{"id":303,"date":"2018-07-05T08:57:25","date_gmt":"2018-07-05T08:57:25","guid":{"rendered":"http:\/\/lisp5.epgpbooks.inflibnet.ac.in\/?post_type=chapter&p=303"},"modified":"2018-07-05T09:20:15","modified_gmt":"2018-07-05T09:20:15","slug":"ethics-and-prevention-of-cyberspace-plagiarism","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/lisp5\/chapter\/ethics-and-prevention-of-cyberspace-plagiarism\/","title":{"rendered":"Ethics and Prevention of Cyberspace Plagiarism"},"content":{"raw":"
\r\n\r\n \r\n\r\nI.\u00a0\u00a0 <\/strong>O<\/strong>bjectives<\/strong>\r\n\r\n \r\n

The objectives of this module are to impart knowledge on the following aspects of plagiarism and its prevention:<\/p>\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Understand issues of plagiarism and its prevalence, types and reasons;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Discuss cases of plagiarism, roles of whistle blowers and institutions working as watch dogs for its prevention;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Detection of manual and cyberspace plagiarism with examples of commercial and open source software along with their advantages and disadvantages; and\r\n\r\n\u2022\u00a0\u00a0\u00a0 Role of academicians, faculty members, library professionals and UGC in prevention of plagiarism and protection of academic and research ethics.\r\n\r\n \r\n\r\n \r\n\r\nII.\u00a0\u00a0\u00a0 Learning Outcomes\u00a0<\/strong>\r\n\r\n \r\n

On completion of this lesson, learners would attain knowledge on various aspects of plagiarism and its prevention. They would develop understanding of various issues of plagiarism, its prevalence, types and reasons. Learners would also be developed understanding on cyberspace plagiarism with examples of commercial and open source software along with their advantages and disadvantages. Learners would get better understanding on role of academicians, faculty members, library professionals and UGC in prevention of plagiarism and protection of academic and research ethics in India.<\/p>\r\n \r\n\r\n \r\n\r\nIII.\u00a0\u00a0\u00a0 Module Structure\u00a0<\/strong>\r\n\r\n \r\n\r\n1.\u00a0\u00a0 Introduction\r\n\r\n2.\u00a0\u00a0 What is Plagiarism?\r\n\r\n3.\u00a0\u00a0 Types of Plagiarism\r\n\r\n4.\u00a0\u00a0 Prevalence of Plagiarism\r\n\r\n5.\u00a0\u00a0 Some Cases of Plagiarism\r\n\r\n6.\u00a0\u00a0 Plagiarism Detection\r\n\r\n6.1\u00a0\u00a0 Manual Detection\r\n\r\n6.2\u00a0\u00a0 Cyberspace Plagiarism Detection\r\n\r\n6.2.1.\u00a0\u00a0 Commercial Plagiarism Detection Software\r\n\r\n6.2.2.\u00a0\u00a0 Open Source Plagiarism Detection Software<\/span>\r\n\r\n6.3\u00a0\u00a0 Limitations of Plagiarism Detection Software<\/span>\r\n\r\n7.\u00a0\u00a0 Prevention Strategies<\/span>\r\n\r\n7.1\u00a0\u00a0 Institutional Responsibilities<\/span>\r\n\r\n7.2\u00a0\u00a0 Role of Academic Community and Academicians<\/span>\r\n\r\n7.3\u00a0\u00a0 Role of Academic Librarians and Library Professionals<\/span>\r\n\r\n7.4\u00a0\u00a0 Role of UGC and INFLIBNET Centre<\/span>\r\n\r\n8.\u00a0\u00a0 Summary<\/span>\r\n\r\n9.\u00a0\u00a0 References<\/span>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n1.\u00a0\u00a0\u00a0\u00a0 Introduction\u00a0<\/strong>\r\n\r\n \r\n

The research misconduct and academic dishonesty are relatively old phenomena. Incidences of misconduct and academic dishonesty are increasing due to easy access to information through Internet and online resources, ease with which it can be copied and pasted, and attraction of rewards to researchers and faculty in terms of promotion and tenure appointments. With the massive growth of online information, it is impossible to know the ownership of an idea and to detect plagiarism without help\u00a0 of\u00a0 software tools and\u00a0 techniques. Though plagiarism is considered to be relatively old phenomenon, millennium generation students and researchers are more known for cyber plagiarism with increased tendency of using the web content.<\/p>\r\n \r\n\r\n2.\u00a0\u00a0\u00a0\u00a0 What is Plagiarism?\u00a0<\/strong>\r\n\r\n \r\n

Though there are no authentic definitions for plagiarism, a number of individuals and institutions have defined plagiarism and its scope and intent. The word plagiarism originates from the Latin word \u2018plagiarius\u2019 (mean \u2018kidnapper\u2019) in the 17th century. The United States Public Health Service (USPHS)has defined a broader term called \u201cresearch misconduct\u201d as \u201cfabrication, falsification or plagiarism<\/em>, in proposing, performing or reviewing the research, or in reporting research results\u201d<\/em>. (Federal Register 54: 32446-32451, August 8, 1989. Adapted from Macrina, 2005).The United States Office of Research Integrity (\u201cORI Policy on Plagiarism,\u201d n.d.)defines plagiarism as \u201cboth the theft and misappropriation of intellectual property and the substantial unattributed textual copying of another\u2019s work\u201d. Plagiarism is the appropriation of another person\u2019s ideas, processes, results, or words without giving appropriate credit\u201d(K. Satyanarayana, 2010).<\/p>\r\n\r\n<\/div>\r\nT<\/em><\/strong>he Merriam-Webster\u2019s Online Dictionary <\/em><\/strong>defines plagiarismas \u201cthe act of stealing of work or idea or language without giving proper credit to the author and source\u201d (Meriam-Webster, n.d.).<\/span>\r\n

\r\n\r\n \r\n

The fabrication here means making up of data or results and recording or reporting them. Falsification is manipulating research materials, equipment, or processes or changing or omitting data or results in such a way that the research is not accurately represented in the research record.<\/p>\r\n \r\n\r\nPlagiarism.org(n.d.) in its definition of plagiarism covers the following aspects:\r\n\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Turning in someone else\u2019s work as your own;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Copying words or ideas from someone else without giving credit;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Failing to put a quotation in quotation marks;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Giving incorrect information about the source of quotation;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Changing words but copying the sentence structure of a source without giving credit; and\r\n\r\n\u2022\u00a0\u00a0\u00a0 Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.\r\n\r\n \r\n

Plagiarism is unprofessional, unethical and theft of intellectual property of the work that has been already produced in art and research. \u201cPlagiarism is the act of representing as one\u2019s own original work the creative works of another without appropriate acknowledgment of the author of sources\u201d. Such creative works may include published and unpublished written documents, interpretations, computer software, designs, music, sounds, images, photographs, and ideas or ideological frameworks gained through working with another person or in a group. These works may be in print and\/or electronic media (Melbourne,n.d.).<\/p>\r\n \r\n\r\n3.\u00a0\u00a0\u00a0\u00a0 Types of Plagiarism\u00a0<\/strong>\r\n\r\n \r\n

Plagiarism can be intentional or unintentional. Unintentional or accidental plagiarism <\/em>happens due to lack of knowledge of referencing citation, and also due to intermingling of influences of one\u2019s own thoughts and vastly available literature, and self plagiarism. Intentional plagiarism <\/em>is copying of the others work without proper acknowledgement.<\/p>\r\n \r\n\r\nIntentional or unintentional, ways used for committing plagiarism are as follows:\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>C<\/strong>opy-paste: <\/strong>Copying \u201cword-to-word\u201d textual contents;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>Idea plagiarism: <\/strong>Using similar concept or opinion which is not common knowledge;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>Paraphrasing: <\/strong>Changing grammar, similar meaning, words, and reordering sentences in original work;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>Artistic plagiarism: \u00a0<\/strong>presenting \u00a0someone \u00a0else\u2019s \u00a0work \u00a0using different media, such as text, images, voice or video;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>Code plagiarism: <\/strong>Using program code, algorithms, classes, or functions without permission or reference;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>F<\/strong>orgotten or expired links to resources: <\/strong>Addition or quotations or reference marks but failing to provide information or up-to-date links to sources;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>N<\/strong>o proper use of quotation marks: <\/strong>Failing to identify exact parts of borrowed contents;<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>Misinformation of references: <\/strong>adding references to incorrect or non-existing original sources; and<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 <\/span>Translated plagiarism: <\/strong>Cross language content translation and use without reference to original work (Maurer, Kappe, andZaka, 2006).<\/span>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n4.\u00a0\u00a0\u00a0\u00a0 Prevalence of Plagiarism\u00a0<\/strong>\r\n\r\n \r\n

