Dissertationen zum Thema „Plagiarism. Plagiat“

This work presents three short fictional texts recounting certain significant passages in the career of our central character, Isidore Tousignant, plagiarism expert and expert plagiarist. A trainee journalist, later a doctoral student and finally a university lecturer, our wily protagonist explores the repetitions of journalism and the redundancies of amourous discourse; textual duplicity in literary research; and perversions of professorial authority and authorial integrity in an academic context.
In the acompanying critical essay, we present varied notions of literary plagiarism, supported by selected works of Charles Nodier, Jorge Luis Borges, and Danilo Kis, and we propose certain possible avenues of inquiry into the subject, referring principally to the research of Michel Schneider, Gerard Genette, and Marilyn Randall.

The purpose of this study is to gain insight on how art teacher’s reason about what is “plagiarism” in the subject of art. This study focus on how different art teacher´s reason on the boundaries of plagiarism. What are the rules of duplicating an image before it is looked upon as plagiarism? The five interviewed teachers refer in its reasoning to the main curriculum and the rules of copyright; they also support the negative view of the plagiarism in the world of art.The theory of originality is a theory that deals with the vision of the originality in contemporary time. It is a theory that opposes the romanticism view on the original and question the traditional approach to the artist's ability to create out of nothing. This theory combined with the main curriculum and the rules of copyright are used in this study to analyze teachers' approach and way of thinking about the boundaries of plagiarism in art class in upper secondary level. The results show that the teachers consider this topic to be complicated, and think differently about the restrictions.Keywords: art

Plagiat är en välkänd utmaning inom skolvärlden och är inte på något sätt ett nytt fenomen.Tidigare studier vittnar om att det finns olika anledningar till varför elever plagierar samt att det inte alltid är lätt att avgöra hur mycket och vad som är plagiat. Tvärtom kan plagiat vara omedveten och då blir det en fråga om utbildning snarare än om elevens moral.Denna studies syfte är att undersöka lärarnas uppfattningar av plagiat och hur lärare kan arbeta med att hjälpa elever att undvika plagiat. För att uppnå syftet intervjuas fem gymnasielärare som undervisar i gymnasiegemensamma ämnen och studiens analys och resultat utgår från den fenomenografiska metoden. På så sätt urskiljs och identifieras olika uppfattningar av plagiat. Studiens resultat visar att det finns olika uppfattningar gällande plagiat, bland annat skiljer sig uppfattningarna åt i fråga om mängd och innehåll i ett plagierat elevarbete. Vidare visar resultatet även att lärarna uppfattar inställningen till plagiat som en generationsfråga och att Internet och tillgängligheten till information påverkat sättet att arbeta på i skolan, för både dem och eleverna. Plagiat kopplas också till,av lärarna upplevd förändrad kunskapssyn hos elever vars fokus är betyg snarare än kunskap.
Plagiarism is a well-known challenge in education and is by no means a new phenomenon.Previous studies testify that there are various reasons why students plagiarize and that it is not always easy to determine what and how much counts as plagiarism. On the contrary, plagiarism can be unconscious and then it perhaps becomes a matter of education rather than about the student's morality. The purpose of this study is to examine the teachers' perceptions of plagiarism and how teachers can work with helping pupils avoid plagiarism. In order to achieve the purpose, five high school teachers who teach upper secondary school subjects are interviewed and the study's analysis and results are based on the phenomenographic method. In this way, different perceptions of plagiarism are identified. The study's results show that there are different perceptions regarding plagiarism, among other things the perceptions differ in terms of quantity and content of plagiarized studentwork. Furthermore, the results show that the teachers perceive the attitude to plagiarism as a generation issue and that the Internet and accessibility to information have influenced the way in which they work at school, for both them and the students. Plagiarism is also linked to, by the teachers perceived, a changed knowledge view where students focus more on grades rather than knowledge.

In school, pupils learn to critically relate to sources of various texts. In the course of time they also learn how to make references and cite properly. Yet, alarming reports show increasing cheating and plagiarism in colleges and universities. Plagiarism prevention services are used today in Swedish high schools. We are questioning how this relates to the sociocultural perspective and curriculum view of imitation as a natural part of the learning process, communication and language. Material from depth interviews, with four teachers in the school subject Swedish about their theoretical and practical approach to students' writing process and writing development are used to deal with the issues of this thesis. The results from the interviews are analyzed in relation to a literature study on the subject. Research on the sociocultural perspective shows that imitation is a natural part of the learning process, communication and language. The form of intertextuality that occurs when texts are imitated and voices are borrowed - dialogism - is not only natural but also necessary for all writing development. We seem to be unable to discern the natural role of imitation in students’ writing development among all respondents.

Plagiarism in programming assignments has been a problem for a long time, and while the schools try to stop it, it is an ever ongoing game of cat and mouse between students and the schools. When students find new ways to hide their plagiarism, others develop new tools to find it again. This thesis looks specifically at plagiarism in entry level coding assignments, where the code is usually much simpler, and if it is possible to use the structure of the program code to detect plagiarism. The structural properties chosen is the abstract syntax tree for the code along with the codes call graph. The syntax tree contains the programs general structure and the call graphs are used in an attempt to find plagiarism where plagiarized code has been split up in smaller parts. For comparison a well established algorithm called MOSS is used. The results shows that the abstract syntax tree and call graph can be used to identify plagiarism, but it seems it is not worth the additional effort needed to use algorithms based on program structure, as it seems the plagiarism done for these assignments is quite simplistic. Additional research should instead be done to find out more on how students actually cheat in these entry level assignments and develop methods to counter those specifically.
Plagiering i programmeringsuppgifter i skolan har varit ett problem under lång tid. Skolorna försöker stoppa det men det är en ständigt pågående katt och råtta-lek mellan skolorna och eleverna. När studenterna hittar nya sätt att dölja plagiat så skapar någon annan nya metoder för att upptäcka det. Den här rapporten kommer att fokusera specifikt på plagiering i instegsuppgifter för programmering, där programmen oftast är mycket enklare och om det är möjligt att använda programstrukturen i dessa för att upptäcka plagiat. De strukturella egenskaper som används är programmens abstrakta syntaxträd och anropsgrafer. Syntaxträdet innehåller programmets generella struktur och anropsgraferna används för att försöka hitta plagiat där den plagierade programkoden har delats upp i mindre delar. Som jämförelsealgoritm används en väletablerad algoritm som kallas MOSS. Resultaten visar att det är möjligt att använda det abstrakta syntaxträdet och anropsgrafen för att upptäcka plagiering, men det verkar inte vara värt det extra arbete som krävs för att implementera algoritmer baserade på strukturella egenskaper. Detta då de plagiat som gjorts för dessa uppgifter är simpla. Mer forskning bör istället fokusera på exakt hur studenter fuskar i dessa uppgifter och utveckla metoder för att specifikt upptäcka dessa.

La présente recherche a pour objet le plagiat littéraire dans les littératures hispaniques d’un point de vue historique, théorique et pratique. Si la perception du plagiat et sa représentation discursive ont été l’objet d’importantes évolutions tout au long de l’Histoire, un certain nombre d’éléments semble récurrent. Un plagiaire est un «faux auteur», mais cette notion de base n’a cessé de s’enrichir à partir de matériaux provenant d’horizons divers, tant épistémologiques que discursifs. Considéré comme une simple infraction morale ou juridique et rattaché par la suite à une diffuse notion d’intertextualité, les études les plus récentes ont recours à la Pragmatique pour essayer d’appréhender la nature ambiguë et polémique de la question. Ce travail adopte une approche pluridisciplinaire du phénomène, réunissant des contributions jusqu’à présent éparpillées entre la Littérature Comparée, le Droit, l’Histoire ou les différentes littératures nationales, mais gardant toujours son centre d’intérêt dans les littératures hispaniques. L’étude est divisée en trois parties. La première concerne l’apparition, la consolidation et l’évolution de la notion jusqu’à la fin du XVIIe siècle. Ensuite, nous exposons les différentes théories sur le plagiat, mises en relation avec les approches disciplinaires adoptées. Enfin, nous offrons une analyse sur les applications pratiques du plagiat : on y découvre leurs différents emplois normatifs, stratégiques, idéologiques ou artistiques. Cette étude propose une perspective d’ensemble ainsi qu’un corpus théorique et littéraire sur ces contenus, en vue d’ouvrir de nouveaux axes de recherche dans le domaine des littératures hispaniques
The object of this study is literary plagiarism in Spanish Literatures, from a historical, theoretical and practical approach. From a historical point of view, plagiarism perception and representation have encountered important evolutions. However, they have preserved common elements. A plagiarist is an ‘untruthful author’, but to this basic notion other materials have been attached from a number of epistemological and disciplinary perspectives. Considered first as a mere moral or legal infringement and subsequently assimilated to a certain concept of intertextuality, recent studies make use of pragmatic approaches to intend an explanation of the ambiguous and polemic nature of the subject. This thesis studies the phenomenon from a multidisciplinary approach, gaining with the contributions collected from Law, Comparative Literature, History or the different national literatures, though maintaining its focus on Spanish Literatures. The study is divided in three parts. The first one deals with the emergence, instauration and evolution of the concept until approximately the end of the XVIIth century. Secondly, different theories are reviewed in relation with the particular disciplinary approaches adopted. Finally, practical applications of plagiarism are considered: normative, strategic, ideological or artistic uses.This study offers a general view of the subject and both a theoretical and a literary corpus, until presently scattered in monographic works, in order to propose some possible research guidelines on plagiarism in the realm of the Spanish Literatures
La presente investigación tiene como objeto el plagio literario en las literaturas hispánicas desde una dimensión histórica, teórica y práctica. Desde el punto de vista histórico, la percepción del plagio y su representación discursiva han sufrido evoluciones importantes, aunque siempre han conservado elementos comunes. Un plagiario es un “falso autor”, pero esta noción de base se ha ido enriqueciendo a partir de materiales provenientes de numerosos horizontes epistemológicos y discursivos. Considerado como una mera infracción moral o jurídica y, posteriormente, asimilado a una difusa noción de intertextualidad, los estudios más recientes se sirven de la pragmática para intentar explicar la naturaleza ambigua y po-lémica de la cuestión. Esta tesis aborda el fenómeno desde una perspectiva multidisciplinar, reaprovechando las contribuciones hasta ahora dispersas en la literatura comparada, el derecho, la historia o las distintas literaturas naciona-les, pero conservando en su centro de interés las literaturas hispánicas. El estudio se divide en tres partes. Una primera que concierne la aparición, consolidación y evolución de la noción hasta fines del siglo XVII. En la segunda parte, se exponen las distintas teorías sobre el plagio, en relación con las perspectivas disciplinarias adoptadas. Por último, se ana-lizan las aplicaciones prácticas del plagio: sus usos normativos, estratégicos, ideológicos o artísticos. El plagiarismo como procedimiento creativo está presente en numerosos movimientos de diferentes épocas, asociado especialmente a la vanguardia y a la Posmodernidad.Este trabajo propone una visión y un corpus teórico y literario de conjunto sobre estos contenidos, hasta ahora dispersos en obras esencialmente monográficas, con la esperanza de que abran nuevas líneas de investigación en el ámbito de la literatura hispánica

