Attitude to plagiarism in different European countries
Plagiarism is an important and frequently discussed issue, which may have severe financial impacts for higher education institutions across Europe. However, there are different attitudes to this topic in different countries. Whereas ECTS aims to provide an objective measurement of student effort allowing students to spend part of their studies at different institutions and even different countries, the penalties for plagiarism and other types of cheating may be different. Even the definition of plagiarism may be understood differently in particular European countries. One of the aims of the project IPPHEAE is to identify these differences and try to find common solutions for related problems.The aim of the paper is to present results of research focused on attitudes to plagiarism in Great Britain, Czech Republic, Poland, Lithuania, Cyprus and Bulgaria. A questionnaire survey was conducted in these countries among students and teachers. The results are interesting and inspiring and show huge differences in attitude to plagiarism between western and post-communist countries, surprisingly including the Czech Republic in the group of western countries.
Türkiye ’ de ve Dünyada İntihalin Yaptırımları
Nowadays, plagiarism has become a major problem in terms of not only students but also academics. Plagiarism, which is now easier to be detected with the developing technology, has become the most debated issue in recent years. In the coverage of this study, it was focused on ethics of science, definition of plagiarism, types of plagiarism and behaviors that are considered plagiarism. In addition to this, sanctions of plagiarism in Turkey and in the world was mentioned and draft of new Higher Education Council’s (HEC) law and plagiarism decision of the State Council were discussed. Furthermore, legal loopholes in the act of plagiarism in the current HEC Law numbered 2547 and in the current Civil Servants numbered 657 were investigated.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.