The borderline between plagiarism and research is surprisingly murky as it is often said the advanced research is only possible by \u201cstanding on the shoulders\u201d of others (Maurer, Kappe, andZaka, 2006). In research, it is almost mandatory to refer to the existing literature of respective subject to ensure that the research is being done to fill the gaps pertaining to new aspect of research and literature survey has been done to get support from existing literature but not to plagiarize. The researchers should understand the development of knowledge and learn to appreciate it by acknowledging research work that was earlier published. Unfortunately, there is some gap in understanding between acknowledging and plagiarizing. Perhaps, this may be the main cause for plagiarism. Bolden, (n.d.) lists following reasons for plagiarism:<\/p>\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Lack of research skills;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Lack of writing skills;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Problems in evaluating Internet sources;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Confusion about how to cite sources;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Misconception about terminology;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Pressure;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Poor time management and organizational skills;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Product-oriented writing assignments; and<\/span>\r\n\r\n\u2022\u00a0\u00a0\u00a0 Cultural factors.<\/span>\r\n\r\n<\/div>\r\n

\r\n\r\nSome other reasons of plagiarism are as follows:\r\n\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Laziness;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Fear of failure;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Language jargon;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Publish to prosper (for career advancement); and\r\n\r\n\u2022\u00a0\u00a0\u00a0 Recognition amongst the peers.\r\n\r\n \r\n\r\n5.\u00a0\u00a0\u00a0\u00a0 Some Cases of Plagiarism\u00a0<\/strong>\r\n\r\n \r\n\r\nThe \u201cSociety for Scientific Values,\u201d (n.d.) has listed the following instances of plagiarism:\r\n\r\n \r\n

i.\u00a0\u00a0\u00a0 <\/strong>Kundu et al, NCCS-DBT<\/strong>: This case of misrepresentation of data in two JBC publications by Dr. Kundu and his students, as established by Society for Scientific Values, has received a very wide coverage in the media. The 2nd paper published in JBC was retracted by the journal.<\/p>\r\n \r\n

ii.\u00a0\u00a0\u00a0\u00a0 <\/strong>Atiyah-Raju Case: <\/strong>Prof C.K. Raju charged Prof Michel Atiyah, former President of the Royal Society, UK, of plagiarizing or claiming inappropriate credit to some of his previously published ideas. After ascertaining from 3 independent experts that the complaint is valid, SSV contacted Dr. Atiyah for his views. Atiyah wrote to SSV that while he has not published anything on the subject under question, he has indeed lectured on the subject without being aware of Raju's publications. Now that he is aware of them, he assured that he would certainly cite them if and when he publishes something on the subject.<\/p>\r\n \r\n

iii.\u00a0\u00a0 <\/strong>Khanuja-CIMAP<\/strong>: Besides being a coauthor of most publications and patents originating from CIMAP of which he was the Director, some of the publications of Dr. Khanuja are plagiarized.<\/p>\r\n \r\n

iv.\u00a0 \u00a0<\/strong>Selladurai, et al, Anna Univ.<\/strong>: Prof Selladurai and his students of Anna University have plagiarized a paper in an international journal.<\/p>\r\n \r\n

v.\u00a0\u00a0\u00a0\u00a0 <\/strong>Vankar, IITK<\/strong>: Dr. Padma Vankar of IITK was charged by the Pesticides Manufacturers and Formulators Association of India with manipulation of pesticide data. Vankar was earlier involved in a plagiarism case.<\/p>\r\n\r\n<\/div>\r\n \r\n

vi.\u00a0\u00a0\u00a0 <\/strong>Mashelkar<\/strong>: The highly publicized case of plagiarism involving the MashelkarCommittee on patents, as well as Mashelkar's book on IPR entitled \"Intellectual Property and Competitive Strategies in the 21st Century\" by Shahid Ali Khan and R.A. Mashelkar that was published by Kluwer in 2004.<\/span><\/p>\r\n\r\n

\r\n\r\n \r\n

vii.\u00a0\u00a0\u00a0 <\/strong>Karmeshu and Sharma, Shachi <\/strong>from JNU has alleged that Prof. Demetres Kouvatsos, a professor of information systems at the University of Bradford in the UK, copied ideas from a paper submitted to Performance Evaluation, a peer-reviewed journal that rejected the manuscript. Subsequently, Kouvatsos and Salam AdliAssi added a few incremental equations to their research and presented a paper at Euro- NGI 2007, a conference held in Norway.<\/p>\r\n \r\n

viii.\u00a0 \u00a0<\/strong>Chiranjeevi, P. <\/strong>a Professor at Sri Venkateswara University, Tirupati, was indicted by an internal committee for plagiarizing and falsifying more than 70 research papers. Elsevier BV, the largest scientific publisher in the world, has retracted 13 of his articles published in their journals.<\/p>\r\n \r\n

ix.\u00a0\u00a0\u00a0 <\/strong>Prof. Shigeaki Kato <\/strong>from University of Tokyo whose 25 research articles were retracted is alleged to have been the ringleader of a scheme to cover up other research misconduct at the University of Tokyo, his former employer, which investigated the activity.<\/p>\r\n \r\n

Retraction.com (\u201cRetraction Watch,\u201d n.d.) is a blog that keep tracts of articles that are retracted due to manipulation, plagiarism or falsification of data. GrieneisenandZhang(2012) reported that 4,449 scholarly publications were retracted from 1928-2011. Further they found that retraction is more due to alleged publishing misconduct (47%) which is more than alleged research misconduct (20%) or questionable data\/interpretations (42%).<\/p>\r\n \r\n\r\n6.\u00a0\u00a0\u00a0\u00a0 Plagiarism Detection\u00a0<\/strong>\r\n\r\n \r\n

Plagiarism can be detected with little efforts by the experienced scientists and faculty members who are engaged in highly specialized area of research with their extensive reading, referring practices and with their interactions with their peers during seminars, conferences, symposium and colloquia. Further, detection can be either manual or computer- assisted. Manual detection requires substantial effort and excellent memory, and is impractical in cases where too many documents must be compared, or original documents are not available for comparison. Computer-assisted detection allows vast collections of documents to be\u00a0compared to each other, making successful detection much more likely (\u201cPlagiarism detection,\u201d 2014).<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n6.1\u00a0\u00a0 Manual Detection\u00a0<\/strong>\r\n\r\n \r\n

Though the manual detection is difficult, however, it can be achieved by deploying strategic assessment skills. Detecting plagiarism is relatively easier task for well-experienced scientists and faculty members and reviewers working in a highly specialized area of research. Robert Harris, (2004) pointed out the following indicators for plagiarism in a text:<\/p>\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Mixed citation styles;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Lack of references or quotations;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Unusual formatting;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Anomalies of diction;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Anomalies of style; and\r\n\r\n\u2022\u00a0\u00a0\u00a0 Blunders of clues, which include obvious indicators of copying.\r\n\r\n \r\n\r\n6.2\u00a0\u00a0 Cyberspace Plagiarism Detection\u00a0<\/strong>\r\n\r\n \r\n

It is also important to check plagiarism in an article available in digital format against material published on the Web as it could have been prepared by few mouse clicks through cut-copy option from\u00a0 several readily available papers on\u00a0 the Internet. It is common practices that school students get their school assignments done through contract cheating that refers to outsourcing of assignments by students to agencies who produce the assignments on their behalf. These contract sites are grouped into four categories: auction sites, discussion forums, essay mills and feed aggregators. <\/em>Schoolsucks.com, coursework.info, cheathouse.com and essayschool.com are few examples to sites for these kinds (Lancasterand Clarke., 2008).<\/p>\r\n \r\n

Using technology for technology driven plagiarism, For Example, using plagiarism detection software for detecting the cyberspace plagiarism is the latest trend across academic institutions. The plagiarism detection technology uses a set of powerful algorithms to create a digital fingerprint of any text document. Then the document\u2019s fingerprint is cross- referenced against local databases, and Internet. Finally a colour coded originality report; complete with source links is generated. (\u201cwhat <\/a>is plagiarism?\u201dn.d.).See Fig. 1 to 3 given below to understand colour coded originality report from an open source software and a commercial anti- plagiarism software:<\/p>\r\n\r\n<\/div>\r\n \r\n\r\nSample of Research Articles Checked Through \u2018Plagiarism Detector\u2019-Open Source Software\u00a0<\/span>\r\n

\r\n\r\n\"\"\r\n

F<\/strong>ig.1: Article which has references that are not available as\u00a0<\/strong>\u2018Open Access\u2019<\/strong><\/p>\r\n\r\n<\/div>\r\n \r\n

\r\n\r\n\"\"\r\n\r\n \r\n

F<\/strong>ig. 2: Article which has references that are available limited\u00a0<\/strong>as \u2018Open Access\u2019<\/strong><\/p>\r\n\r\n<\/div>\r\n \r\n

\r\n\r\n\"\"\r\n\r\n \r\n

F<\/strong>ig.3: Article which has references that are available widely as\u00a0<\/strong>\u2018Open Access\u2019<\/strong><\/p>\r\n\r\n<\/div>\r\n \r\n

\r\n\r\n\r\n\r\n\r\n\r\n
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Or<\/strong>iginality Report<\/strong>\r\n\r\n<\/strong><\/td>\r\n<\/tr>\r\n
Similarity<\/strong> Index<\/strong><\/td>\r\nInternet<\/strong> Sources<\/strong><\/td>\r\nP<\/strong>ublications<\/strong><\/td>\r\nStudent<\/strong> P<\/strong>apers<\/strong><\/td>\r\n<\/tr>\r\n
23%<\/td>\r\n16%<\/td>\r\n7%<\/td>\r\n6%<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n