The purpose of this study was to better understand how the universities in Sweden work to prevent plagiarism, how they use plagiarism detection tools and what knowledge the students have or wish to have about plagiarism. This was studied through interviews with teachers and administration staff from one smaller university in Sweden together with a questionnaire for students attending any university in Sweden. The study shows that the information about plagiarism can be clearer from teachers according to the students, to prevent plagiarism as far as possible. It also shows that the university is already working to improve the information so that the students in a better way can understand, but it is hard to know how to give the information and what information that the students need. The examined university are using the system Urkund as a plagiarism detection tool and the study shows that teachers in general are satisfied with the system and how they use it. However, some teachers see an opportunity to use the detection tool in their teaching practises but need more knowledge of the system to do so efficiently. The students reportedly know what plagiarism means according to the study, but they do not have a deeper knowledge about it which they want from their universities, especially how the school is handling plagiarism cases and how the plagiarism detection tool works. The study concludes with recommendations for the universities to improve their work against plagiarism.
Syftet med denna studie var att ta reda på hur ett lärosäte i dagsläget arbetar för att motverka plagiat, hur man använder plagiatkontrollsystem och vad studenterna har för kunskap eller vilken information de känner att de saknar gällande plagiering. Detta undersöktes genom att intervjua lärare och förvaltningsanställda på en mindre högskola i Sverige och även genom en enkätundersökning som gick ut till studenter vid högre utbildning i hela Sverige. Studien visade att många studenter upplever att informationen från lärare och lärosätet kan bli tydligare för att i största möjliga mån undvika plagieringsfall. Den visar på att lärosätet redan jobbar för att förbättra informationen för studenterna men att det är svårt att veta vad som fungerar optimalt. Studien visar också på hur systemet Urkund används och i vilken grad. De allra flesta lärarna tycker att det är ett bra och användbartsystem och det känner sig bekväma med användandet, många kan också se en möjlighet till att använda systemet på ett mer pedagogiskt vis men behöver mer kunskap i hur det skulle kunna fungera. Studenterna anser sig veta vad plagiat innebär men en stor del tycker sig sakna mer djupgående information från sitt lärosäte för att få en bättre förståelse i främst förfarande vid upptäckt av plagiat och hur plagiatkontrollsystem fungerar. Slutligen ges rekommendationer till lärosäten för att kunna utveckla sitt arbete med att motverka plagiering och förbättra kommunikationen mellan lärare och studenter för att minimera plagiatfall.

La mise à disposition massive de documents via Internet (pages Web, entrepôts de données,documents numériques, numérisés ou retranscrits, etc.) rend de plus en plus aisée la récupération d’idées. Malheureusement, ce phénomène s’accompagne d’une augmentation des cas de plagiat.En effet, s’approprier du contenu, peu importe sa forme, sans le consentement de son auteur (ou de ses ayants droit) et sans citer ses sources, dans le but de le présenter comme sa propre œuvre ou création est considéré comme plagiat. De plus, ces dernières années, l’expansion d’Internet a également facilité l’accès à des documents du monde entier (écrits dans des langues étrangères)et à des outils de traduction automatique de plus en plus performants, accentuant ainsi la progression d’un nouveau type de plagiat : le plagiat translingue. Ce plagiat implique l’emprunt d’un texte tout en le traduisant (manuellement ou automatiquement) de sa langue originale vers la langue du document dans lequel le plagiaire veut l’inclure. De nos jours, la prévention du plagiat commence à porter ses fruits, grâce notamment à des logiciels anti-plagiat performants qui reposent sur des techniques de comparaison monolingue déjà bien éprouvées. Néanmoins, ces derniers ne traitent pas encore de manière efficace les cas translingues. Cette thèse est née du besoin de Compilatio, une société d’édition de l’un de ces logiciels anti-plagiat, de mesurer des similarités textuelles sémantiques translingues (sous-tâche de la détection du plagiat). Après avoir défini le plagiat et les différents concepts abordés au cours de cette thèse, nous établissons un état de l’art des différentes approches de détection du plagiat translingue. Nousprésentons également les différents corpus déjà existants pour la détection du plagiat translingue et exposons les limites qu’ils peuvent rencontrer lors d’une évaluation de méthodes de détection du plagiat translingue. Nous présentons ensuite le corpus que nous avons constitué et qui ne possède pas la plupart des limites rencontrées par les différents corpus déjà existants. Nous menons,à l’aide de ce nouveau corpus, une évaluation de plusieurs méthodes de l’état de l’art et découvrons que ces dernières se comportent différemment en fonction de certaines caractéristiques des textes sur lesquelles elles opèrent. Ensuite, nous présentons des nouvelles méthodes de mesure de similarités textuelles sémantiques translingues basées sur des représentations continues de mots(word embeddings). Nous proposons également une notion de pondération morphosyntaxique et fréquentielle de mots, qui peut aussi bien être utilisée au sein d’un vecteur qu’au sein d’un sac de mots, et nous montrons que son introduction dans ces nouvelles méthodes augmente leurs performances respectives. Nous testons ensuite différents systèmes de fusion et combinaison entre différentes méthodes et étudions les performances, sur notre corpus, de ces méthodes et fusions en les comparant à celles des méthodes de l’état de l’art. Nous obtenons ainsi de meilleurs résultats que l’état de l’art dans la totalité des sous-corpus étudiés. Nous terminons en présentant et discutant les résultats de ces méthodes lors de notre participation à la tâche de similarité textuelle sémantique (STS) translingue de la campagne d’évaluation SemEval 2017, où nous nous sommes classés 1er à la sous-tâche correspondant le plus au scénario industriel de Compilatio
The massive amount of documents through the Internet (e.g. web pages, data warehouses anddigital or transcribed texts) makes easier the recycling of ideas. Unfortunately, this phenomenonis accompanied by an increase of plagiarism cases. Indeed, claim ownership of content, withoutthe consent of its author and without crediting its source, and present it as new and original, isconsidered as plagiarism. In addition, the expansion of the Internet, which facilitates access todocuments throughout the world (written in foreign languages) as well as increasingly efficient(and freely available) machine translation tools, contribute to spread a new kind of plagiarism:cross-language plagiarism. Cross-language plagiarism means plagiarism by translation, i.e. a texthas been plagiarized while being translated (manually or automatically) from its original languageinto the language of the document in which the plagiarist wishes to include it. While prevention ofplagiarism is an active field of research and development, it covers mostly monolingual comparisontechniques. This thesis is a joint work between an academic laboratory (LIG) and Compilatio (asoftware publishing company of solutions for plagiarism detection), and proposes cross-lingualsemantic textual similarity measures, which is an important sub-task of cross-language plagiarismdetection.After defining the plagiarism and the different concepts discussed during this thesis, wepresent a state-of-the-art of the different cross-language plagiarism detection approaches. Wealso present the preexisting corpora for cross-language plagiarism detection and show their limits.Then we describe how we have gathered and built a new dataset, which does not contain mostof the limits encountered by the preexisting corpora. Using this new dataset, we conduct arigorous evaluation of several state-of-the-art methods and discover that they behave differentlyaccording to certain characteristics of the texts on which they operate. We next present newmethods for measuring cross-lingual semantic textual similarities based on word embeddings.We also propose a notion of morphosyntactic and frequency weighting of words, which can beused both within a vector and within a bag-of-words, and we show that its introduction inthe new methods increases their respective performance. Then we test different fusion systems(mostly based on linear regression). Our experiments show that we obtain better results thanthe state-of-the-art in all the sub-corpora studied. We conclude by presenting and discussingthe results of these methods obtained during our participation to the cross-lingual SemanticTextual Similarity (STS) task of SemEval-2017, where we ranked 1st on the sub-task that bestcorresponds to Compilatio’s use-case scenario

Depuis plusieurs années, on assiste à la croissance exponentielle des cas de plagiat non seulement dans les arts, mais aussi dans la recherche scientifique. La réalité veut qu’en l’absence d’un spécialiste de la littérature dans les débats à la barre pour trier le bon grain de l’ivraie, le juge se trouve très souvent obligé de jouer le rôle du spécialiste à la fois du droit et de la littérature. C’est donc dans ce contexte particulier, que se situe ce travail de recherche. L’objectif est de partir de l’analyse de quatre biographies, de deux romans et de trois décisions de justice pour essayer de pallier les insuffisances d’une « approche juridique » de la littérature et proposer une grille d’analyse littéraire systématisée. Cette grille d’analyse résulte de la conjugaison de deux processus : l’analyse manuelle et celle assistée par ordinateur. En effet, avec pour cadre général l’analyse de l’œuvre intégrale, l’analyse manuelle se combine avec la textométrie. faite à l’aide de deux logiciels : TXM conçu par le laboratoire ICAR de l’ENS de Lyon et Hyperbase conçu par le Professeur Étienne Brunet de l’université de Nice. C’est à l’issue de toutes ces investigations que le spécialiste de la littérature devrait émettre un avis motivé dont le tribunal devrait se servir pour dire le droit et... rendre justice
For several years now, there has been an exponential growth in cases of plagiarism not only in the arts, but in scientific research as well. Reality warrants that in the absence of a specialist in literature in court to separate the gold from the dross, the judge is often compelled to play the rote of both a specialist in law and in literature. It is against this backdrop that this research work is inspired. The aim is to analyze four biographies, two novels and three court rulings in an attempt to address the shortcomings of “legal approach” to literature and propose a systematized literary analytical framework. This analytical framework is the result of combining two processes : the manual process and the computer-assisted one. As a matter of fact, against a general framework of analyzing the complete works, manual analysis is combined with textometry, carried out using two softwares: TXM designed by the iCAR laboratory of ENS Lyon and Hyperbase designed by Professor Etienne Brunet of Nice University. It is after all these investigations that the literature specialist may issue a reasoned opinion that the court may use to say what the law is and... mete out justice

Behovet av att skydda sig mot plagiat har blivit allt viktigare. Med dagens snabba kommunikation och höga teknologisk standard, kan en mer eller mindre liknade eller exakt kopia vara på marknaden efter endast några få dagar.

Den som plagierar sparar både tid och pengar. Att formge en tilltalande produkt, tar tid och kostar pengar, vilket gör att den som kopiera utnyttjar det någon annan formgivit och det arbete den gjort. Dessutom sparar den som kopierar mycket tid på att inte behöva marknadsföra produkten.

