gutted its Ramallah headquarters in a predawn raid two months ago, that voice has been reduced to a whisper.
• Palestinian Authority
blocks websites
The station's general director, Muamar Orabi, went to Washington this month to urge the U.S. government to press Israel to return Wattan's confiscated equipment. The equipment was funded in large part by U.S. agencies, including the U.S. Agency for International Development and the Middle East Partnership Initiative, a fund controlled by the State Department.
Wattan, the only independent television station that until February broadcast throughout the West Bank and Gaza Strip, faces financial ruin if it does not get its equipment back, Orabi told CPJ in New York. The station depends on advertising for about half of its revenue.
The loss of Wattan would tear a gaping hole in the already flimsy press freedom fabric of the Palestinian territories. The Palestinian Authority in the West Bank and Hamas in Gaza each have their own affiliated television channel, which serves up suitably bland news fare. Wattan, by contrast, has angered the Palestinian power and money elites as well as Israel with its probing coverage since being founded by three civil society groups in 1996.
"The equipment confiscated by the Israel army was paid by your tax payers, the equipment (is) labeled as a gift from the American people," Orabi said. "So I am coming here to advocate and to raise awareness in State and USAID to put pressure on the Israelis to give back our equipment."
Officials from Israel's communications ministry backed by soldiers raided Wattan on February 29 without showing a warrant or giving an explanation, Orabi said. Israeli sources said the station was broadcasting illegally and interfering with legal civilian and security-related broadcast frequencies. Orabi rejects that, saying that since its inception Wattan has had a broadcast license issued by the Palestinian Authority -- which could not have been allocated without Israeli agreement. It has paid more than $600,000 in license renewal fees, and in 2004 Orabi registered its broadcast frequency with the International Telecommunication Union, the U.N. agency for information and communication technologies in Geneva.
If the Israelis were concerned just with interference, Orabi argues, why did they confiscate all the station's computers, personal laptops, its entire news archive and footage, servers, and business, financial and personnel records, in addition to its transmission equipment? Wattan lost everything in an Israeli raid in 2002, including its 1996-2002 archive. Now it has lost its last 10 years of output.
Israel Defense Forces spokesman Eytan Buchman told CPJ that confiscation of the equipment followed requests for the station to stop broadcasting on illegal frequencies. He said soldiers had only provided "perimeter security" for the raid and referred further questions to the Ministry of Communications. Ministry spokesman Yechiel Shavi declined to give details when reached by phone, citing this week's public holidays in Israel.
After the raid, some of Wattan's total 50 staff and several supporters brought in their own laptops and within two days the station, which also runs a website, was back on air but with a vastly reduced range.
"We still cannot broadcast any live programs...we are working in a very primitive way," Orabi laments.
He said U.S. officials listened politely to his pleas for help, but he is disappointed by the lack of action on the ground.
"They said. 'Oh, we are working; we are contacting the Israeli side.' A very diplomatic answer but unfortunately, to be honest, I am not satisfied at all about the reaction that must be taken about what happened ... Our equipment was stolen," Orabi said.
The U.S. State Department did not immediately respond to CPJ's requests for comment.
I asked Orabi why he believes the station was raided now.
"This is a question for the Israelis. Wattan is not affiliated to any political party, it's independent. As a TV we're not anti-Israel or anti-Jewish... Sometimes our news is about violations of human rights from the Israeli side and sometimes from the Palestinian side," he said.
In fact, Wattan has been a thorn in the flesh of the PA for most of its existence and has been shut down five times by the Palestinian government because of its reporting. It has been singled out for criticism recently by PA officials over its coverage of protests against a proposed Value Added Tax hike. It also faces a $1 million defamation suit from An-Najah National University in Nablus over a story alleging that a relative of a political official was admitted despite not having the required grades.
The question mark over the station's future comes at a critical time for independent journalism in the Palestinian territories. The governments in both Ramallah and Gaza City appear to be increasingly intolerant of reporters investigating corruption and mismanagement, journalists say. Just this week journalists reported that authorities have started blocking access to critical news websites.
Orabi is determined to keep Wattan on air and independent of government. He declined an offer from the Palestinian Authority to replace the estimated $300,000 worth of confiscated equipment, and has hired an Israeli lawyer to fight for the return the station's property through the Israeli courts.
"We are commercial and losing revenue for two months...next month we will enter a big financial crisis," Orabi said. "What has happened is a disaster."