T<\/strong>able 1 Showing the Originality Report of the Document through Commercial Software<\/strong><\/p>\r\n \r\n\r\n6.2.1.\u00a0\u00a0 <\/strong>C<\/strong>ommercial Plagiarism Detection Software<\/strong>\r\n\r\n \r\n\r\nA few examples of commercially available plagiarism detection software are given below:\r\n\r\n \r\n

i.\u00a0\u00a0 <\/strong>Easy Verification Engine (EVE2) <\/strong>is a very powerful tool that allows professors and teachers at all levels of the education system to determine if students have plagiarized material from the World Wide Web. EVE2 accepts essays in plain text, Microsoft Word, or Corel Word Perfect format and returns links to web pages from which a student may have plagiarized.(\u201cEasy Verification Engine EVE2,\u201d n.d.).<\/p>\r\n \r\n

ii.\u00a0<\/strong>Turnitin <\/strong>is a new, enhanced version that integrates with three essential instructional support tools: Originality Check- plagiarism prevention, GradeMark- paperless grading and PeerMark- peer reviewing. Turnitin helps to:<\/p>\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Work with a single, \"all-in-one\" view of a student's paper in its original format, <\/strong>including styled text, graphics and photos.\r\n\r\n\u2022\u00a0\u00a0\u00a0 View feedback from all sources in one comprehensive, multi- layered view.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Maintain academic integrity and engage students in their development as learners.(\u201cTurnitin Plagiarism \u00a0Detection Software,\u201d n.d.)\r\n\r\n \r\n

iii.\u00a0<\/strong>iThenticate <\/strong>is the leading provider of professional plagiarism detection and prevention technology used worldwide by scholarly publishers and research institutions to ensure the originality of written work before publication. iThenticate helps editors, authors and researchers prevent misconduct by comparing manuscripts against its database of over 45 billion web pages and 130 million content items, including 38 million works from 530 scholarly publisher participants\u00a0of <\/span>CrossCheck<\/em>, a service offered by CrossRef and powered by iThenticate software. iThenticate is developed by Turnitin, the leader in plagiarism and originality checking for educational institutions worldwide (\u201cPlagiarism Detection Software | iThenticate,\u201d n.d.).<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n6.2.2.\u00a0\u00a0 Open Source Plagiarism Detection Software\u00a0<\/strong>\r\n\r\n \r\n\r\nExamples of a few open source plagiarism detection software that are available online are as follows:\r\n\r\n \r\n

i.\u00a0\u00a0 Crot open source software is available in two basic versions, Open source Plug-in for Moodle CMS which can be used only if embedded to the running version of Moodle course management system. This version is useful for educational institutes and the other one is Crot Desktop which is primarily intended for individual users. It is a shareware and free for three papers. (\u201cCROT software,\u201d n.d.)<\/p>\r\n \r\n

ii.\u00a0 \u00a0DOC Cop creates repots displaying the correlation and matches between documents or a document and the Web. It gathers the evidence, and provides the information required to judge whether plagiarism has occurred without taking copyright or ownership of your material. (\u201cDoccop Software,\u201d n.d.)<\/p>\r\n \r\n

iii.\u00a0 Viper is fast becoming the plagiarism checker of choice, rising over and above other plagiarism checkers, with over 10 billion resources scanned and an easy interface which highlights potential areas of plagiarism in an article. (\u201cViper - Anti-plagiarism Scanner,\u201d n.d.)<\/p>\r\n \r\n\r\nA comprehensive list of plagiarism detection software can be found from Vij, Soni, andMakhdumi, (2009).\r\n\r\n \r\n\r\n6.3\u00a0\u00a0 Limitations of Plagiarism Detection Software\u00a0<\/strong>\r\n\r\n \r\n\r\nMajor limitations of Plagiarism Detection Software are as follows:\r\n\r\n \r\n

i.\u00a0\u00a0 There are number of open source plagiarism detection software that are available, while some of them are to be downloaded and installed others are available as shareware. Highly effective plagiarism detection software with Web-based online interfaces are not available free of cost.<\/p>\r\n \r\n

ii.\u00a0\u00a0 Most plagiarism detection software rely on text-based matching of article or assignment submitted for plagiarism detection with documents available in the database of proprietor. As such, assignments or articles using materials not included in the databases cannot be detected.<\/span><\/p>\r\n \r\n\r\niii.\u00a0\u00a0 Since one source for detection of plagiarism is not reliable, it is time consuming to check plagiarism using multiple sources with human intervention.<\/span>\r\n\r\n \r\n\r\niv.\u00a0\u00a0\u00a0 There are chances of losing formats of assignments \/ articles submitted in the process of plagiarism detection.<\/span>\r\n\r\n \r\n\r\nv.\u00a0\u00a0 Original research work and data are made available to a third party that may lead to copyright violation.<\/span>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\nvi.\u00a0\u00a0\u00a0\u00a0\u00a0 Use of plagiarism detection software may strain teacher- student relationship, as students may feel guilty till they are proven innocent.\r\n\r\n \r\n\r\nvii.\u00a0\u00a0\u00a0\u00a0\u00a0 Plagiarism detection software can be fooled by making intelligent changes in syntax of plagiarized portion of article or assignment.\r\n\r\n \r\n\r\nviii.\u00a0\u00a0\u00a0\u00a0 Plagiarism detection software would also detect common phrases and sentences that are often used in contemporary writings leading to increase in overall proportion of plagiarized content in a given text.\r\n\r\n \r\n\r\n7.\u00a0\u00a0 Prevention Strategies\u00a0<\/strong>\r\n\r\n \r\n

Preventing plagiarism is very difficult task as it is not a technological problem but associated with the ethical behaviour and application of appropriate research methodology. Consistent institutional approach is required against plagiarism\u00a0 and educating students to understand the necessity to avoid plagiarism, and more importantly promoting ethical behaviour in their academic work (Cogdell, and Dorothy,2008). Combating plagiarism can happen through combinatorial strategies that encompass institutes, faculty members and students. The following strategies can be deployed to prevent plagiarism:<\/p>\r\n \r\n\r\n7.1\u00a0\u00a0 Institutional Responsibilities<\/strong>\r\n\r\n<\/div>\r\nUniversities, as an academic policy, should take the following steps to prevent plagiarism:<\/span>\r\n

\r\n\r\n \r\n\r\ni.\u00a0\u00a0 Frame clear policies with appropriate disciplinary action that should be made available on their websites;\r\n\r\n \r\n\r\nii.\u00a0\u00a0\u00a0 Organize orientation programmes that should be conducted at the beginning of the each academic session wherein policies regarding plagiarism and research misconduct should be discussed;\r\n\r\n \r\n\r\niii.\u00a0\u00a0 Code of honour (declaration of academic integrity) should be taken from the students before handling the project work. Imparting education on plagiarism to students as well as to faculty;\r\n\r\n \r\n\r\niv.\u00a0 \u00a0Build institutional repositories including research articles, dissertations and theses, and student assignments to avoid plagiarism; and\r\n\r\n \r\n\r\nv.\u00a0\u00a0\u00a0 Regulatory bodies like UGC and AICTE should come up with a policy to deal with plagiarism.\r\n\r\n \r\n

As suggested by K.Satyanaraya, (2010) the Government of India should frame a \u2018National Plan of Action\u2019 that include government\/funding agencies, journal editors, national academies, voluntary bodies, readers and public. Also every university should establish \u2018Centre for Ethical Research\u2019 with active involvement of librarians, department of library and information science, Director of Research, and Deans of Students\u2019 Welfare (M.P. Satija, 2011).<\/p>\r\n \r\n\r\n7.2\u00a0\u00a0 Role of Academic Community and Academicians\u00a0<\/strong>\r\n\r\n \r\n\r\nEvering and Moorman (2013) enunciated the following plan of action for members of academic community and academicians to address the complex issue of plagiarism:\r\n\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Engage their students and colleagues in discussions about plagiarism;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Try to reach a consensus about what constitutes plagiarism;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Make distinctions between blatant and trivia plagiarism; and\r\n\r\n\u2022\u00a0\u00a0\u00a0 Determine appropriate responses and consequences to acts of plagiarism.\r\n\r\n<\/div>\r\n

\r\n\r\nIn addition, faculty members may also engage with the students in the following activities:\r\n\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Make plagiarism an explicit topic in their instruction.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Help students to see how ideas evolve, and why it is important to acknowledge the work of others.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Explain and model how to paraphrase and cite.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Provide opportunities to write for realistic purposes and broad audiences.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Review drafts of students\u2019 writing before the final text is due; try to identify acts of plagiarism early.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Explicitly teach students how to search the Internet to find valid, reliable information.\r\n\r\n \r\n\r\n7.3\u00a0\u00a0 Role of Academic Librarians and Library Professionals\u00a0<\/strong>\r\n\r\n \r\n