De skydd som finns för produktens form och design, ges genom immaterialrätt som omfattar upphovsrätten patent, varukännetecken samt mönster - eller formgivningsskydd.

Alternativ för den som ”bara” vill göra känt att man formgivit något är Svensk Forms Nyhetsregister.

I uppsatsen redovisas några produkter som har blivit plagierade. Resultatet av dessa vissa att det är svårt för en mindre formgivare att skydda sin design.

The need of protection against plagiarism has become more important in the last few years.Develeopment of the internet means that a product similar the one you have made can be on the market in a few days. They who make use of plagiarism saves both time and money. That means that a company that uses plagiarism take advantage of the originator who made the product from the beginning. Another benefit that a company that are use plagiarism gets is that they dont need to pay money för marketing of the product.

There are both legal and agreed for a products design. These means gives protection for a product and help the founder to get credit for the innovation.

An alternative for a person that just wants to present that he or she is the founder is The Swedish Forms new Registration. In the paper a few observed cases of plagiarism has been examined. The result of these cases shows that it is difficult for a small person who has created a product to defend his product against plagiarism. This is due often due to lack of knowledge, expensive legal proceedings and insufficient global watch.

Besonders Studierende sind oft unsicher, was und wie zitiert wird. Die vorliegende Handreichung zum wissenschaftlichen Arbeiten der Sächsischen Landesbibliothek – Staats- und Universitätsbibliothek Dresden (SLUB) soll deshalb zu ihrer Orientierung dienen, wendet sich aber auch an Forschende in anderen Qualifikationsstadien. Sie geht auf grundsätzliche Fragen und generelle Übereinkünfte des Zitierens ein und will einen Überblick über Sinn und Anwendung des Zitates geben: Was, warum und wie wird zitiert? Eine tabellarische Übersicht über zwei verschiedene, aber fachübergreifend gängige Zitierstile – APA und Chicago – bietet Hilfe, wenn keine konkreten Vorgaben vom Lehrgebiet vorliegen. Der APA-Zitierstil folgt den Regeln der American Psychological Association (APA) und verwendet das Autor-Jahr-System. Beim Chicago-Zitierstil wird das Fußnoten-Bibliographie-System des Chicago Manual of Style vorgestellt, welches zur Kenntlichmachung von Zitaten hochgestellte Nummern im Text und Fußnoten nutzt. Ein Ausblick auf Arbeitshilfen und Schulungen sowie ein Literaturverzeichnis mit Hinweisen zu weiterführender Literatur runden die Handreichung ab. Richtiges Zitieren spielt nicht nur beim Schreiben der eigenen wissenschaftlichen Arbeit eine Rolle. Bereits bei der Recherche erfährt man, wie wichtig der exakte Nachweis einer Quelle für die schnelle Wiederauffindbarkeit ist. Insofern ist das Zitieren nur ein Baustein im gesamten Prozess der wissenschaftlichen Arbeit, der von der Entwicklung einer Fragestellung über die Recherche und Datenerhebung, die Analyse und Interpretation bis zur Formulierung und Publikation von Ergebnissen reicht. Der bewusste und sorgfältige Umgang mit Quellen (Literatur, aber auch Datenreihen oder Untersuchungsergebnissen) ist aber an jedem Punkt des Forschungsprozesses wesentlich, deshalb steht das korrekte Zitieren im Zentrum dieser Broschüre.:Zitieren ..... 1 Vorwort ..... 3 Einleitung ..... 4 Warum zitieren? ..... 6 Plagiate und wissenschaftliches Fehlverhalten ..... 8 Was zitieren? ..... 11 Zitierfähigkeit und Zitierwürdigkeit ..... 12 Woran erkennt man zitierwürdige Quellen? ..... 13 Zitieren von Internetquellen ..... 14 Primär- und Sekundärquellen ..... 16 Fremdsprachige Quellen ..... 17 Wie zitieren? ..... 18 Direktes und indirektes Zitat ..... 18 Der Nachweis des Zitats ..... 19 Zitierstile ..... 20 Der Zitierstil APA ..... 21 Der Zitierstil Chicago ..... 25 Weitere Zitierstile ..... 29 Literaturverwaltungsprogramme ..... 31 Schulungsangebote an der SLUB Dresden ..... 33 Literaturempfehlung ..... 34 Literaturverzeichnis ..... 36

La duplication de code source a de nombreuses origines : copie et adaptation inter-projets ou clonage au sein d'un même projet. Rechercher des correspondances de code copié permet de le factoriser dans un projet ou de mettre en évidence des situations de plagiat. Nous étudions des méthodes statiques de recherche de similarité sur du code ayant potentiellement subi des opérations d'édition telle que l'insertion, la suppression, la transposition ainsi que la factorisation et le développement de fonctions. Des techniques d'identification de similarité génomique sont examinées et adaptées au contexte de la recherche de clones de code source sous forme lexemisée. Après une discussion sur des procédés d'alignement de lexèmes et de recherche par empreintes de n-grams, est présentée une méthode de factorisation fusionnant les graphes d'appels de fonctions de projets au sein d'un graphe unique avec introduction de fonctions synthétiques exprimant les correspondances imbriquées. Elle utilise des structures d'indexation de suffixes pour la détermination de facteurs répétés. Une autre voie d'exploration permettant de manipuler de grandes bases indexées de code par arbre de syntaxe est abordée avec la recherche de sous-arbres similaires par leur hachage et leur indexation selon des profils d'abstraction variables. Des clones exacts de sous-arbres de forte proximité dans leurs arbres d'extraction peuvent alors être consolidés afin d'obtenir des correspondances approchées et étendues. En amont et en aval de la recherche de correspondances, des métriques de similarité sont définies afin de préselectionner les zones d'examen, affiner la recherche ou mieux représenter les résultats

Baigiamajame magistro darbe nagrinėjamos plagiatų aptikimas, vertinami skirtingi algoritmai, užsienio šalių patirtis šioje srityje. Išnagrinėti pagrindiniai būdai, kuriais remiantis nustatomi plagiatai. Darbo metu sukurta plagiatų patikros sistema ir įskiepis skirtas Moodle mokymosi aplinkai. Sistemoje naudojamo algoritmo efektyvumas matuojamas atsižvelgiant į duomenų saugojimo, bei gavimo būdus iš duomenų bazės, taip pat ir jo patikimumas. Baigiamajame darbe nagrinėjama kitų plagiatų patikros programų tikrinamų darbų skaičiaus įtaka jų darbo efektyvumui, bei lyginama su sukurtu produktu.
Main goal of this work was to create antiplagiarism system for Moodle. Before system development every aspect of it was researched. Hardest thing to design was algorithm for plagiarism detection, because it must be quite fast and accurate. After that plagiarism detection system was developed in PHP and SQL languages there were performed different speed tests. Created algorithm's one work processing time almost doesn't depend on work count in database, so this system is limited only by the amount of RAM and HDD space server has.

This semestral thesis presents definition of plagiarism and focuses primarily on solving this problem in academic world. The main topic is the detection of plagiarism. It is discussed the various steps of the detection process and special attention is given to plagiarism detection of program codes. The work mentions question of the reliability of detection tools and divides the plagiarism detection methods into basic groups. One chapter is devoted metrics for comparing files. Mentioned are two tools available to detect plagiarism. In the last chapter is analyzed own draft program for plagiarism detection of program codes. The detector was applied to a database of student’s works, and the results were plotted.

La présente étude se propose comme première tentative de lecture, interprétation et transcription intégrale duCentheologicon d’Heymeric de Campo, philosophe et théologien brabantin du XVème siècle, connu parmi lesspécialistes surtout pour sa relation intellectuelle avec son élève, Nicolas de Cuse.Ce travail se compose de deux volumes, le premier qui constitue le véritable noyau théorique de la recherche, c’est-à-direle problème théorique de la ‘citation’ considérée comme ars citandi dans la pratique des genres philosophiques etthéologiques notamment au moyen âge ; et le deuxième qui représente le travail philologique préparatoir à l’édition dutexte du Centheologicon, conservé dans un seul manuscrit qui se trouve à la Bibliothèque Royale de Bruxelles (ms.11571-75). Dans le premier volume on discute la relation entre ‘auteur et auctoritas’, ‘texte original et copie’, ‘écriture etplagiat’ tout en se concentrant sur la ‘pratique de la citation’ et l’emploi des sources ‘cachées’ dans le Centheologicond’Heymeric. Cette démarche a été possible grâce au repérage de certaines ‘sources implicites’ dans le texte, auparavantinconnues, et a permis d’interpréter la citation comme ‘travail tout à fait littéraire’ et non comme ‘plagiat’ dans le senspéjoratif du terme. Le deuxième volume complète l’étude avec la trascription intégrale du Centheologicon dans uneforme très proche à l’emendatio définitive du manuscrit latin et pourtant constitue un bon résultat en vue de l’achèvementde l’édition du Centheologicon
The study represents the first attempt to read, interpret and transcribe the complete Centheologicon of Heymeric deCampo, fifteenth century Flemish philosopher and theologian from Brabant, known among experts especially for hisintellectual relationship with his student, Nicolas of Cues.The work consists of two volumes; the first one is the core of the research, that is to say, the theoretical problem of the'citation', considered as ars citandi, in the practice of the philosophical and theological genres in the Middle Ages; andthe second one represents the philological work that is preparatory to the edition of the Centheologicon, preserved in asingle manuscript, which is in the Bibliothèque Royale of Brussels (ms. 11571-75).In the first volume the relationship between ‘author and auctoritas', 'original and copies 'composition and plagiarism isconsidered, by focusing the 'practice of citation’, and the use of 'hidden' sources in the Centheologicon of Heymeric.This approach has been made possible by the identification of 'implicit sources' in the text, previously unknown, andhelped interpret citation as 'quite literary work' and not as 'plagiarism' in the negative sense.The second volume completes the study with full transcription of the Centheologicon in a form very close to the finalemendatio of the Latin manuscript, thus being a good result for the completion of the edition of Centheologicon