text:
With Yu activated, Martinez sent to Minors
ST. PETERSBURG -- The Rangers have optioned pitcher Nick Martinez to Double-A Frisco and remain unsure if Joe Saunders will be able to make his next start.
Saunders is still getting treatment for a bruised left ankle after getting hit by Evan Longoria's line drive in Friday's start against the Rays. Saunders has been able to play catch, but he has not thrown off a mound yet.
Saunders' next turn falls on Friday. But the Rangers have a day off on Thursday and could push back Saunders as far as April 15 if needed. The Rangers could also have Colby Lewis ready to rejoin the rotation as early as Friday. He pitches on Sunday for Triple-A Round Rock.
"We just have to keep playing it by ear right now," manager Ron Washington said. "We still have some decisions to make."
Martinez was sent down after holding the Rays to three runs in six innings on Saturday night. He left with a 4-3 lead in his Major League debut but the Rays rallied against reliever Neal Cotts for a 5-4 victory.
"I had a great time and it was a great learning experience," Martinez said. "I couldn't have asked for much more. I had an amazing time."
Martinez knew he would only make one start. He was here because Yu Darvish had to start the season on the disabled list with stiffness in his neck. Darvish was activated on Sunday and the Rangers beat the Rays, 3-0.
Martinez admitted there was always hope he might be able to stay around for more than one start.
"I didn't want to put any extra pressure on myself, but in a perfect world, you're thinking you might be able to stay," Martinez said. "But you don't want to put any extra pressure on yourself so you just pitch your game."
Washington said Martinez will start again for the Rangers at some point.
"He did a great job," Washington said. "He showed poise out there and proved he's got pitchability. I don't think the kid has faced hitters like he did last night. I don't think he got rattled. He left the game in the sixth inning with an opportunity to win the ballgame.
"We know who Nick Martinez is. He's going to pitch for the Rangers for a long time, we just don't know when we can get him back here."


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It is our immense pleasure to announce the beginning of a new PCL Code Sprint sponsored by Sandia Robotics group: PCL-SRCS!
PCL Code Sprints are intended to rapidly advance the capabilities of the Point Cloud Library in a certain area/subject by offering stipends to talented student developers and pairing them with knowledgeable mentors for several months of accelerated software development. Projects will run for an initial period of 3 months, and all of the code produced will be BSD-licensed open source.
For this spring's PCL-Sandia Robotics Code Sprint, we have identified the following important areas for further development in PCL, and we are therefore searching for outstanding candidates (and mentors) to work on the following projects:
- Kinect Fusion extensions to large scale environments: the purpose of this project is to extend techniques such as Kinect Fusion to larger scale environments with CUDA. A goal would be to combine it with a segmentation algorithm in order to be able to create specific object models. CUDA/GPGPU programming knowledge is a plus.
- Advanced surface reconstruction: while PCL does have a comprehensive list of surface reconstruction algorithms, certain advancements in the computer graphics community have recently shown better performance in the presence of noisy and incomplete data. The purpose of this project is to investigate and implement state of the art algorithm(s) for surface meshing with textures. Computer graphics knowledge is a plus.
- Template matching using 2D + 3D: The purpose of this project is to extend the list of registration methods in PCL with template matching algorithms using 2D and 3D cues for the purpose of real-time object recognition.
The above projects will run for a period of 3 months divided into two terms. Each student developer will receive a stipend of $5000 per 3 months for their contributions, subject to satisfactory mid-term and final evaluations.
Potential candidates should submit the following information to email@example.com:
- a brief resume
- a list of existing PCL contributions (if any)
- a list of projects (emphasis on open source projects please) that they contributed to in the past
Advanced C++ programming skills are required for all projects. Please remember that this is a unique opportunity to work with some of the world's best 3D perception researchers!
Interested mentors should send a brief e-mail to the address mentioned above pointing out their time commitments and expertise in the field.


text:
The upcoming PC re-release of Final Fantasy VII was accidentally made available for sale on Square Enix's online store over the weekend, then very quickly pulled.
Not before some people managed to buy the game, though, which led to some disappointed customers, as Square Enix's DRM protection wouldn't let them actually play it, since their servers wouldn't activate a game that wasn't technically out. Even if the customers had purchased the game legitimately.
FINAL FANTASY VII PC DRM IS BORKED [Square Enix]
Final Fantasy VII PC re-release secretly comes out, then gets yanked [Pixelitis]