Imparting education on what plagiarism is and how it can be avoided is meant for the students who are not aware of plagiarism or who are associated with unintentional and accidental plagiarism. Academic librarians can play a vital role by conducting information literacy programmes knowing the basic competencies of the students. With the implementation of Choice Based Credit System, even a course can be offered by Departments of Library and Information Science of respective universities on Information Literacy Competencies with Plagiarism as one of the course contents to the aspirant students.<\/p>\r\n \r\n

As a part of Information Literacy Programmes, <\/strong>workshops can be organized for different\u00a0 categories of students on few possible\u00a0 below mentioned topics:<\/p>\r\n \r\n\r\n\u2022\u00a0\u00a0\u00a0 Locating \u00a0different \u00a0kinds \u00a0of \u00a0information \u00a0from \u00a0print \u00a0and \u00a0e- resources;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Search strategies;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Academic honesty;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Bibliographic citations;\r\n\r\n\u2022\u00a0\u00a0\u00a0 Copyright and fair use; and\r\n\r\n\u2022\u00a0\u00a0\u00a0 IPR related issues.\r\n\r\n \r\n

The Information Literacy Programmes, with the above mentioned topics,should be targeted not only to the undergraduate and post-graduate students but also to the research scholars and freshly joined faculty members. Such kind of programmes when conducted in congenial way will help to bring more number of students and faculty members to the\u00a0library creating a scholarly environment flourishing academic and research activities in the universities.<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n7.4\u00a0\u00a0 Role of UGC and INFLIBNET Centre\u00a0<\/strong>\r\n\r\n \r\n

The INFLIBNET Centre, as a mandate of the UGC, is hosting and maintaining a digital repository of Indian Electronic Theses and Dissertations accessible to all institutions and universities (\u201cShodhganga: Reservoir of Indian Theses,\u201d n.d.). As on 18th August, 2014, researchers from 186 universities have started submitting their theses into the repository and 176 universities have signed MoU with the INFLIBNET Centre on Shodhganga and\u00a0total number of theses submitted into the repository has grown to 19,994.The MoU signed between universities and INFLIBNET Centre for participating in Shodhganga, provides number of incentives to universities that are signatory to MoU on Shodhganga. One of the incentives is to provide plagiarism detection software to member universities. More than 100 universities are already getting access two plagiarism detection software, namely Turnitin and iThenticate. This initiative could prove to be a major step to avoid plagiarism and to develop qualitative research in Indian Universities.<\/p>\r\n \r\n\r\n8.\u00a0\u00a0 Summary\u00a0<\/strong>\r\n\r\n \r\n

Plagiarism is copying words or ideas, paraphrasing someone\u2019s work without acknowledging the original author\/creator. Plagiarism may be intentional or unintentional. Well-experienced academicians and peer reviewers can find plagiarism from the contents with little efforts. Cyberspace plagiarism\u00a0 can be easily detected by checking quotes or important words through Google search and also using plagiarism detection software. Academicians and library professionals are required to put-in lot of efforts for prevention of plagiarism. In India, there is an urgent need for written policy to be framed by University Grants Commission (UGC) and other regulatory bodies to address plagiarism in Higher Education. It is also proposed to set-up \u2018Ethical Research Centers\u2019 in Indian universities. The Government of India should frame a \u2018National Plan of Action\u2019 that include government\/funding agencies, journal editors, national academies, voluntary bodies, readers and public. Above all, each individual should be self-disciplined and think of the importance of creative and innovative thinking while prospering in their careers.<\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\n9.\u00a0\u00a0 References\u00a0<\/strong>\r\n\r\n \r\n\r\n1.\u00a0\u00a0\u00a0\u00a0 Bolden, D. (n.d.). LibGuides.Plagiarism.Home. Retrieved August 22, 2014, from http:\/\/libguides.uah.edu\/plagiarism<\/a>\r\n\r\n2.\u00a0\u00a0\u00a0\u00a0 Cogdell, Barbara andAidules, Dorothy. (2008). Dealing with Plagiarism as an Ethical Issue. In Robert Tim S (Ed.), Student Plagiarism in an Online World: Problems and Solutions, (pp. 38-59). USA: IGI Global.\r\n\r\n3.\u00a0\u00a0\u00a0\u00a0 CROT software. (n.d.).CROT software. Retrieved August 22, 2014, from http:\/\/www.crotsoftware.com\/<\/a>\r\n\r\n4.\u00a0\u00a0\u00a0\u00a0 Doccop Software. (n.d.). Retrieved from\u00a0https:\/\/www.doccop.com\/index.html<\/a>\r\n\r\n5.\u00a0\u00a0\u00a0\u00a0 Easy Verification Engine EVE2. (n.d.). Retrieved from\u00a0http:\/\/www.canexus.com\/<\/a>\r\n\r\n6.\u00a0\u00a0\u00a0\u00a0 Evering, L. C., and Moorman, G. (2012). Rethinking Plagiarism in the Digital Age. Journal of Adolescent and Adult Literacy, 56(1), 35\u201344. doi:10.1002\/JAAL.00100\r\n\r\n7.\u00a0\u00a0\u00a0\u00a0 Grieneisen, M. L., and Zhang, M. (2012). A Comprehensive Survey of Retracted Articles from the Scholarly Literature. PLoS ONE, 7(10), e44118.\u00a0 \u00a0doi:10.1371\/journal.pone.0044118\r\n\r\n8.\u00a0\u00a0\u00a0\u00a0 Hermann Maurer, Frank Kappe, and Bilal Zaka. (2006). Plagiarism - A Survey.Journal of Universal Computer Science, 12(8), 1050\u20131084.\r\n\r\n9.\u00a0\u00a0\u00a0\u00a0 K. Satyanarayana. (2010). Plagiarism: a scourge afflicting the Indian science. Indian J Med Res, 131, 373\u2013376.\r\n\r\n10. Lancaster, T and Clarke, L. (2008). The Phenomenon of Contract Cheating. In Robert Tim S (Ed.), Student Plagiarism in an Online World: Problems and Solutions, (pp. 144-158). USA: IGI Global.\r\n\r\n11.\u00a0 M.P. Satija. (2011). Plagiarism: A Tempting Snake. University News, 49(21), 4\u20138.\r\n\r\n12. Macrina, F. L. (2005). Scientific integrity: text and cases in responsible conduct of research. Washington, D.C.: ASM Press.\r\n\r\n13. Melbourne, T. U. of. (n.d.).Plagiarism\u202f: Academic honesty and plagiarism. Retrieved August 21, 2014, from https:\/\/academichonesty.unimelb.edu.au\/plagiarism.html#5<\/a>\r\n\r\n14. Meriam-Webster. (n.d.). Plagiarism. Retrieved from<\/span> http:\/\/www.learnersdictionary.com\/definition\/plagiarism<\/a>\r\n\r\n15. ORI Policy on Plagiarism. (n.d.).The Office of Research Integrity of US Dept. of Health and Human Service. Retrieved from\u00a0<\/span>http:\/\/ori.hhs.gov\/ori-policy-plagiarism<\/a>\r\n\r\n16. Plagiarism detection. (2014, July 29). In Wikipedia, the free encyclopedia. Retrieved from <\/span>http:\/\/en.wikipedia.org\/w\/index.php?title=Plagiarism_detectionandoldi<\/a> d=618933494<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\n \r\n\r\n17. Plagiarism Detection Software | iThenticate. (n.d.). Retrieved August 22, 2014, from http:\/\/www.ithenticate.com\/<\/a>\r\n\r\n18. Rajeev, Vij, Navin Kumar Soni, and Gayas Makhdumi. (2009). Encouraging Academic Honesty through Anti-Plagiarism software. In Proceedings of 7th International CALIBER-2009 (pp. 439\u2013448). Ahmedabad: INFLIBNET Centre.\r\n\r\n19. Retraction Watch. (n.d.).Retraction Watch. Retrieved August 22, 2014, from http:\/\/retractionwatch.com\/<\/a>\r\n\r\n20. Robert, Tim S. (2008). \u201cStudent Plagiarism in an Online World: An Introduction\u201d In Robert Tim S (Ed.), Student Plagiarism in an Online World: Problems and Solutions, (pp. 1-22). USA: IGI Global.\r\n\r\n21. Robert Harris. (2004). Anti-Plagiarism Strategies for Research Papers. Retrieved from http:\/\/www.virtualsalt.com\/antiplag.htm<\/a>\r\n\r\n22. Shodhganga: Reservoir of Indian Theses. (n.d.). Retrieved from\u00a0http:\/\/shodhganga.inflibnet.ac.in\/<\/a>\r\n\r\n23. Society for Scientific Values. (n.d.). Retrieved from\u00a0http:\/\/www.scientificvalues.org\/cases.html<\/a>\r\n\r\n24. Turnitin Plagiarism Detection Software. (n.d.). Retrieved from\u00a0http:\/\/turnitin.com\/en_us\/features\/overview<\/a>\r\n\r\n25. What is Plagiarism?(n.d.).Plagiarism.org - Best Practices for Ensuring Originality in Written Work. Retrieved August 22, 2014, from http:\/\/www.plagiarism.org\/plagiarism-101\/what-is-plagiarism\/<\/a>\r\n\r\n26. Viper - Anti-plagiarism Scanner. (n.d.). Retrieved from\u00a0http:\/\/www.scanmyessay.com\/<\/a>\r\n\r\n<\/div>\r\n ","rendered":"
\n