Autorinių teisių pažeidimas ir plagiatas turi keletą aiškių paviršinių panašumų ir giliau paslėptų, ne taip aiškiai matomų skirtumų. Panašumai pasireiškia tiek plagijuojant, tiek pažeidžiant autorines teises, dažniausiai be kūrinio autoriaus leidimo yra kopijuojami svetimi darbai, tiek plagiatas, tiek autorinės teisės yra susiję su kūrybiniu procesu, kūrinių originalumu, autorystės pripažinimu ir siekia apsaugoti autorius, kad jų kūriniai nebūtų naudojami netinkamai. Būtent dėl šių akivaizdžių panašumų tarp plagiato ir autorinių teisių pažeidimo, kai kurie asmenys šiuos du dalykus supainioja. Žmonės pažvelgę į šią klaidingo sutapatinimo problemą giliau, teigia atvirkščiai ir plagiato su autorinių teisių pažeidimu visiškai nesulygina. Jų manymu plagiatas nėra teisinis terminas ir nebūtinai reiškia autorinių teisių pažeidimą, tai daugiau etikos nusižengimas darantis žalą akademinių institucijų ar pavienių asmenų reputacijai, kenkiantis mokslo pažangai ir kurybiniam procesui. Remiantis tarptautiniais ir nacionaliniais teisės aktais, moksline literatūra ir teismų praktika darbe yra atskleidžiama plagiato ir autorinių teisių pažeidimo sampratos Lietuvoje ir užsienio šalyse bei nustatinėjamas santykis tarp plagiato ir autorinių teisių pažeidimo. Autorių teisės ir autorinių teisių pažeidimo sąvoka yra aiškiai apibrėžta įstatymuose, aprašyta mokslinėje literatūroje, teismų prakitkoje, LR ATPK ir BK, įstatymai suderinti su Europos sąjungos direktyvomis bei tarptautinėmis sutartimis... [toliau žr. visą tekstą]
Copyright infringement and plagiarism have some clear similarities between them and deeper hidden, not so clearly visible differences. The similarities between plagiarism and copyright infringement are usually seen as copying someone’s work without permission from the author of that work, both are also concerned with the creative process and matters of originality and authorship. Both seek to prevent free riding on the work of others. Because of these obvious similarities plagiarism and copyright infringement are often confused. Scholars that study this problem of confusion say the opposite, they do not agree that copyright infringement and plagiarism are the same. They think plagiarism is not a legal term and does not necessarily imply a copyright infringement, it is more ethical misconduct that harms the academic institutions or individual's reputation, affecting the progress of science and the creative process. According to international and national legislation, the scientific literature and case law this thesis reveals the conception of plagiarism and copyright infringement in Lithuania and foreign countries and determines relation and intersection between copyright infringement and plagiarism. Author’s copyrights and copyright infringement are clearly defined by law, described in scientific literature, case law, Lithuanian penal and administrative codes and is in line with European Union directives and international treaties. However, plagiarism is not defined by law... [to full text]

This thesis is dealing with programming languages C and C++, various methods writing their constructions and development of application which detects very similar programs written in these languages. The application is intended to control plagiarism in school projects in which students have to create a program in C or C++. The application can check short programs as well as large programs divided into several modules.

L'Italie a toujours été une destination privilégiée de voyage et a accueilli les voyageurs de tous les pays, mais les Français y ont une place importante. Nombre de voyageurs ont éprouvé la nécessité de garder un souvenir en papier de leur entreprise viatique et il nous reste des lettres, de véritables récits de voyage ou des journaux intimes. Au 19e siècle, les femmes, souvent absentes de la littérature viatique antérieure, ont commencé à être associées au voyage d’Italie qui restait une destination favorite de la bonne société européenne. Le voyage d’Italie a été le sujet de nombreuses études depuis quelques décennies. J’ai décidé de m’insérer dans ce courant en privilégiant les récits de voyageuses du 19e siècle et en limitant à l’Italie du Nord, la plus proche de la sociabilité française. La sensibilité féminine est différente de celle des hommes et, bien que les voyageuses soient victimes des mêmes préjugés, l’image qu’on aura cette fois de l’Italie pourra être originale, en fonction aussi des catégories sociales concernées. J’ai donc comparé les récits de ces voyageuses avec les récits de certains de leurs compatriotes masculins et avec les guides touristiques, qui avaient de plus en plus de succès auprès des voyageurs. Parmi les thèmes récurrents, le moment du départ et la vie quotidienne ont une importance cardinale dans les récits féminins. Le but de ma recherche est non seulement de comparer ces différents récits de voyage en retraçant une ligne commune et en même temps d’analyser les différences entre ces expériences italiennes ; il s’agit aussi de comprendre si on peut parler d’une vision et d’une écriture strictement féminines du voyage d’Italie
Italy has always been a privileged destination and has welcomed travelers from all over the world, and the French have a very important place. Many travelers felt the need to write about their travels in Italy and we still have their letters, true accounts of their visits and personal diaries. In the 19th century Italy remained a favorite destination for the upper classes, and women, often absent from previous travel narratives, started to be associated with Italian travel. Italian travel has been the theme for many studies in the last few decades. I decided to integrate these studies and give priority to 19th century women travelers in the North of Italy, those closest to French society. Feminine sensitivity is different to that of men, and even though women travelers are victims of the same prejudices we will be able to see Italy from an original point of view depending on the classes concerned. I compared women’s accounts of their travels with those of men and also with guide books which were having more and more success among travelers. Among recurrent themes, departure and everyday life have a very important place in women’s travel narratives. My purpose is not only to compare these accounts, tracing a common line and analyzing the differences between these Italian experiences; it is also to understand whether we can speak of a purely feminine vision and writing for Italian travel

This diploma thesis introduces the definition of plagiarism, distinguishes the types of plagiaries which often take place in praxis and the ways of determining the suspected texts. The means of detection are essential; therefore a whole chapter is dedicated to those. For the detection purposes, it is vital to pre-process the data to reduce the demand factor of the program. There is a preview of some programs which are already being used for the detection of plagiarism. The following chapter introduces some selected indications which have been implemented in the Matlab environment to create a detector of plagiaries in text documents. The created program is described in chapter eight. The applied indications and the detector response are described in a chapter called Indications testing. The testing proved the quality of these indications. The results together with pros and cons of the particular methods are discussed in the conclusion.

The work focuses on issues of plagiarism detection in large document repositories. Taking into account real situation that needs to be addressed now in the university environment in the Czech Republic and proposes a system that will be able to carry out this analysis in real time and yet be able to capture the widest possible range of plagiarism methods. The main contribution of this work is taking the definition of so-called unordered n-grams - {n}-grams - which can be used just to detect some forms of advanced plagiarism methods. All cited recommendations that relate to the various components of the system to detect plagiarism - preprocessing the document before document insertion into the corpus, the representation of documents in document storage, identification of potential sources of plagiarism to calculate rates of similarity; visualization analysis of plagiarism - are subject to discussion and appropriately quantified. The result is a set of design parameters of the system so that it can in detect plagiarism in the Czech language language quickly, accurately and yet in most forms.

El plagi és un fenomen molt estès en l'àmbit universitari global i representa una amenaça per a la integritat universitària i les normes ètiques. L'objectiu de la present tesi és el d'aconseguir una perspectiva holística de la percepció dels professors pel que fa la etica en la educació i més especifícament al plagi dels estudiants universitaris, així com entendre quin rol juguen en la seva prevenció, detecció i gestió. A tal efecte, s'utilitza una metodologia qualitativa recollint dades a través d'entrevistes semi-estructurades. La mostra consisteix en 81 professors de sis facultats d'economia i empresa de sis països diferents, la qual cosa permet analitzar la influència del factor cultural en aquesta qüestió. Els resultats mostren com l'ètica (en general) i el plagi (en particular) són percebuts de manera diferent en diferents contextos culturals, fins i tot entre països de l'espai educatiu europeu, i evidencien com les diferents percepcions influeixen en la forma i grau de dedicació que els professors exerceixen per prevenir-lo, detectar-lo i gestionar-lo.
El plagio es un fenómeno muy extendido en el ámbito universitario global y representa una amenaza para la integridad universitaria y las normas éticas. El objetivo de la presente tesis es el de conseguir una perspectiva holística de la percepción de los profesores con respecto a la etica en educación y mas especificamente al plagio de los estudiantes universitarios, así como entender qué rol juegan en la prevención, detección y gestión del mismo. Para ello, se utiliza una metodología cualitativa recogiendo datos a través de entrevistas semi-estructuradas. La muestra consiste en 81 profesores de seis facultades de economía y empresa de seis países diferentes, lo cual permite analizar la influencia del factor cultural en esta cuestión. Los resultados muestran cómo la ética (en general) y el plagio (en concreto) son percibidos de forma distinta en diferentes contextos culturales, incluso entre países del espacio educativo europeo, y evidencian cómo las distintas percepciones influyen en la forma y grado de dedicación que los profesores ejercen para prevenirlo, detectarlo y gestionarlo.
Plagiarism is a widespread phenomenon in the global university environment and represents a threat to academic integrity and ethical standards. The objective of this thesis is to achieve a holistic perspective of professors' perception about ethics in education and more specifically university students' plagiarism, as well as to understand the role that they play in its prevention, detection and management. To this end, a qualitative methodology is used, collecting data through semi-structured interviews. The sample consists of 81 professors from six universities of economics and business faculties in six different countries. Thus, it allows analyzing the influence of the cultural context on this issue. The results show how ethics (more generally) and plagiarism (more specifically) are perceived differently in different cultural contexts, including between countries of the European educational area, and show how different perceptions influence the form and degree of dedication that teachers exercise to prevent, detect and manage it.

The thesis describes the design and implementation of a plagiarism tool for programming languages C, Python and PHP. It describes techniques that are used to cover a plagiarism. The aim of this work is to create a tool for detection and visualization of plagiarisms covered up using these techniques. The tool performs detection by transforming input projects into an abstract syntactic tree, which is obtained by lexical and syntactic analysis. These trees will be compared by a proposed algorithm that uses node and subtree valuation using the {hash} function. The found parts of the code that could potentially lead to plagiarism are visualized in the form of a subtree of an abstract syntactic tree that represents the parts of the code found by the tool. Further, the work  describes testing of this tool on identified plagiarism techniques and specifies which of them it can eliminate. In its conclusion, the work describes the possible further development of the tool.

