After a parent requests a meeting for an IEP, is there a deadline for the district to hold the meeting?
About Boone Why punish plagiarists? Simultaneously, I empathize with the instructor and I am baffled by why I empathize.
In the past I have taken hard stances against plagiarizers, stances which at the time made a lot of sense to me. Like the author and commenters at the ISW post, it seemed to me that plagiarism is the worst kind of crime and deserves the worst kind of punishment.
In retrospect, this attitude seems ludicrous. There is a broad spectrum of actions one could reasonably take in reaction to a cheater, ranging from expulsion to doing absolutely nothing. To shed light on that question, it might help to think about this one: Why should students be punished for plagiarism at all?
I want to know whether there is any justification for plagiarism being punished so harshly, so it makes sense to consider the most serious kind of violation. I take it that this would be a student who copies buys, whatever an entire paper and passes it off as his own.
If any kind of plagiarism is going to warrant harsh treatment, presumably this will be it. Plagiarism is cheating, and cheating is unfair to the other players.
But different kinds of cheating are immoral in different ways. Cheating in golf, for instance, is wrong at least partly because my actions have immediate negative ramifications for the other players of the game: I take a stroke off of my game, and you are that much more likely to lose.
The same is not true of plagiarism. You might maintain that students are obligated not do things that their classmates are forbidden to do out of abstract principle, a position that I can imagine various sorts of arguments for.
But if the only thing wrong with plagiarism were that it was a violation of an abstract moral principle, it would take a very warped theory of retributive justice to justify such draconian punishment. Stealing is unfair to the person stolen from.
Stealing is often bad in a practical sense. If you steal my Charleston Chew, I no longer get to enjoy it myself. Of course, intellectual theft sometimes amounts to material theft, as when a breach of patent costs an inventor lots of money.
And a parallel consideration might be at work when we talk about plagiarism in the academic community at large. Generally speaking, though, this is not a relevant consideration for student papers.
Students — especially undergraduates — are neither publishing their term papers much less their one-page, low-stakes assignments nor using their papers to compete with others for jobs.
The only situation where I can imagine real harm to the victim of classroom plagiarism is where the victim writes a paper with a great, novel idea or argument, the professor reads two or three plagiarized versions of the same argument before getting to the original, and as a result the professor is less impressed with the argument and gives a lower grade to the originator of the idea.
Plagiarism devalues a degree, which is unfair to classmates. A bit different from the first consideration above, which is concerned more with a single game. This argument has more to do with iteration.
Andy Cullison lays out this argument here. There are a couple things to notice about this argument. It strikes me that this is the best reason considered so far for punishing plagiarists.
In one sense this rhetorical question is clearly overblown.The sooner he gets a diagnosis the soon he could have an IEP in place at school to get the therapies he needs. Aspergers (Autism) was thought to be the cause when we first had my Grandson tested.
It turned out to be FXS. that was 4 yrs ago & now he is in Kindergarten & doing great. Mar 10, · Along with his translations, Digges added commentary and new ideas, making it clear that the Copernican model was more than philosophy, it was a physically real model of the solar system.
The flaw in the popular-sovereignty argument against student speech rights is that it fails to recognize this second dimension of speech and popular sovereignty. Even if we grant that students do not exercise popular sovereignty themselves, it seems we could still argue that the voices of the students are necessary to inform those who do.
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