 <\/p>\n

I.\u00a0\u00a0 <\/strong>O<\/strong>bjectives<\/strong><\/p>\n

 <\/p>\n

The objectives of this module are to impart knowledge on the following aspects of plagiarism and its prevention:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Understand issues of plagiarism and its prevalence, types and reasons;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Discuss cases of plagiarism, roles of whistle blowers and institutions working as watch dogs for its prevention;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Detection of manual and cyberspace plagiarism with examples of commercial and open source software along with their advantages and disadvantages; and<\/p>\n

\u2022\u00a0\u00a0\u00a0 Role of academicians, faculty members, library professionals and UGC in prevention of plagiarism and protection of academic and research ethics.<\/p>\n

 <\/p>\n

 <\/p>\n

II.\u00a0\u00a0\u00a0 Learning Outcomes\u00a0<\/strong><\/p>\n

 <\/p>\n

On completion of this lesson, learners would attain knowledge on various aspects of plagiarism and its prevention. They would develop understanding of various issues of plagiarism, its prevalence, types and reasons. Learners would also be developed understanding on cyberspace plagiarism with examples of commercial and open source software along with their advantages and disadvantages. Learners would get better understanding on role of academicians, faculty members, library professionals and UGC in prevention of plagiarism and protection of academic and research ethics in India.<\/p>\n

 <\/p>\n

 <\/p>\n

III.\u00a0\u00a0\u00a0 Module Structure\u00a0<\/strong><\/p>\n

 <\/p>\n

1.\u00a0\u00a0 Introduction<\/p>\n

2.\u00a0\u00a0 What is Plagiarism?<\/p>\n

3.\u00a0\u00a0 Types of Plagiarism<\/p>\n

4.\u00a0\u00a0 Prevalence of Plagiarism<\/p>\n

5.\u00a0\u00a0 Some Cases of Plagiarism<\/p>\n

6.\u00a0\u00a0 Plagiarism Detection<\/p>\n

6.1\u00a0\u00a0 Manual Detection<\/p>\n

6.2\u00a0\u00a0 Cyberspace Plagiarism Detection<\/p>\n

6.2.1.\u00a0\u00a0 Commercial Plagiarism Detection Software<\/p>\n

6.2.2.\u00a0\u00a0 Open Source Plagiarism Detection Software<\/span><\/p>\n

6.3\u00a0\u00a0 Limitations of Plagiarism Detection Software<\/span><\/p>\n

7.\u00a0\u00a0 Prevention Strategies<\/span><\/p>\n

7.1\u00a0\u00a0 Institutional Responsibilities<\/span><\/p>\n

7.2\u00a0\u00a0 Role of Academic Community and Academicians<\/span><\/p>\n

7.3\u00a0\u00a0 Role of Academic Librarians and Library Professionals<\/span><\/p>\n

7.4\u00a0\u00a0 Role of UGC and INFLIBNET Centre<\/span><\/p>\n

8.\u00a0\u00a0 Summary<\/span><\/p>\n

9.\u00a0\u00a0 References<\/span><\/p>\n<\/div>\n

\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 Introduction\u00a0<\/strong><\/p>\n

 <\/p>\n

The research misconduct and academic dishonesty are relatively old phenomena. Incidences of misconduct and academic dishonesty are increasing due to easy access to information through Internet and online resources, ease with which it can be copied and pasted, and attraction of rewards to researchers and faculty in terms of promotion and tenure appointments. With the massive growth of online information, it is impossible to know the ownership of an idea and to detect plagiarism without help\u00a0 of\u00a0 software tools and\u00a0 techniques. Though plagiarism is considered to be relatively old phenomenon, millennium generation students and researchers are more known for cyber plagiarism with increased tendency of using the web content.<\/p>\n

 <\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 What is Plagiarism?\u00a0<\/strong><\/p>\n

 <\/p>\n

Though there are no authentic definitions for plagiarism, a number of individuals and institutions have defined plagiarism and its scope and intent. The word plagiarism originates from the Latin word \u2018plagiarius\u2019 (mean \u2018kidnapper\u2019) in the 17th century. The United States Public Health Service (USPHS)has defined a broader term called \u201cresearch misconduct\u201d as \u201cfabrication, falsification or plagiarism<\/em>, in proposing, performing or reviewing the research, or in reporting research results\u201d<\/em>. (Federal Register 54: 32446-32451, August 8, 1989. Adapted from Macrina, 2005).The United States Office of Research Integrity (\u201cORI Policy on Plagiarism,\u201d n.d.)defines plagiarism as \u201cboth the theft and misappropriation of intellectual property and the substantial unattributed textual copying of another\u2019s work\u201d. Plagiarism is the appropriation of another person\u2019s ideas, processes, results, or words without giving appropriate credit\u201d(K. Satyanarayana, 2010).<\/p>\n<\/div>\n

T<\/em><\/strong>he Merriam-Webster\u2019s Online Dictionary <\/em><\/strong>defines plagiarismas \u201cthe act of stealing of work or idea or language without giving proper credit to the author and source\u201d (Meriam-Webster, n.d.).<\/span><\/p>\n

\n

 <\/p>\n

The fabrication here means making up of data or results and recording or reporting them. Falsification is manipulating research materials, equipment, or processes or changing or omitting data or results in such a way that the research is not accurately represented in the research record.<\/p>\n

 <\/p>\n

Plagiarism.org(n.d.) in its definition of plagiarism covers the following aspects:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Turning in someone else\u2019s work as your own;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Copying words or ideas from someone else without giving credit;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Failing to put a quotation in quotation marks;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Giving incorrect information about the source of quotation;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Changing words but copying the sentence structure of a source without giving credit; and<\/p>\n

\u2022\u00a0\u00a0\u00a0 Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.<\/p>\n

 <\/p>\n

Plagiarism is unprofessional, unethical and theft of intellectual property of the work that has been already produced in art and research. \u201cPlagiarism is the act of representing as one\u2019s own original work the creative works of another without appropriate acknowledgment of the author of sources\u201d. Such creative works may include published and unpublished written documents, interpretations, computer software, designs, music, sounds, images, photographs, and ideas or ideological frameworks gained through working with another person or in a group. These works may be in print and\/or electronic media (Melbourne,n.d.).<\/p>\n

 <\/p>\n

3.\u00a0\u00a0\u00a0\u00a0 Types of Plagiarism\u00a0<\/strong><\/p>\n

 <\/p>\n

Plagiarism can be intentional or unintentional. Unintentional or accidental plagiarism <\/em>happens due to lack of knowledge of referencing citation, and also due to intermingling of influences of one\u2019s own thoughts and vastly available literature, and self plagiarism. Intentional plagiarism <\/em>is copying of the others work without proper acknowledgement.<\/p>\n

 <\/p>\n

Intentional or unintentional, ways used for committing plagiarism are as follows:<\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>C<\/strong>opy-paste: <\/strong>Copying \u201cword-to-word\u201d textual contents;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>Idea plagiarism: <\/strong>Using similar concept or opinion which is not common knowledge;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>Paraphrasing: <\/strong>Changing grammar, similar meaning, words, and reordering sentences in original work;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>Artistic plagiarism: \u00a0<\/strong>presenting \u00a0someone \u00a0else\u2019s \u00a0work \u00a0using different media, such as text, images, voice or video;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>Code plagiarism: <\/strong>Using program code, algorithms, classes, or functions without permission or reference;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>F<\/strong>orgotten or expired links to resources: <\/strong>Addition or quotations or reference marks but failing to provide information or up-to-date links to sources;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>N<\/strong>o proper use of quotation marks: <\/strong>Failing to identify exact parts of borrowed contents;<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>Misinformation of references: <\/strong>adding references to incorrect or non-existing original sources; and<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 <\/span>Translated plagiarism: <\/strong>Cross language content translation and use without reference to original work (Maurer, Kappe, andZaka, 2006).<\/span><\/p>\n<\/div>\n

\n

 <\/p>\n

4.\u00a0\u00a0\u00a0\u00a0 Prevalence of Plagiarism\u00a0<\/strong><\/p>\n

 <\/p>\n

The borderline between plagiarism and research is surprisingly murky as it is often said the advanced research is only possible by \u201cstanding on the shoulders\u201d of others (Maurer, Kappe, andZaka, 2006). In research, it is almost mandatory to refer to the existing literature of respective subject to ensure that the research is being done to fill the gaps pertaining to new aspect of research and literature survey has been done to get support from existing literature but not to plagiarize. The researchers should understand the development of knowledge and learn to appreciate it by acknowledging research work that was earlier published. Unfortunately, there is some gap in understanding between acknowledging and plagiarizing. Perhaps, this may be the main cause for plagiarism. Bolden, (n.d.) lists following reasons for plagiarism:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Lack of research skills;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Lack of writing skills;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Problems in evaluating Internet sources;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Confusion about how to cite sources;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Misconception about terminology;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Pressure;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Poor time management and organizational skills;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Product-oriented writing assignments; and<\/span><\/p>\n