La question de l’originalité dans le roman contemporain : identification des caractéristiques stylistiques dans trois oeuvres : La Place d’Annie Ernaux, Lac de Jean Echenoz et La Place de l’étoile de Patrick Modiano est un travail qui consiste à mener des analyses sur la spécificité du roman français aujourd’hui. Ce travail s’appuie sur trois principaux axes dont le premier consiste à identifier les rapports d’influence et d’intertextualité qui relient les textes de nos auteurs à leurs prédécesseurs. Le roman puise sa matière dans le patrimoine littéraire et il se transforme progressivement par l’acte d’écriture. Annie Ernaux, Jean Echenoz et Patrick Modiano sont des auteurs atypiques qui ont su extraire de l’héritage littéraire une véritable source d’inspiration. Pour le montrer, nous avons mené une étude analytique des procédés d’écriture utilisés par chaque écrivain. Leur particularité réside dans la vision personnelle et l’univers de chaque auteur
The subject of originality in the contemporary novel: identification of stylistics caracteristics in the three works of Annie Ernaux, Jean Echenoz and Patrick Modiano. This work consists in a relevant analysis of the stylistic features of the French novel these days. This work is based upon three approaches whose the first consist in identifying the relation of influence and intertextuality which link the texts of ours authors with the texts of their predecessors. The novel takes its roots in the literary heritage, and then it transforms itself progressively through the writing act. We have seen that Annie Ernaux, Jean Echenoz and Patrick Modiano are atypical authors who have been able to extract from the literary heritage its very substance in order to produce a masterpiece. In addition, we have conducted an analytical study of the writing methods used by each one of these authors

With the Internet being widely spread, databases are becoming more and more accessible. Unfortunately, this process brings some problems alongside obvious advantages. Easily accessible information causes raise of plagiarism, a phenomena of people finding some creative works, slightly (if at all) changing them and presenting as their own pieces. This work presents an overview of various methods that can be used in computer software in order to automatically perform document analysis and comparison for detecting similarity instances. In the work, such software development stages are given as well as software testing and considerations on semantic message analysis method integration in the system.

Barrón Cedeño, LA. (2012). On the Mono- and Cross-Language Detection of Text Re-Use and Plagiarism [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16012
Palancia

Le mime de la compréhension est-il une erreur didactique ?

La question mérite d’être posée car il constitue une pratique très répandue chez les étudiants de première année.

Décrit à l’initiale par J. Leenhardt, le mime de la compréhension consiste en l’attitude scripturale du lecteur qui, perdu par rapport au référentiel du texte au sujet duquel il s’exprime, va « produire dans sa lecture ce qui a toutes les apparences d’un savoir, mais qui n’est en réalité n’en est pas » (Leenhardt 1988 :74).

La transposition de ce concept issu de la sociologie de la littérature à la sphère de la didactique du français à l’université (effectuée par F. Boch et C. Frier) rend, en effet, très bien compte de l’étrange mixité des modalités de lecture-écriture descriptive et interprétative rencontrée dans les productions résumantes des étudiants de BA 1.

Plus concrètement, cette double modalité se traduit par un usage parcimonieux et souvent erroné des connecteurs logiques ainsi que par des listings de rappels en tous genres (descriptifs, littéraux, explicatifs…) mêlés à des interprétations au caractère amplificateur parfois sévère.

Ce dialogisme apparemment aberrant institué par un étudiant novice entre un texte scientifique et lui-même, et n’engendrant que la restitution d’une faible partie du texte source, doit-il être mis sur le compte d’une incompétence à résumer générique ou sur celui de besoins langagiers relatifs à son nouvel environnement discursif?

Les piètres résultats des productions résumantes des étudiants en début de module de méthodologie universitaire signent la nécessité d’un enseignement des règles de discursivité universitaire, comme en témoigne ensuite une régression notable du mime de la compréhension au terme des séances.

Certes, l’affaire est déjà entendue depuis longtemps chez les didacticiens :l’acculturation aux discours universitaires sert leur compréhension chez les étudiants qui bénéficient d’une telle intervention didactique.

Par ailleurs, pour que les étudiants développent une compétence scripturale disciplinaire, d’une part, l’enseignement des spécificités des discours universitaires doit être cumulé à des exercices de production écrite réguliers et, d’autre part, la correction doit, idéalement, être réalisée sous la supervision d’un enseignant invitant l’étudiant à réfléchir à l’erreur, à en trouver les causes et les moyens d’y remédier.

Là encore, le consensus est total :pour qu’elle lui soit « fertile », pour qu’elle lui soit « didactique », l’erreur doit être comprise en profondeur par son auteur, et ce, sans qu’elle lui soit présentée comme une « faute ».

Toutefois, au vu du caractère apparemment sévère du mime de la compréhension chez les primo-arrivants, il m’a semblé nécessaire de me pencher sur les origines de l’erreur et les bénéfices ultérieurs qu’elle pourrait apporter aux étudiants dans le cadre de leurs apprentissages.

S’il ne signe pas une insuffisance linguistique mais une façon « normale » d’appréhender un nouveau genre discursif, le mime de la compréhension constituerait-il un passage obligatoire dans les apprentissages de lecture-écriture d’une majorité d’étudiants ?Poser cette question, c’est corrélativement à cela, poser celle de la requalification ou de la disqualification de l’erreur du mime.

L’appréhension de cette problématique relative à la valeur heuristique de l’écrit de l’apprenant, s’inscrit, bien sûr, dans le cadre général de la question de l’articulation de la lecture et de l’écriture et, plus précisément, dans celui de l’analyse des pratiques scripturales des étudiants et de la prise en compte de leur potentiel afin d’élaborer les interventions didactiques adéquates à leur appropriation de la littéracie universitaire.

Or, si la didactique du français soutient depuis longtemps pareils questionnements et fournit au chercheur une littérature abondante à ces sujets, le mime de la compréhension ne peut que faire l’objet d’une disqualification chez les enseignants non-linguistes qui, souvent, continuent à y voir les signes d’une formation insuffisante en secondaire.

La disqualification de l’erreur a priori fait-elle rapidement se taire la modalité interprétative peut-être « euristique » des étudiants de première année pour que ne soit conservée que la descriptive qui renvoie, à l’extrême, au copier-coller ?

Les étudiants, lors de la rédaction de leurs travaux écrits, en seraient-ils, par la suite, dès lors réduits à ne plus pouvoir pratiquer que la compilation d’ « auteurs » reconnus ?

La réponse à ces questions est cruciale à l’heure où les institutions universitaires et supérieures non universitaires semblent sur le point de s’engager dans une lutte implacable contre le plagiat dont, selon une minorité peut-être fort voyante d’auto-proclamés « experts » en la matière, la pratique se généraliserait de « façon alarmante » au sein de la communauté étudiante.

Pour interroger la didacticité du mime de la compréhension, j’ai été amenée à convoquer un certain nombre de théories appartenant aux disciplines traditionnellement contributoires à la didactique du français.

J’ai ainsi pu décrire l’hybridité du phénomène tant au travers des concepts de la « littérature au second degré » que grâce aux éclairages de la biologie (Pasteur), de la psychologie génétique (Baudonnière), des théories de développementalistes comme Piaget et Guillaume ainsi que celles, incontournables, de L.Vygotsky.

J’ai pu faire la démonstration de la participation des listings des mimeurs à une opération phylogénétiquement éprouvée grâce aux travaux de J. Goody, de J. Calvet, de J-M. Adam et Ph. Hamont dont la synthèse m’a permis de mettre en évidence le caractère récurrent de la mise en liste aux différentes étapes de l’histoire de l’écriture. Les théories de M. Donald m’ont fourni le cadre théorique « naturaliste » le plus convaincant pour harmoniser l’ensemble des éléments relatifs à la justification phylogénétique de l’erreur.

En ce qui concerne les aspects sociolinguistiques et historiques du mime de la compréhension, c’est, entre autres, l’articulation des théories sur la littéracie (E. Bautier, Ch. Barré-de-Miniac, A. Delgéry etc.), de son histoire depuis ses origines et du concept d’ « insécurité scripturale généralisée » de M. Dabène qui m’a fourni les derniers éléments nécessaires à une justification complète et transdisciplinaire de l’erreur.

J’ai choisi d’étudier les conséquences de la disqualification du mime de la compréhension des étudiants au travers du repli dans un carcan scriptural qui les ferait pratiquer un copier-coller non référencé dans des proportions effrayantes, aux dires des « spécialistes du plagiat » alors que, dans les faits, les étudiants abusent des rappels littéraux, mais, dans la plupart des cas, dûment référencés.

Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

An observational study was conducted to describe the presence of plagiarism in medical thesis in 2008 performed at a public university in Peru. Search for plagiarism in 33 thesis introductions using a Google search algorithm, characterizes of the study type and we search in electronic form if the thesis mentor have published articles in scientific journals. We found evidence of plagiarism in 27/33 introductions, 37.3% (171/479) of all the paragraphs analyzed had some degree of plagiarism, literal plagiarism was the most frequent (20/27) and journals were the most common sources of plagiarism (19/27). The characteristics of the studies were observational (32/33), cross-sectional (30/33), descriptive (25/33) and retrospective (19/33). None of the authors had published in a scientific journal, and only nine of his tutors of them had at least one publication. No association was found between the characteristics of the thesis and the presence of plagiarism. In conclusion, we found a high frequency of plagiarism in theses analyzed. Is responsibility of medical schools take the necessary actions to detect and avoid plagiarism among their students.
Revisión por pares.

Main goal of this work is to get acquainted with the plagiarism problem and propose the methods that will lead to detection of plagiarism in program codes. In the first part of this paper different types of plagiarism and some methods of detection are introduced. In the next part the preprocessing and attributes detection is described. Than the new method of detection and adaptive weights usage is proposed. Last part summarizes the results of the detector testing on the student projects database

La presente investigación tiene como objeto el plagio literario en las literaturas hispánicas desde una dimensión histórica, teórica y práctica. Desde el punto de vista histórico, la percepción del plagio y su representación discursiva han sufrido evoluciones importantes, aunque siempre han conservado elementos comunes. Un plagiario es un Ŗfalso autorŗ, pero esta noción de base se ha ido enriqueciendo a partir de materiales provenientes de numerosos horizontes epistemológicos y discursivos. Considerado como una mera infracción moral o jurídica y, posteriormente, asimilado a una difusa noción de intertextualidad, los estudios más recientes se sirven de la pragmática para intentar explicar la naturaleza ambigua y po-lémica de la cuestión. Esta tesis aborda el fenómeno desde una perspectiva multidisciplinar, reaprovechando las contribuciones hasta ahora dispersas en la literatura comparada, el derecho, la historia o las distintas literaturas naciona-les, pero conservando en su centro de interés las literaturas hispánicas. El estudio se divide en tres partes. Una primera que concierne la aparición, consolidación y evolución de la noción hasta fines del siglo XVII. En la segunda parte, se exponen las distintas teorías sobre el plagio, en relación con las perspectivas disciplinarias adoptadas. Por último, se ana-lizan las aplicaciones prácticas del plagio: sus usos normativos, estratégicos, ideológicos o artísticos. El plagiarismo como procedimiento creativo está presente en numerosos movimientos de diferentes épocas, asociado especialmente a la vanguardia y a la Posmodernidad. Este trabajo propone una visión y un corpus teórico y literario de conjunto sobre estos contenidos, hasta ahora dispersos en obras esencialmente monográficas, con la esperanza de que abran nuevas líneas de investigación en el ámbito de la literatura hispánica.

