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The Committee on Publication Ethics (COPE) —conformed by the main scientific publishers— has warned about the increasing number of ethical problems in scientific publication and recent scandals seem to indicate that ethical misconduct is repetitive. Ethical problems in scientific publication arise when the person deviates from expected moral behavior. Misconduct may be explained, at least in part, because many postgraduate students and young researchers seem to understand that ethical problems are only related to plagiarism of complete works or duplication of publications, and because it seems to be a lack of knowledge of the ethical standards in scientific publication. However, there are many other aspects conducing to ethical problems. The objective of this paper is to discuss and spread the ethical position of the main scientific publishers and researchers with the aim of build a unified point of view. In this paper, seventeen tips for avoiding ethical problems in scientific publication are presented, explained and discussed. I hope that this work will be valuable for postgraduate students and young researchers and answers many common questions about ethics in scientific publication.

The right of an author’s copyright or of intellectual property is a fertile field both in its legal and ethical aspects. This article presents a brief history of the evolution of the legislations concerning the rights on the productions of the human’s ‘spirit’. This brief history also covers the legal treatment and punishment of the crime of ‘piracy’, and the civil punishment for the more subtle infraction of ‘plagiarism’. This last aspect, which has relevant implication for the academic context, deserved a more detailed study. Moral objections were presented for the illicit conduct of plagiarizing someone else’s work without mentioning or referencing to it. Some suggestions for academic initiatives that may restrain these initiatives of intellectual subterfuge were made. Finally, it deals with the importance of the literary influences for the development of an original work., O direito autoral ou de propriedade intelectual é um campo fértil tanto por seu aspecto jurídico quanto ético. Analisaremos, neste artigo, um breve histórico da evolução das legislações concernentes aos direitos sobre a produção do ‘espírito’ humano, apresentando sucintamente o tratamento jurídico penal, para crime de contrafação, mais comumente conhecido como ‘pirataria’, e civil, para uma infração de aspecto mais sutil, como plágio. Este último aspecto, que tem implicações relevantes no meio acadêmico, merece um estudo mais acurado. Apresentar-se-ão objeções morais sobre a conduta ilícita de plagiar trabalhos alheios sem fazer menção ou referência, bem como sugestões de práticas acadêmicas que coíbam tentativas indiscriminadas de subterfúgio intelectual. Finalmente, abordaremos a importância das influências literárias para o desenvolvimento de um trabalho original.

Academic integrity within higher education has been extensively studied nationally and internationally for the past several years (Aaron & Georgia, 1994; Bower, 1964; Diekhoff, LaBeff, Shinohara, & Yasukawa, 1999; Kibler & Kibler, 1993; Lupton, Chapman, & Weiss, 2000; McCabe, Trevino, & Butterfield, 2001; McCabe, 1997; McCabe & Trevino, 1996, 1997; Saddlemire, 2005; Selingo, 2004). Findings from these studies revealed that the seriousness of the problem has been underestimated by faculty, college administrators, and students for at least 30 years (Alschuler & Blimling, 1995). While it has been difficult to determine if academic dishonesty in higher education has changed over time, findings in the literature clearly indicate that students continue to engage in some form of academic dishonesty at high rates. Ludeman (1998) asserts that the level of college cheating among students has increased since 1941. Researchers (Higbee & Thomas, 2002; Kibler, 1994; McCabe, 2005; McCabe & Trevino, 1996; Ruderman, 2004; Saddlemire, 2005; Selingo, 2004) on the topic believe faculty members play a critical role in reducing incidents of academic dishonesty. This study focused on characterizing patterns of beliefs, level of understanding, and reported actions of faculty regarding academic integrity at public and private institutions with honor code and academic integrity policies in the southeastern United States. Also, this study focused on faculty beliefs and understanding of academic integrity at various levels (full professor, associate professor, assistant professor, and instructors). Finally, this study included a diverse pool of participants that included faculty from different and varied campuses (small and larger, public and private, historically Black colleges and Universities and historically White colleges and universities). The descriptive analyses for this study are from a self reported questionnaire of undergraduate teaching faculty a