\u2022\u00a0\u00a0\u00a0 Cultural factors.<\/span><\/p>\n<\/div>\n

\n

Some other reasons of plagiarism are as follows:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Laziness;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Fear of failure;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Language jargon;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Publish to prosper (for career advancement); and<\/p>\n

\u2022\u00a0\u00a0\u00a0 Recognition amongst the peers.<\/p>\n

 <\/p>\n

5.\u00a0\u00a0\u00a0\u00a0 Some Cases of Plagiarism\u00a0<\/strong><\/p>\n

 <\/p>\n

The \u201cSociety for Scientific Values,\u201d (n.d.) has listed the following instances of plagiarism:<\/p>\n

 <\/p>\n

i.\u00a0\u00a0\u00a0 <\/strong>Kundu et al, NCCS-DBT<\/strong>: This case of misrepresentation of data in two JBC publications by Dr. Kundu and his students, as established by Society for Scientific Values, has received a very wide coverage in the media. The 2nd paper published in JBC was retracted by the journal.<\/p>\n

 <\/p>\n

ii.\u00a0\u00a0\u00a0\u00a0 <\/strong>Atiyah-Raju Case: <\/strong>Prof C.K. Raju charged Prof Michel Atiyah, former President of the Royal Society, UK, of plagiarizing or claiming inappropriate credit to some of his previously published ideas. After ascertaining from 3 independent experts that the complaint is valid, SSV contacted Dr. Atiyah for his views. Atiyah wrote to SSV that while he has not published anything on the subject under question, he has indeed lectured on the subject without being aware of Raju’s publications. Now that he is aware of them, he assured that he would certainly cite them if and when he publishes something on the subject.<\/p>\n

 <\/p>\n

iii.\u00a0\u00a0 <\/strong>Khanuja-CIMAP<\/strong>: Besides being a coauthor of most publications and patents originating from CIMAP of which he was the Director, some of the publications of Dr. Khanuja are plagiarized.<\/p>\n

 <\/p>\n

iv.\u00a0 \u00a0<\/strong>Selladurai, et al, Anna Univ.<\/strong>: Prof Selladurai and his students of Anna University have plagiarized a paper in an international journal.<\/p>\n

 <\/p>\n

v.\u00a0\u00a0\u00a0\u00a0 <\/strong>Vankar, IITK<\/strong>: Dr. Padma Vankar of IITK was charged by the Pesticides Manufacturers and Formulators Association of India with manipulation of pesticide data. Vankar was earlier involved in a plagiarism case.<\/p>\n<\/div>\n

 <\/p>\n

vi.\u00a0\u00a0\u00a0 <\/strong>Mashelkar<\/strong>: The highly publicized case of plagiarism involving the MashelkarCommittee on patents, as well as Mashelkar’s book on IPR entitled “Intellectual Property and Competitive Strategies in the 21st Century” by Shahid Ali Khan and R.A. Mashelkar that was published by Kluwer in 2004.<\/span><\/p>\n

\n

 <\/p>\n

vii.\u00a0\u00a0\u00a0 <\/strong>Karmeshu and Sharma, Shachi <\/strong>from JNU has alleged that Prof. Demetres Kouvatsos, a professor of information systems at the University of Bradford in the UK, copied ideas from a paper submitted to Performance Evaluation, a peer-reviewed journal that rejected the manuscript. Subsequently, Kouvatsos and Salam AdliAssi added a few incremental equations to their research and presented a paper at Euro- NGI 2007, a conference held in Norway.<\/p>\n

 <\/p>\n

viii.\u00a0 \u00a0<\/strong>Chiranjeevi, P. <\/strong>a Professor at Sri Venkateswara University, Tirupati, was indicted by an internal committee for plagiarizing and falsifying more than 70 research papers. Elsevier BV, the largest scientific publisher in the world, has retracted 13 of his articles published in their journals.<\/p>\n

 <\/p>\n

ix.\u00a0\u00a0\u00a0 <\/strong>Prof. Shigeaki Kato <\/strong>from University of Tokyo whose 25 research articles were retracted is alleged to have been the ringleader of a scheme to cover up other research misconduct at the University of Tokyo, his former employer, which investigated the activity.<\/p>\n

 <\/p>\n

Retraction.com (\u201cRetraction Watch,\u201d n.d.) is a blog that keep tracts of articles that are retracted due to manipulation, plagiarism or falsification of data. GrieneisenandZhang(2012) reported that 4,449 scholarly publications were retracted from 1928-2011. Further they found that retraction is more due to alleged publishing misconduct (47%) which is more than alleged research misconduct (20%) or questionable data\/interpretations (42%).<\/p>\n

 <\/p>\n

6.\u00a0\u00a0\u00a0\u00a0 Plagiarism Detection\u00a0<\/strong><\/p>\n

 <\/p>\n

Plagiarism can be detected with little efforts by the experienced scientists and faculty members who are engaged in highly specialized area of research with their extensive reading, referring practices and with their interactions with their peers during seminars, conferences, symposium and colloquia. Further, detection can be either manual or computer- assisted. Manual detection requires substantial effort and excellent memory, and is impractical in cases where too many documents must be compared, or original documents are not available for comparison. Computer-assisted detection allows vast collections of documents to be\u00a0compared to each other, making successful detection much more likely (\u201cPlagiarism detection,\u201d 2014).<\/span><\/p>\n<\/div>\n

\n

 <\/p>\n

6.1\u00a0\u00a0 Manual Detection\u00a0<\/strong><\/p>\n

 <\/p>\n

Though the manual detection is difficult, however, it can be achieved by deploying strategic assessment skills. Detecting plagiarism is relatively easier task for well-experienced scientists and faculty members and reviewers working in a highly specialized area of research. Robert Harris, (2004) pointed out the following indicators for plagiarism in a text:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Mixed citation styles;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Lack of references or quotations;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Unusual formatting;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Anomalies of diction;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Anomalies of style; and<\/p>\n

\u2022\u00a0\u00a0\u00a0 Blunders of clues, which include obvious indicators of copying.<\/p>\n

 <\/p>\n

6.2\u00a0\u00a0 Cyberspace Plagiarism Detection\u00a0<\/strong><\/p>\n

 <\/p>\n

It is also important to check plagiarism in an article available in digital format against material published on the Web as it could have been prepared by few mouse clicks through cut-copy option from\u00a0 several readily available papers on\u00a0 the Internet. It is common practices that school students get their school assignments done through contract cheating that refers to outsourcing of assignments by students to agencies who produce the assignments on their behalf. These contract sites are grouped into four categories: auction sites, discussion forums, essay mills and feed aggregators. <\/em>Schoolsucks.com, coursework.info, cheathouse.com and essayschool.com are few examples to sites for these kinds (Lancasterand Clarke., 2008).<\/p>\n

 <\/p>\n

Using technology for technology driven plagiarism, For Example, using plagiarism detection software for detecting the cyberspace plagiarism is the latest trend across academic institutions. The plagiarism detection technology uses a set of powerful algorithms to create a digital fingerprint of any text document. Then the document\u2019s fingerprint is cross- referenced against local databases, and Internet. Finally a colour coded originality report; complete with source links is generated. (\u201cwhat <\/a>is plagiarism?\u201dn.d.).See Fig. 1 to 3 given below to understand colour coded originality report from an open source software and a commercial anti- plagiarism software:<\/p>\n<\/div>\n

 <\/p>\n

Sample of Research Articles Checked Through \u2018Plagiarism Detector\u2019-Open Source Software\u00a0<\/span><\/p>\n

\n

\"\"<\/p>\n

F<\/strong>ig.1: Article which has references that are not available as\u00a0<\/strong>\u2018Open Access\u2019<\/strong><\/p>\n<\/div>\n

 <\/p>\n

\n

\"\"<\/p>\n

 <\/p>\n

F<\/strong>ig. 2: Article which has references that are available limited\u00a0<\/strong>as \u2018Open Access\u2019<\/strong><\/p>\n<\/div>\n

 <\/p>\n

\n

\"\"<\/p>\n

 <\/p>\n

F<\/strong>ig.3: Article which has references that are available widely as\u00a0<\/strong>\u2018Open Access\u2019<\/strong><\/p>\n<\/div>\n

 <\/p>\n

\n\n\n\n\n\n
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Or<\/strong>iginality Report<\/strong>
\n
\n<\/strong><\/td>\n<\/tr>\n
Similarity<\/strong> Index<\/strong><\/td>\nInternet<\/strong> Sources<\/strong><\/td>\nP<\/strong>ublications<\/strong><\/td>\nStudent<\/strong> P<\/strong>apers<\/strong><\/td>\n<\/tr>\n
23%<\/td>\n16%<\/td>\n7%<\/td>\n6%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

T<\/strong>able 1 Showing the Originality Report of the Document through Commercial Software<\/strong><\/p>\n

 <\/p>\n

6.2.1.\u00a0\u00a0 <\/strong>C<\/strong>ommercial Plagiarism Detection Software<\/strong><\/p>\n

 <\/p>\n

A few examples of commercially available plagiarism detection software are given below:<\/p>\n