Assignment (MPhil)--University of Stellenbosch, 2006.
ENGLISH ABSTRACT: Since 2003 various incidents of plagiarism in the South African media were reported. The South African copyright law does not define plagiarism, only copyright infringement. The issue of plagiarism is a complex one, due to the conflicting views within professional, intellectual, social, moral and legal contexts. The advent of the Internet era saw the eradication of the boundaries guarding copyright ownership. Also, the Internet offers infinite access to information which makes it tempting for any journalist to “borrow” quotes, facts, stories and articles freely and under the auspices of a post-modernist approach to knowledge and copyright ownership. Most media companies have ethical codes which cover plagiarism, but there is no working document that can empower media managers and journalists to combat the problem effectively. This document should define the boundary between negligence and plagiarism and offer suggestions on how to approach cases of plagiarism. This study investigates different theories on plagiarism, specifically with regard to the cases of Darrel Bristow-Bovey, Cynthia Vongai and Willem Pretorius. It will also study the ethical codes of media companies and will try to formulate a document which can address the problem of plagiarism.
AFRIKAANSE OPSOMMING: Talle voorvalle van plagiaat in die Suid-Afrikaanse drukmedia het sedert 2003 plaasgevind. Die Suid-Afrikaanse wet omskryf nie plagiaat nie, slegs outeursregskending en met die talle teenstrydige opvattings oor plagiaat binne professionele, intellektuele, sosiale, morele en regskringe, word plagiaat moeilik gedefinieer. Met die toeganklikheid van inligting danksy die koms van onder meer die Internet, het die grense van eienaarskap van geskrewe werke begin vervaag. Veral die Internet bied ’n magdom inligting aan. Dit word al hoe makliker vir joernaliste om met gemak aanhalings, feite, stories en artikels te “leen” sonder die nodige erkenning. Die meeste media-instellings beskik oor etiese kodes wat plagiaat dek, maar daar is nie werksdokumente wat bestuurders en joernaliste kan bemagtig om plagiaat te bekamp nie. Die werksdokument of handleiding behoort die grense tussen nalatigheid en plagiaat te definieer, en om voorstelle te bied oor hoe gevalle van plagiaat hanteer kan word nie. Hierdie studie ondersoek verskillende teorieë oor plagiaat, bespreek die plagiaatgevalle van Darrel Bristow-Bovey, Cynthia Vongai en Willem Pretorius, bestudeer die etiese kodes van media-instellings en poog om ’n werksdokument saam te stel wat plagiaat kan bekamp.

Paraphrasing is generally understood as approximate sameness of meaning between snippets of text with a different wording. Paraphrases are omnipresent in natural languages demonstrating all the aspects of its multifaceted nature. The pervasiveness of paraphrasing has made it a focus of several tasks in computational linguistics; its complexity has in turn resulted in paraphrase remaining a still unresolved challenge. Two basic issues, directly linked to the complex nature of paraphrasing, make its computational treatment particularly difficult, namely the absence of a precise and commonly accepted definition and the lack of reference corpora for paraphrasing. Based on the assumption that linguistic knowledge should underlie computational-linguistics research, this thesis aims to go a step forward in these two questions: paraphrase characterization and paraphrase-corpus building and annotation. The knowledge and resources created are then applied to natural language processing and, in concrete, to automatic plagiarism detection in order to empirically analyse their potential. This thesis is built as an article compendium comprising six core articles divided in three blocks: (i) paraphrase scope and typology, (ii) paraphrase-corpus creation and annotation, and (iii) paraphrasing in automatic plagiarism detection. In the first block, assuming that paraphrase boundaries are not fixed but depend on the field, task, and objectives, three borderline paraphrase cases are presented: paraphrases involving content loss, pragmatic knowledge, and certain grammatical features. The limits between paraphrasing and related phenomena such as coreference are also analysed. Paraphrase characterization takes on a new dimension if we look at it in extensional terms. We have built a general and linguistically-grounded paraphrase typology in line with this approach. The third issue addressed in this block is paraphrase representation, which we consider to be essential in order to formally apprehend paraphrasing. In the second block, the Wikipedia-based Relational Paraphrase Acquisition method (WRPA) is presented. It allows for the automatic extraction of paraphrases expressing a concrete relation from Wikipedia. Using this method, the WRPA corpus, covering different relations and two languages (English and Spanish), was built. A subset of the Spanish WRPA corpus, together with paraphrases in two English paraphrase corpora that are different in nature were annotated applying a new annotation scheme derived from our paraphrase typology. These annotations were validated applying the Inter-annotator Agreement for Paraphrase-Type Annotation measures (IAPTA), also developed in the framework of this thesis. In the third and final block, our typology is applied to the field of automatic plagiarism detection, demonstrating that more complex paraphrase phenomena and a high density of paraphrase mechanisms make plagiarism detection more difficult, and that lexical substitutions and text-snippet additions/deletions are the most widely used paraphrase mechanisms when plagiarizing. This provides insights for future research in automatic plagiarism detection and demonstrates, through a concrete example, the value of the knowledge and data provided in this thesis to computational-linguistics research.
S'entén per paràfrasi la igualtat aproximada de significat entre fragments de text que difereixen en la forma. La paràfrasi és omnipresent en les llengües naturals, on es troba expressada de múltiples maneres. D'una banda, la ubiqüitat de la paràfrasi l'ha convertit en el centre d’interès de moltes tasques específiques dins de la lingüística computacional; de l'altra, la seva complexitat ha fet de la paràfrasi un problema que encara no té una solució definitiva. Dues qüestions bàsiques, lligades a la naturalesa complexa de la paràfrasi, fan el seu tractament computacional particularment difícil: l'absència d'una definició precisa i comunament acceptada i la manca de corpus de paràfrasis de referència. Assumint que el coneixement lingüístic ha de ser a la base de la recerca en lingüística computacional, aquesta tesi pretén avançar en dues línies de treball: en la delimitació i comprensió del que s’entén per paràfrasi, i en la creació i anotació de corpus de paràfrasis que proporcionin dades sobre les quals fonamentar tant la recerca com futurs recursos i aplicacions. Amb l'objectiu d’avaluar empíricament el seu potencial, el coneixement i els recursos creats com a resultat d'aquest treball han estat aplicats a la detecció automàtica de plagi. Aquesta tesi consisteix en un compendi de publicacions i comprèn sis articles principals dividits en tres blocs: (i) abast i tipologia de la paràfrasi, (ii) creació i anotació de corpus de paràfrasis i (iii) la paràfrasi en la detecció automàtica de plagi. En el primer bloc, partint de la base que els límits de la paràfrasi no són fixos, sinó que depenen de l'àrea de treball, la tasca i els objectius, es presenten tres casos límit de la paràfrasi: la pèrdua de contingut, el coneixement pragmàtic i la variació en determinats trets gramaticals. La caracterització de la paràfrasi pren una nova dimensió si l'observem des d'una perspectiva extensional. En aquesta línia, s'ha construït una tipologia general de la paràfrasi lingüísticament fonamentada. La tercera qüestió tractada en aquest bloc és la representació de la paràfrasi, essencial a l'hora de tractar-la formalment. En el segon bloc, es presenta un mètode per a l’adquisició de paràfrasis relacionals a partir de la Wikipedia (Wikipedia-based Relational Paraphrase Acquistion, WRPA). Aquest mètode permet extreure automàticament de la Wikipedia paràfrasis que expressen una relació concreta. Utilitzant aquest mètode, s'ha creat el corpus WRPA, que cobreix diverses relacions i dues llengües (anglès i espanyol). Un subconjunt del corpus WRPA en espanyol i exemples extrets de dos corpus de paràfrasis en anglès s'han anotat amb els tipus de paràfrasis que es proposen en aquesta tesi. Aquesta anotació ha estat validada aplicant les mesures d’acord entre anotadors (Inter-annotator Agreement for Paraphrase-Type Annotation, IAPTA), també desenvolupades en el marc d'aquesta tesi. En el tercer i últim bloc, la tipologia proposada s'ha aplicat a l'àmbit de la detecció automàtica de plagi i s'ha demostrat que els tipus de paràfrasis més complexos i l'alta concentració de mecanismes de paràfrasi fan més difícil la detecció del plagi. També s'ha demostrat que les substitucions lèxiques i l'addició/eliminació de fragments de text són els mecanismes de paràfrasi més utilitzats en el plagi. Així, es demostra el potencial del coneixement parafràstic en la detecció automàtica de plagi i en la recerca en lingüística computacional en general.