Interest in plagiarism continues to generate debate both in the media and in the context of the academy. Opinions continue to differ not only about how plagiarism can be defined, but also about the nature of its causes and its possible solutions. Most universities have now developed websites to address the difficulties experienced by both students and staff in ascertaining exactly what kind of writing practices might constitute plagiarism. However more often than not, such websites tend to give undue emphasis to the mechanics of referencing and universal notions of ‘academic honesty’ in order to make their point. Little or no attention is given to providing well-developed guidelines on what constitutes ‘common’ knowledge, which is especially relevant currently given the growing cultural diversity of contemporary university classrooms. In addition, discussions about writer identity and authorship seem to be totally absent. This silence on such matters needs to be tackled as a matter of urgency. I have adopted a ‘critical ethnographic’ case study approach to this doctoral study in order to investigate how undergraduate university students from diverse language and disciplinary backgrounds have used the words and ideas of others in their written research-based assignments. The responses of academic staff to these students’ writing practices have also been explored. Three different sources of data from ten students and ten academic staff have been collected in order to allow for data analysis from multiple perspectives through a process of triangulation. Bakhtin’s concept of dialogism (1981, 1984, 1986), Kristeva’s writings on intertextuality and the subject-in-process-and-on-trial (1986a, 1986b, 1986c, 1996) and Howard’s work on patchwriting, textual ownership and writer development (1992, 1995, 1999) have been central to the construction of the analytical framework used in this study. I argue that, the notion of ‘plagiarism’ should be re-conceptualised in terms of tra

This paper addresses the issue of plagiarism in the academic environment. Its impetus was the occurrence of three cases of plagiarism at Air Command and Staff College during a two month period in 1987. Following a brief historical and legal review of plagiarism this paper makes an in-depth study of the nature of the problem, comparing the approach of various military academies and intermediate service schools. Based on the recent cases at Air University, the paper expounds three propositions: college faculties should decide on the definition of plagiarism and inform the student body; the definition should include the element of 'intent' to pass off the works of another as one's own; and a 'two track' approach should be used to differentiate inadvertent citation error from 'intentional' plagiarism. The appendices contain regulation changes and guidelines needed to implement these proposals and deal with it effectively should it arise. Keywords: Research management; Writing; Military regulations.

Current research indicates plagiarism is a continued problem in higher education, and with a plethora of definitions and defining components circulating, there is confusing among higher education stakeholders as to what constitutes plagiarism. This research study is a content analysis of the online policies regarding plagiarism at New Jersey’s 29 public colleges and universities to indicate how these policies align or misalign in defining plagiarism and with a purpose of advocating for the New Jersey State Office of the Secretary of Higher Education to implement a unified definition of plagiarism. The variables identified as defining plagiarism are intent, quoting, paraphrasing, self-plagiarism, sanctioning, and handling/reporting procedures. The results of this study indicate no consensus in how these variables are incorporated within these institutions’ online policies regarding plagiarism, with various degrees of misalignment, transparency, and clarity. Each of the six variables were also analyzed by institution type, four-year and two-year institutions, with two-year institutions resulting in greater variation for all but one of the six variables.

[4] p., Charging Winterbotham with plagiarism and warning booksellers in the United States that reprinting the work violates Belknap's copyright., Signed: I am, gentlemen, your humble servant, Jeremy Belknap., (DLPS) N22740.0001.001, (tcp) N22740, http://quod.lib.umich.edu/t/text/accesspolicy.html, To the extent possible under law, the Text Creation Partnership has waived all copyright and related or neighboring rights to this keyboarded and encoded edition of the work described above, according to the terms of the CC0 1.0 Public Domain Dedication (http://creativecommons.org/publicdomain/zero/1.0/). This waiver does not extend to any page images or other supplementary files associated with this work, which may be protected by copyright or other license restrictions. Please go to http://www.textcreationpartnership.org/ for more information.