 <\/p>\n

i.\u00a0\u00a0 <\/strong>Easy Verification Engine (EVE2) <\/strong>is a very powerful tool that allows professors and teachers at all levels of the education system to determine if students have plagiarized material from the World Wide Web. EVE2 accepts essays in plain text, Microsoft Word, or Corel Word Perfect format and returns links to web pages from which a student may have plagiarized.(\u201cEasy Verification Engine EVE2,\u201d n.d.).<\/p>\n

 <\/p>\n

ii.\u00a0<\/strong>Turnitin <\/strong>is a new, enhanced version that integrates with three essential instructional support tools: Originality Check- plagiarism prevention, GradeMark- paperless grading and PeerMark- peer reviewing. Turnitin helps to:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Work with a single, “all-in-one” view of a student’s paper in its original format, <\/strong>including styled text, graphics and photos.<\/p>\n

\u2022\u00a0\u00a0\u00a0 View feedback from all sources in one comprehensive, multi- layered view.<\/p>\n

\u2022\u00a0\u00a0\u00a0 Maintain academic integrity and engage students in their development as learners.(\u201cTurnitin Plagiarism \u00a0Detection Software,\u201d n.d.)<\/p>\n

 <\/p>\n

iii.\u00a0<\/strong>iThenticate <\/strong>is the leading provider of professional plagiarism detection and prevention technology used worldwide by scholarly publishers and research institutions to ensure the originality of written work before publication. iThenticate helps editors, authors and researchers prevent misconduct by comparing manuscripts against its database of over 45 billion web pages and 130 million content items, including 38 million works from 530 scholarly publisher participants\u00a0of <\/span>CrossCheck<\/em>, a service offered by CrossRef and powered by iThenticate software. iThenticate is developed by Turnitin, the leader in plagiarism and originality checking for educational institutions worldwide (\u201cPlagiarism Detection Software | iThenticate,\u201d n.d.).<\/span><\/p>\n<\/div>\n

\n

 <\/p>\n

6.2.2.\u00a0\u00a0 Open Source Plagiarism Detection Software\u00a0<\/strong><\/p>\n

 <\/p>\n

Examples of a few open source plagiarism detection software that are available online are as follows:<\/p>\n

 <\/p>\n

i.\u00a0\u00a0 Crot open source software is available in two basic versions, Open source Plug-in for Moodle CMS which can be used only if embedded to the running version of Moodle course management system. This version is useful for educational institutes and the other one is Crot Desktop which is primarily intended for individual users. It is a shareware and free for three papers. (\u201cCROT software,\u201d n.d.)<\/p>\n

 <\/p>\n

ii.\u00a0 \u00a0DOC Cop creates repots displaying the correlation and matches between documents or a document and the Web. It gathers the evidence, and provides the information required to judge whether plagiarism has occurred without taking copyright or ownership of your material. (\u201cDoccop Software,\u201d n.d.)<\/p>\n

 <\/p>\n

iii.\u00a0 Viper is fast becoming the plagiarism checker of choice, rising over and above other plagiarism checkers, with over 10 billion resources scanned and an easy interface which highlights potential areas of plagiarism in an article. (\u201cViper – Anti-plagiarism Scanner,\u201d n.d.)<\/p>\n

 <\/p>\n

A comprehensive list of plagiarism detection software can be found from Vij, Soni, andMakhdumi, (2009).<\/p>\n

 <\/p>\n

6.3\u00a0\u00a0 Limitations of Plagiarism Detection Software\u00a0<\/strong><\/p>\n

 <\/p>\n

Major limitations of Plagiarism Detection Software are as follows:<\/p>\n

 <\/p>\n

i.\u00a0\u00a0 There are number of open source plagiarism detection software that are available, while some of them are to be downloaded and installed others are available as shareware. Highly effective plagiarism detection software with Web-based online interfaces are not available free of cost.<\/p>\n

 <\/p>\n

ii.\u00a0\u00a0 Most plagiarism detection software rely on text-based matching of article or assignment submitted for plagiarism detection with documents available in the database of proprietor. As such, assignments or articles using materials not included in the databases cannot be detected.<\/span><\/p>\n

 <\/p>\n

iii.\u00a0\u00a0 Since one source for detection of plagiarism is not reliable, it is time consuming to check plagiarism using multiple sources with human intervention.<\/span><\/p>\n

 <\/p>\n

iv.\u00a0\u00a0\u00a0 There are chances of losing formats of assignments \/ articles submitted in the process of plagiarism detection.<\/span><\/p>\n

 <\/p>\n

v.\u00a0\u00a0 Original research work and data are made available to a third party that may lead to copyright violation.<\/span><\/p>\n<\/div>\n

\n

 <\/p>\n

vi.\u00a0\u00a0\u00a0\u00a0\u00a0 Use of plagiarism detection software may strain teacher- student relationship, as students may feel guilty till they are proven innocent.<\/p>\n

 <\/p>\n

vii.\u00a0\u00a0\u00a0\u00a0\u00a0 Plagiarism detection software can be fooled by making intelligent changes in syntax of plagiarized portion of article or assignment.<\/p>\n

 <\/p>\n

viii.\u00a0\u00a0\u00a0\u00a0 Plagiarism detection software would also detect common phrases and sentences that are often used in contemporary writings leading to increase in overall proportion of plagiarized content in a given text.<\/p>\n

 <\/p>\n

7.\u00a0\u00a0 Prevention Strategies\u00a0<\/strong><\/p>\n

 <\/p>\n

Preventing plagiarism is very difficult task as it is not a technological problem but associated with the ethical behaviour and application of appropriate research methodology. Consistent institutional approach is required against plagiarism\u00a0 and educating students to understand the necessity to avoid plagiarism, and more importantly promoting ethical behaviour in their academic work (Cogdell, and Dorothy,2008). Combating plagiarism can happen through combinatorial strategies that encompass institutes, faculty members and students. The following strategies can be deployed to prevent plagiarism:<\/p>\n

 <\/p>\n

7.1\u00a0\u00a0 Institutional Responsibilities<\/strong><\/p>\n<\/div>\n

Universities, as an academic policy, should take the following steps to prevent plagiarism:<\/span><\/p>\n

\n

 <\/p>\n

i.\u00a0\u00a0 Frame clear policies with appropriate disciplinary action that should be made available on their websites;<\/p>\n

 <\/p>\n

ii.\u00a0\u00a0\u00a0 Organize orientation programmes that should be conducted at the beginning of the each academic session wherein policies regarding plagiarism and research misconduct should be discussed;<\/p>\n

 <\/p>\n

iii.\u00a0\u00a0 Code of honour (declaration of academic integrity) should be taken from the students before handling the project work. Imparting education on plagiarism to students as well as to faculty;<\/p>\n

 <\/p>\n

iv.\u00a0 \u00a0Build institutional repositories including research articles, dissertations and theses, and student assignments to avoid plagiarism; and<\/p>\n

 <\/p>\n

v.\u00a0\u00a0\u00a0 Regulatory bodies like UGC and AICTE should come up with a policy to deal with plagiarism.<\/p>\n

 <\/p>\n

As suggested by K.Satyanaraya, (2010) the Government of India should frame a \u2018National Plan of Action\u2019 that include government\/funding agencies, journal editors, national academies, voluntary bodies, readers and public. Also every university should establish \u2018Centre for Ethical Research\u2019 with active involvement of librarians, department of library and information science, Director of Research, and Deans of Students\u2019 Welfare (M.P. Satija, 2011).<\/p>\n

 <\/p>\n

7.2\u00a0\u00a0 Role of Academic Community and Academicians\u00a0<\/strong><\/p>\n

 <\/p>\n

Evering and Moorman (2013) enunciated the following plan of action for members of academic community and academicians to address the complex issue of plagiarism:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Engage their students and colleagues in discussions about plagiarism;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Try to reach a consensus about what constitutes plagiarism;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Make distinctions between blatant and trivia plagiarism; and<\/p>\n

\u2022\u00a0\u00a0\u00a0 Determine appropriate responses and consequences to acts of plagiarism.<\/p>\n<\/div>\n

\n

In addition, faculty members may also engage with the students in the following activities:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Make plagiarism an explicit topic in their instruction.<\/p>\n

\u2022\u00a0\u00a0\u00a0 Help students to see how ideas evolve, and why it is important to acknowledge the work of others.<\/p>\n

\u2022\u00a0\u00a0\u00a0 Explain and model how to paraphrase and cite.<\/p>\n

\u2022\u00a0\u00a0\u00a0 Provide opportunities to write for realistic purposes and broad audiences.<\/p>\n

\u2022\u00a0\u00a0\u00a0 Review drafts of students\u2019 writing before the final text is due; try to identify acts of plagiarism early.<\/p>\n

\u2022\u00a0\u00a0\u00a0 Explicitly teach students how to search the Internet to find valid, reliable information.<\/p>\n

 <\/p>\n

7.3\u00a0\u00a0 Role of Academic Librarians and Library Professionals\u00a0<\/strong><\/p>\n

 <\/p>\n

Imparting education on what plagiarism is and how it can be avoided is meant for the students who are not aware of plagiarism or who are associated with unintentional and accidental plagiarism. Academic librarians can play a vital role by conducting information literacy programmes knowing the basic competencies of the students. With the implementation of Choice Based Credit System, even a course can be offered by Departments of Library and Information Science of respective universities on Information Literacy Competencies with Plagiarism as one of the course contents to the aspirant students.<\/p>\n