Submitted by ANA PAULA MENESES ALVES null (anameneses@fclar.unesp.br) on 2016-08-22T21:27:16Z No. of bitstreams: 1 APMA_tese_final_agosto_2016.pdf: 3627932 bytes, checksum: 279cbab1f32dc1255fc97528c6918564 (MD5)
Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-24T17:16:38Z (GMT) No. of bitstreams: 1 alves_apm_dr_mar.pdf: 3627932 bytes, checksum: 279cbab1f32dc1255fc97528c6918564 (MD5)
Made available in DSpace on 2016-08-24T17:16:38Z (GMT). No. of bitstreams: 1 alves_apm_dr_mar.pdf: 3627932 bytes, checksum: 279cbab1f32dc1255fc97528c6918564 (MD5) Previous issue date: 2016-07-25
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Contexto: Na realidade brasileira atual, tem ficado a cargo das universidades sanar ou reduzir as deficiências dos níveis de ensino fundamental e médio, o desconhecimento do uso ético da informação e a questão do plágio acadêmico. Diante desses problemas no cenário acadêmico brasileiro, é evidente a importância do desenvolvimento da Competência Informacional, em especial, sua dimensão ética. Este trabalho se propõe a verificar o engajamento do bibliotecário para enfrentar os problemas da falta de conhecimentos sobre uso ético da informação e do plágio acadêmico, por meio de ações que promovam o desenvolvimento da dimensão ética da Competência Informacional, com foco no uso ético da informação, propiciando aos usuários e aos próprios bibliotecários, um olhar mais crítico sobre a questão. Objetivos: O objetivo geral foi verificar como os bibliotecários e suas unidades de informação, em dez universidades brasileiras melhor classificadas no Ranking Universitário Folha (RUF), têm preparado as suas respectivas comunidades para o uso ético da informação e para o combate ao plágio no ambiente acadêmico, sob a ótica da Competência Informacional. Pretendia-se, assim, determinar se os bibliotecários das instituições selecionadas estão preparados para atuar em ações específicas de Competência Informacional, em particular aquelas relacionadas à sua dimensão ética; identificar quais ações têm sido desenvolvidas pelas bibliotecas selecionadas; levantar subsídios, que possam direcionar as iniciativas para programas/ações de Competência Informacional, empreendidas pelas bibliotecas e, por fim, caracterizar e comparar quais as dimensões da Competência Informacional são aplicadas pelos bibliotecários universitários em sua atuação. Métodos: Trata-se de uma pesquisa quanti-qualitativa, descritiva e exploratória. O universo foi composto pelas universidades brasileiras e a amostra são constituídos pelos sistemas de bibliotecas das 10 universidades brasileiras melhor classificadas no RUF (USP, UFMG, UFRJ, UFRGS, Unicamp, Unesp, UnB, UFSC, UFPR e UFSCar). A população é constituída por bibliotecários dessas instituições. Realizamos uma revisão da literatura e utilizamos três técnicas de coleta: 1) um formulário de coleta de informações dos sites das bibliotecas; 2) um questionário para os bibliotecários, com o objetivo de determinar percepções, conhecimentos, habilidades e atitudes em relação à Competência Informacional e sua dimensão ética; 3) um questionário para dirigentes dos sistemas de biblioteca para verificar, a partir do ponto de vista do gestor, ações específicas relacionadas à dimensão ética realizadas pela rede de bibliotecas e pela instituição em geral. Resultados: Por meio das informações divulgadas nas páginas das bibliotecas e das respostas dos informantes, foi possível observar que a maioria das ações de Competência Informacional é incipiente e atendem aos níveis iniciais de formação de usuários, com especial atenção para o desenvolvimento de competências vinculadas à busca e à localização da informação, ou seja, relacionadas às técnicas de pesquisa, de recuperação e de análise da informação. Aspectos, como o reconhecimento e a definição da necessidade informacional, as habilidades para identificar, organizar e sintetizar informações e as questões econômicas, legais e sociais que cercam o uso, o acesso e a comunicação de informações, não são plenamente contemplados, isto é, são propostas solitárias, muitas vezes desconhecidas dentro da própria instituição. Dentre os informantes, a maioria dos profissionais não se sente apto a lidar com o tema. No entanto, muitos estão se preparando para atender essa nova demanda por meio de uma educação continuada do profissional. A preparação efetivamente realizada, pela maioria das bibliotecas avaliadas, observa a formação de usuários, visa orientar o uso da biblioteca, das formas de normalização acadêmica e de bases de dados, a disponibilidade de um programa de detecção de plágio, além das sanções penais sobre desagravo as leis de direitos autorais e a realização de plágio acadêmico. Para o combate ao plágio, o foco dado pelas melhores bibliotecas brasileiras consiste na divulgação de medidas diagnósticas (como o uso de software de detecção de plágio) e medidas corretivas (penalização, advertência, suspensão, expulsão e criminalização). Com relação aos subsídios que possam direcionar as novas iniciativas para programas/ações de Competência Informacional com foco no uso ético da informação, o primeiro deles é de desenvolver, no profissional, habilidades que o capacitem para realizar estas proposições como as habilidades de ensino, liderança, integração, design instrucional, planejamento, ética e política. O segundo também trata da preparação e/ou educação continuada do profissional e tem como objetivo discutir o aprimoramento dos aspectos éticos nas atividades informativas e no uso ético da informação. O terceiro consiste no posicionamento mais efetivo contra os impedimentos que inviabilizam as novas ações, como o excesso de atividades da rotina da biblioteca, o pouco conhecimento sobre o tema, a falta de funcionários, a dificuldade de diálogo com a instituição e com as chefias das bibliotecas, a dificuldade de motivação da equipe e a falta de recursos financeiros, são os pontos principais que devem ser trabalhados pelas instituições, pelos dirigentes e pelos próprios bibliotecários com o intuito de abrir espaço a novas atividades que abordem a temática estudada. Com relação a caracterizar e comparar as dimensões de Competência Informacional aplicadas pelos bibliotecários universitários em sua atuação, as informações encontradas nos sites das bibliotecas apontam para a dimensão técnica da Competência Informacional, enquanto que as respostas dos questionários indicam que a dimensão ética foi considerada a mais importante pelos bibliotecários, seguida pela dimensão técnica, política e estética. Conclusões: Em suma, os profissionais demonstraram que realmente compreendem e reconhecem a importância do seu papel e da biblioteca com relação às questões éticas, sob a ótica da Competência Informacional, mas o domínio dos bibliotecários sobre esses temas ainda é basilar e os profissionais apresentam dificuldades para realizarem as suas atividades de maneira adequada. Suas ações práticas ainda são marcadas pela insegurança da falta de domínio teórico e da falta de interação com o corpo docente. Mesmo nas melhores universidades brasileiras, as ações realizadas são orientações básicas, não focam efetivamente o desenvolvimento da Competência Informacional, nem no uso ético da informação e muito menos o combate ao plágio acadêmico. Os bibliotecários não se sentem completamente preparados para lidar com as questões e cobram um apoio mais contundente da instituição, dos dirigentes de sistemas de bibliotecas, dos docentes e dos outros colegas. Desse modo, ainda há muito a se fazer, principalmente no que diz respeito à formação do bibliotecário. O cenário identificado por nosso estudo está longe da perfeição, mas contamos que os aspectos apresentados e discutidos oferecem subsídios teórico-práticos para o planejamento de ações, tanto para as comunidades universitárias quanto aquelas destinadas à educação continuada dos bibliotecários, com vistas a fortalecer as bibliotecas universitárias brasileiras e as suas comunidades.
Context: In Brazil today, universities are in charge of offsetting or reducing primary and secondary school weaknesses, as well as of compensating for the lack of awareness concerning the ethical use of information and academic plagiarism. With these problems in the Brazilian, the importance of developing information literacy seems obvious, especially in its ethical dimension. The present study aims at examining librarian engagement to face problems regarding the lack of knowledge about the ethical use of information and academic plagiarism. This would be done through actions that promote the ethical dimension of the information literacy, focusing on the ethical use of information and providing users and librarians with a more critical view. Objectives: The main objective of our research was to verify, from the information literacy perspective, how librarians and their information units prepare their academic communities for the ethical use of information and the fight against plagiarism. The study was conducted in ten of the best qualified Brazilian universities on the University ranking Folha (RUF). In this way, our aims were to determine whether these librarians were prepared for action in the information literacy field, especially concerning the ethical use of information; to identify which actions were developed by the selected Brazilian university libraries; to gather evidence that could be useful to guide information literacy initiatives launched by Brazilian university libraries; finally, to describe and compare which dimensions of information literacy are applied by university librarians in their daily use. Methods: This is a descriptive and exploratory research, based on qualitative and quantitative analysis. The universe was composed of Brazilian universities and the sample consisted of librarian systems between ten of the best qualified Brazilian universities on the RUF (USP, UFMG, UFRJ, UFRGS, Unicamp, Unesp, UnB, UFSC, UFPR e UFSCar). The population was made up of librarians working on those institutions. After examining the literature, we used three data collection tools; 1) a form to gather information about the library websites; 2) a questionnaire, applied to the librarians, aiming at determining perceptions, knowledge, abilities and attitudes towards information literacy and its ethical dimension; 3) a questionnaire, applied to library directors, designed to verify, from a manager point of view, specific actions related to the ethical dimension and implemented by libraries and institutions as a whole. Results: Thanks to the information gathered on the library websites and the answers of the participants, it was possible to observe that the majority of the actions concerning information literacy is still emerging and responds to basic levels of trainings for users. More specifically, they are related to the competences regarding the research and location of information. In other words, they are associated with research, recuperation and analyses techniques. However, other aspects are not completely considered, such as recognizing and defining information needs, the abilities to identify, organize and summarize information and also economic, legal and social issues that reduce the use, access and the communication of information. That is to say that they are isolated proposals, many times unknown within the institution. Among the participants, most of them do not feel competent enough to deal with the topic. Nevertheless, many of them are preparing themselves through continuous trainings to attend this new demand. Trainings, carried out by the majority of the libraries studied, are concerned about the user and their goal is to orientate the use of the library, the standardization academic forms and the data base, and the availability of a plagiarism detection program, beyond criminal charges for disrespecting copyright and academic plagiarism laws. The effort made by the best Brazilian libraries to fight plagiarism consists of publishing diagnostic and corrective measures (such as the use of software to detect plagiarism and punishments, warnings, suspensions, expulsions or criminalizations). The first evidence that can guide new initiatives related to programs/actions regarding information literacy, focused on the ethical use of information, has to do with developing abilities in the professionals that make them able to implement some actions. They refer to abilities/skills such as teaching, leading, integrating, instructional design, planning, ethics and politics. The second one is also connected with the continuous professional training and/or education and it aims at discussing the improvement of ethical aspects during informative activities and the ethical use of information. The third evidence consists of adopting a more effective attitude against the impediments that make it difficult to take actions, such as the excessive daily activities at the library, the lack of knowledge about the topic, the lack of employees, the difficulty of discussing with the institution and the directors of the libraries, the lack of motivation between the team work and the financial needs. These are some of the main issues that should be addressed by the institutions, directors and librarians if it is to create new spaces dealing with the studied issue. Describing and comparing the dimensions of information literacy implemented by university librarians, the data collected on library websites points out the technical dimension, whereas for the answers of the questionnaires the ethical dimension stands out as the most important, followed by the technical, political and esthetic ones. Conclusions: All in all, professionals proved that they actually understand and recognize the importance of their role, as well as the one of the library, regarding to ethical issues, from an information literacy point of view. However, their abilities concerning this topic are still limited and they find difficulties in accomplishing their tasks appropriately. Their daily actions are still marked by the insecurity, the lack of theoretical support and the need for discussion with the teaching faculty. Even in the best Brazilian universities, actions are basic orientations that focus neither on the development of information literacy, nor on the ethical use of information, let alone on the fight against academic plagiarism. Librarians do not feel completely prepared to deal with these issues and they require more support from the institutions, directors, teachers and colleges. Therefore, there is still a lot to do, especially in terms of librarian trainings. The scene of this research is far from being perfect, but we hope that the presented and discussed aspects will offer theoretical and practical knowledge to plan actions, both for the university communities and the continuous education of librarians, so as to empower Brazilian university libraries and their communities.
Contexto: En la realidad brasileña actual, las universidades se han encargado de subsanar o reducir las deficiencias en los niveles de enseñanza primaria y secundaria, el desconocimiento del uso ético de la información y la cuestión del plagio académico. Con estos problemas en el panorama académico brasileño, surge la importancia de desarrollar la Alfabetización Informacional, en especial, su dimensión ética. El presente trabajo pretende analizar el compromiso del bibliotecario para enfrentar los problemas relacionados con la falta de conocimientos sobre el uso ético de la información y del plagio académico, mediante acciones que promuevan el desarrollo de la dimensión ética de la Alfabetización Informacional. En concreto, en lo que respecta al uso ético de la información, propiciando a los usuarios y a los propios bibliotecarios una visión más crítica sobre dicha cuestión. Objetivos: El objetivo general consistió en verificar de qué forma los bibliotecarios y sus unidades de información, en diez universidades brasileñas de las mejor clasificadas en el ranking universitario Folha (RUF), han preparado a sus respectivas comunidades académicas para hacer un uso ético de la información y combatir el plagio en el ambiente académico, bajo la perspectiva de la Alfabetización Informacional. De este modo, se pretendía: determinar si los bibliotecarios de las instituciones seleccionadas están preparados para actuar en acciones específicas de Alfabetización Informacional, en especial aquellas relacionadas con su dimensión ética; identificar qué acciones han sido desarrolladas por las bibliotecas universitarias brasileñas seleccionadas; recopilar informaciones que puedan orientar las iniciativas destinadas a programas/acciones de Alfabetización Informacional, emprendidas por las bibliotecas universitarias brasileñas; describir y comparar qué dimensiones de la Alfabetización Informacional aplican los bibliotecarios universitarios en su práctica. Metodología: La investigación siguió una metodología mixta (cuantitativa y cualitativa), descriptiva y exploratoria. El estudio se realizó con universidades brasileñas y la muestra estaba formada por los sistemas de bibliotecas de las diez universidades brasileñas mejor posicionadas en el RUF (USP, UFMG, UFRJ, UFRGS, Unicamp, Unesp, UnB, UFSC, UFPR e UFSCar). Los participantes fueron los bibliotecarios de dichas instituciones. Para la recogida de datos, después de haber realizado una revisión de la literatura, empleamos: 1) un formulario para recolectar información sobre las páginas web de las universidades; 2) un cuestionario para los bibliotecarios, con el objetivo de determinar percepciones, conocimientos, habilidades y actitudes en relación a la Alfabetización Informacional y su dimensión ética; 3) un cuestionario para los directores de los sistemas bibliotecarios con el objetivo de analizar, desde el punto de vista del gestor, acciones específicas relacionadas con la dimensión ética e implementadas por la red de bibliotecas y por la institución en general. Resultados: Gracias a la información divulgada en las páginas web de las bibliotecas y de las respuestas de los informantes, fue posible constatar que la mayoría de las acciones de Alfabetización Informacional son incipientes y atienden al nivel de formación inicial de los usuarios, con especial atención al desarrollo de competencias vinculadas a la búsqueda y a la localización de la información. O sea, están relacionadas con las técnicas de investigación, de recuperación y análisis de la información. Aspectos como el reconocimiento y la necesidad informacional, las habilidades para identificar, organizar y sintetizar información y cuestiones económicas, legales y sociales que limitan el uso, el acceso y la comunicación y de la información no están contemplados en su totalidad. Esto es, se trata de propuestas aisladas, muchas veces desconocidas incluso dentro de la propia institución. En cuanto a los informantes, la mayoría de ellos no se sienten preparados para lidiar con el tema. Sin embargo, muchos de ellos se están preparando para atender a esa nueva demanda mediante la formación continua. De hecho, la preparación llevada a cabo por la mayoría de las bibliotecas analizadas se destina a la formación del usuario con la finalidad de orientar el uso de la biblioteca, las formas de normalización académica y de bases de datos, y la disponibilidad de un programa de detección de plagio, más allá de sanciones penales por el desagravio ante las leyes de derechos de autor y del plagio académico. Para combatir el plagio, las mejores bibliotecas brasileñas se han centrado en divulgar medidas de diagnóstico (como el uso de softwares para detectar el plagio) y correctivas (penalización, advertencia, suspensión, expulsión y criminalización). En relación a los indicios que puedan orientar las nuevas iniciativas para programas/acciones de Alfabetización Informacional centrada en el uso ético de la información, el primero de ellos consiste en desarrollar habilidades que capaciten al profesional para realizar estas acciones, como las habilidades de enseñanza, lideranza, integración, diseño de la formación, planificación, ética y política. El segundo también concierne a la preparación y/o la formación continua del profesional y tiene como objetivo discutir la mejora de los conocimientos sobre los aspectos éticos en las actividades informativas y en el uso ético de la información. El tercero consiste en una actitud más efectiva contra los impedimentos que inviabilizan las nuevas acciones, como el exceso de actividades en la rutina de la biblioteca, el desconocimiento del tema, la falta de empleados, la dificultad de dialogar con la institución y con los dirigentes de las bibliotecas, la falta de motivación del equipo de trabajo y la ausencia de recursos financieros. Esos son los principales puntos que deben abordar las instituciones, los dirigentes y los propios bibliotecarios con la finalidad de abrir camino a nuevas actividades que traten la temática estudiada. Conclusiones: En definitiva, los profesionales demostraron que realmente comprenden y reconocen la importancia de su papel y el de la biblioteca en relación a cuestiones éticas, bajo la perspectiva de la Alfabetización Informacional. No obstante, el dominio de los bibliotecarios respecto a esos temas todavía es limitado y los profesionales presentan dificultades a la hora de realizar sus actividades de manera adecuada. Sus prácticas todavía están marcadas por la inseguridad en cuanto a la falta de dominio teórico y de interacción con el cuerpo docente. Incluso en las mejores universidades brasileñas, las acciones realizadas consisten en orientaciones básicas y no están centradas ni en el desarrollo de de la Alfabetización Informacional ni en el uso ético de la información, y mucho menos en combatir el plagio académico. Los bibliotecarios no se sienten completamente preparados para lidiar con estas cuestiones y exigen un apoyo más contundente por parte de la institución, de los dirigentes de sistemas bibliotecarios, de los docentes y del resto de colegas. Por tanto, todavía resta mucho por hacer, principalmente en lo relativo a la formación del bibliotecario. El escenario estudiado está lejos de ser perfecto. No obstante, esperamos que los aspectos presentados y discutidos ofrezcan conocimientos teórico-prácticos para la planificación de acciones, tanto para las comunidades universitarias como para la formación continua de los bibliotecarios, de tal forma que se fortalezcan las bibliotecas universitarias brasileñas y sus comunidades.
CAPES BEX: 7035/14-4