 <\/p>\n

As a part of Information Literacy Programmes, <\/strong>workshops can be organized for different\u00a0 categories of students on few possible\u00a0 below mentioned topics:<\/p>\n

 <\/p>\n

\u2022\u00a0\u00a0\u00a0 Locating \u00a0different \u00a0kinds \u00a0of \u00a0information \u00a0from \u00a0print \u00a0and \u00a0e- resources;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Search strategies;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Academic honesty;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Bibliographic citations;<\/p>\n

\u2022\u00a0\u00a0\u00a0 Copyright and fair use; and<\/p>\n

\u2022\u00a0\u00a0\u00a0 IPR related issues.<\/p>\n

 <\/p>\n

The Information Literacy Programmes, with the above mentioned topics,should be targeted not only to the undergraduate and post-graduate students but also to the research scholars and freshly joined faculty members. Such kind of programmes when conducted in congenial way will help to bring more number of students and faculty members to the\u00a0library creating a scholarly environment flourishing academic and research activities in the universities.<\/span><\/p>\n<\/div>\n

\n

 <\/p>\n

7.4\u00a0\u00a0 Role of UGC and INFLIBNET Centre\u00a0<\/strong><\/p>\n

 <\/p>\n

The INFLIBNET Centre, as a mandate of the UGC, is hosting and maintaining a digital repository of Indian Electronic Theses and Dissertations accessible to all institutions and universities (\u201cShodhganga: Reservoir of Indian Theses,\u201d n.d.). As on 18th August, 2014, researchers from 186 universities have started submitting their theses into the repository and 176 universities have signed MoU with the INFLIBNET Centre on Shodhganga and\u00a0total number of theses submitted into the repository has grown to 19,994.The MoU signed between universities and INFLIBNET Centre for participating in Shodhganga, provides number of incentives to universities that are signatory to MoU on Shodhganga. One of the incentives is to provide plagiarism detection software to member universities. More than 100 universities are already getting access two plagiarism detection software, namely Turnitin and iThenticate. This initiative could prove to be a major step to avoid plagiarism and to develop qualitative research in Indian Universities.<\/p>\n

 <\/p>\n

8.\u00a0\u00a0 Summary\u00a0<\/strong><\/p>\n

 <\/p>\n

Plagiarism is copying words or ideas, paraphrasing someone\u2019s work without acknowledging the original author\/creator. Plagiarism may be intentional or unintentional. Well-experienced academicians and peer reviewers can find plagiarism from the contents with little efforts. Cyberspace plagiarism\u00a0 can be easily detected by checking quotes or important words through Google search and also using plagiarism detection software. Academicians and library professionals are required to put-in lot of efforts for prevention of plagiarism. In India, there is an urgent need for written policy to be framed by University Grants Commission (UGC) and other regulatory bodies to address plagiarism in Higher Education. It is also proposed to set-up \u2018Ethical Research Centers\u2019 in Indian universities. The Government of India should frame a \u2018National Plan of Action\u2019 that include government\/funding agencies, journal editors, national academies, voluntary bodies, readers and public. Above all, each individual should be self-disciplined and think of the importance of creative and innovative thinking while prospering in their careers.<\/p>\n<\/div>\n

\n

 <\/p>\n

9.\u00a0\u00a0 References\u00a0<\/strong><\/p>\n

 <\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 Bolden, D. (n.d.). LibGuides.Plagiarism.Home. Retrieved August 22, 2014, from http:\/\/libguides.uah.edu\/plagiarism<\/a><\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 Cogdell, Barbara andAidules, Dorothy. (2008). Dealing with Plagiarism as an Ethical Issue. In Robert Tim S (Ed.), Student Plagiarism in an Online World: Problems and Solutions, (pp. 38-59). USA: IGI Global.<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0 CROT software. (n.d.).CROT software. Retrieved August 22, 2014, from http:\/\/www.crotsoftware.com\/<\/a><\/p>\n

4.\u00a0\u00a0\u00a0\u00a0 Doccop Software. (n.d.). Retrieved from\u00a0https:\/\/www.doccop.com\/index.html<\/a><\/p>\n

5.\u00a0\u00a0\u00a0\u00a0 Easy Verification Engine EVE2. (n.d.). Retrieved from\u00a0http:\/\/www.canexus.com\/<\/a><\/p>\n

6.\u00a0\u00a0\u00a0\u00a0 Evering, L. C., and Moorman, G. (2012). Rethinking Plagiarism in the Digital Age. Journal of Adolescent and Adult Literacy, 56(1), 35\u201344. doi:10.1002\/JAAL.00100<\/p>\n

7.\u00a0\u00a0\u00a0\u00a0 Grieneisen, M. L., and Zhang, M. (2012). A Comprehensive Survey of Retracted Articles from the Scholarly Literature. PLoS ONE, 7(10), e44118.\u00a0 \u00a0doi:10.1371\/journal.pone.0044118<\/p>\n

8.\u00a0\u00a0\u00a0\u00a0 Hermann Maurer, Frank Kappe, and Bilal Zaka. (2006). Plagiarism – A Survey.Journal of Universal Computer Science, 12(8), 1050\u20131084.<\/p>\n

9.\u00a0\u00a0\u00a0\u00a0 K. Satyanarayana. (2010). Plagiarism: a scourge afflicting the Indian science. Indian J Med Res, 131, 373\u2013376.<\/p>\n

10. Lancaster, T and Clarke, L. (2008). The Phenomenon of Contract Cheating. In Robert Tim S (Ed.), Student Plagiarism in an Online World: Problems and Solutions, (pp. 144-158). USA: IGI Global.<\/p>\n

11.\u00a0 M.P. Satija. (2011). Plagiarism: A Tempting Snake. University News, 49(21), 4\u20138.<\/p>\n

12. Macrina, F. L. (2005). Scientific integrity: text and cases in responsible conduct of research. Washington, D.C.: ASM Press.<\/p>\n

13. Melbourne, T. U. of. (n.d.).Plagiarism\u202f: Academic honesty and plagiarism. Retrieved August 21, 2014, from https:\/\/academichonesty.unimelb.edu.au\/plagiarism.html#5<\/a><\/p>\n

14. Meriam-Webster. (n.d.). Plagiarism. Retrieved from<\/span> http:\/\/www.learnersdictionary.com\/definition\/plagiarism<\/a><\/p>\n

15. ORI Policy on Plagiarism. (n.d.).The Office of Research Integrity of US Dept. of Health and Human Service. Retrieved from\u00a0<\/span>http:\/\/ori.hhs.gov\/ori-policy-plagiarism<\/a><\/p>\n

16. Plagiarism detection. (2014, July 29). In Wikipedia, the free encyclopedia. Retrieved from <\/span>http:\/\/en.wikipedia.org\/w\/index.php?title=Plagiarism_detectionandoldi<\/a> d=618933494<\/a><\/p>\n<\/div>\n

\n

 <\/p>\n

17. Plagiarism Detection Software | iThenticate. (n.d.). Retrieved August 22, 2014, from http:\/\/www.ithenticate.com\/<\/a><\/p>\n

18. Rajeev, Vij, Navin Kumar Soni, and Gayas Makhdumi. (2009). Encouraging Academic Honesty through Anti-Plagiarism software. In Proceedings of 7th International CALIBER-2009 (pp. 439\u2013448). Ahmedabad: INFLIBNET Centre.<\/p>\n

19. Retraction Watch. (n.d.).Retraction Watch. Retrieved August 22, 2014, from http:\/\/retractionwatch.com\/<\/a><\/p>\n

20. Robert, Tim S. (2008). \u201cStudent Plagiarism in an Online World: An Introduction\u201d In Robert Tim S (Ed.), Student Plagiarism in an Online World: Problems and Solutions, (pp. 1-22). USA: IGI Global.<\/p>\n

21. Robert Harris. (2004). Anti-Plagiarism Strategies for Research Papers. Retrieved from http:\/\/www.virtualsalt.com\/antiplag.htm<\/a><\/p>\n

22. Shodhganga: Reservoir of Indian Theses. (n.d.). Retrieved from\u00a0http:\/\/shodhganga.inflibnet.ac.in\/<\/a><\/p>\n

23. Society for Scientific Values. (n.d.). Retrieved from\u00a0http:\/\/www.scientificvalues.org\/cases.html<\/a><\/p>\n

24. Turnitin Plagiarism Detection Software. (n.d.). Retrieved from\u00a0http:\/\/turnitin.com\/en_us\/features\/overview<\/a><\/p>\n

25. What is Plagiarism?(n.d.).Plagiarism.org – Best Practices for Ensuring Originality in Written Work. Retrieved August 22, 2014, from http:\/\/www.plagiarism.org\/plagiarism-101\/what-is-plagiarism\/<\/a><\/p>\n

26. Viper – Anti-plagiarism Scanner. (n.d.). Retrieved from\u00a0http:\/\/www.scanmyessay.com\/<\/a><\/p>\n<\/div>\n

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