La malhonnêteté académique au cours d’épreuves présente des enjeux importants quant à l’intégrité des évaluations. La présence des TIC étant de plus en plus importante en cours de passation dans les épreuves, il est important avec ce mode de récolte de données d’assurer un niveau de sécurité égal ou même supérieur à celui présent lorsqu’un mode de récolte de données traditionnel, le papier-crayon, est utilisé. Il existe plusieurs recherches sur l’utilisation des TIC dans l’évaluation, mais peu d’entre elles traitent des modalités de sécurité lors de l’utilisation des TIC. Dans ce mémoire, treize organisations québécoises ont été rencontrées: six qui utilisaient les TIC dans la passation, cinq qui utilisaient le papier-crayon dans la passation mais qui désiraient utiliser les TIC et deux qui utilisaient le papier-crayon et qui ne désiraient pas utiliser les TIC. Les organisations sont des établissements d’enseignement (primaire, secondaire, collégial, universitaire), des entreprises privées, des organismes gouvernementaux ou municipaux et des ordres professionnels. Des entrevues semi-structurées et une analyse qualitative par présence ou absence de différentes caractéristiques ont permis de documenter les modalités de sécurité liées à la récolte de données en vue de l’évaluation en utilisant les TIC. Ces modalités ont été comparées à celles utilisées lors de l’utilisation du papier-crayon dans la récolte de données en vue de l’évaluation afin de voir comment elles varient lors de l’utilisation des TIC. Les résultats révèlent que l’utilisation des TIC dans la passation complexifie et ajoute des étapes à la préparation des épreuves pour assurer un niveau de sécurité adéquat. Cependant elle permet également de nouvelles fonctions en ce qui concerne le type de questions, l’intégration de multimédia, l’utilisation de questions adaptatives et la génération aléatoire de l’épreuve qui permettent de contrer certaines formes de malhonnêteté académiques déjà présentes avec l’utilisation du papier-crayon dans la passation et pour lesquelles il était difficile d’agir. Toutefois, l’utilisation des TIC dans la passation peut aussi amener de nouvelles possibilités de malhonnêteté académique. Mais si ces dernières sont bien prises en considération, l’utilisation des TIC permet un niveau de sécurité des épreuves supérieur à celui où les données sont récoltées au traditionnel papier-crayon en vue de l’évaluation.
Academic dishonesty in assessments presents important issues regarding its integrity. The presence of ICT being increasingly important in the examinations, it is important with this method of data collection to ensure a level of safety equal to or even higher than the one present when the traditional method of collecting data, the paper and pencil, is used. There are several studies on the use of ICT in assessment, but few of them talks about the security arrangements in the use of ICT. In this study, thirteen Quebec’s organizations were encountered, six of them who used ICT in the assessment, five who used paper and pencil in the assessment but who wished to use ICT and two who used paper and pencil and did not wish to use ICT. The organizations are educational institutions (elementary, high school, college, university), private companies, government or municipal agencies and professional associations. Semi-structured interviews and a qualitative analysis by the presence or absence of different characteristics documented the security arrangements related to data collection for the assessment using ICT. These modalities were compared with those used when there is utilization of paper and pencil in the collection of data to see how they vary when using ICT. The results show that the use of ICT in the assessment makes it more complex and adds steps to the preparation of the examination to ensure an adequate level of security. However, it also allows new features regarding the type of questions, the integration of multimedia, the use of adaptive questions and random generation of test that can counter some forms of academic dishonesty already present with the use of paper and pencil in the assessment and for which it was difficult to act. However, the use of ICT in assessment can also bring new opportunities for academic dishonesty. If these are taken into consideration, the use of ICT allows a higher security level than the assessment where the data were collected with traditional paper-and-pencil.

The Program of the Czech Decadent Movement and the Question of Intertextuality. The Work of Miloš Marten This thesis explores the work of Miloš Marten (1883-1917) seeking to analyse its decadent narrative as a modern narrative that brings into play the unity between the pinnacle and the decline. It departs from the comparison between the style and interpretation of the two versions of Cyklus rozkoše a smrti (orig. The Cycle of delight and death; 1907 and 1917/1925) and the study of the realisations of this work. For this purpose the study contextually examines the conceptions of "intertextuality" from fin de siècle authors-critics, meaning their conceptualisations of similarity and/or identity of literary works which frequently involve a confluence of degeneration theory, the argument of the non-ethical nature of plagiarism and theory of decadence. All were often used as instruments of disqualification as well as justifications for a modern aesthetics and style. Reconstitution of Marten's theoretical reflection on artistic genres evidences his research of a harmonizing modern culture within an anti-syncretic tendency: mythology and revolt against myth Order being shifted to tragedy and parable, while the novel is designed as an analytical-critical synthesis. Applying contemporary approaches to...