bot please answer these questions please
excerpt
At the University of Virginia, there’s a saying that students soon commit to memory: “On my honor as a student, I
have neither given nor received aid on this assignment/exam.”
Students write this on every test in every class during their college career, pledging as their predecessors have
since 1842 never to lie, cheat or steal. It’s a tradition that’s made Thomas Jefferson’s school a richer academic
environment, students say, as well as an easier place to find lost wallets.
But even here, where honor is so well defined and policed by an elite student committee, plagiarism has become a
problem.
Since last spring, 157 students have been investigated by their peers in the largest cheating scandal in memory.
Thirty-nine of those accused of violating the school’s honor code have either dropped out or been expelled—the
only penalty available for such a crime.
Some students who had already graduated lost their diplomas.
“It’s not like we’re saying we hate you, it’s just that we have standards here,” said 22-year-old Cara Coolbaugh, one
of the students on U.Va.’s Honor Committee who has spent countless hours this year determining the fate of her
peers.
The scandal began in a popular introductory physics class designed for non-majors. The course, which explores
pragmatic topics such as why the sky is blue and how light bulbs work, usually attracts 300 to 500 students per
semester—too many to watch closely. Instructor Lou Bloomfield said he started to worry about plagiarism after a
student confided that some of her friends had copied papers from a file at their sorority. To find out for sure,
Bloomfield spent an afternoon programming a computer to spot repeated phrases.
He fed in computer files of 1,500 term papers from four semesters of classes, and matches started popping up.
“I was disappointed,” Bloomfield said. “But I wasn’t so surprised—I have a large class.”
A few of his students had simply copied from earlier work. Others had lifted at least a third of their papers from
someone else.
The Honor Committee, whose 21 members were elected just before the plagiarism scandal hit, was overwhelmed.
Most professors usually have a few people they’d like to investigate. Bloomfield handed over a list of more
than 100.
Philip Altbach, a higher education scholar at Boston College, said he isn’t surprised. “Plagiarism is more common
now,” he said. “It’s just easier to do.”
The Internet provides an inexhaustible source of information, and it’s tempting to simply insert phrases directly into
reports, Altbach said.
Currency
1. When was the information created?
2. How old is too old?
3. Does the currency of the information matter?
Relevance
1. Is the information related to the prompt?
2. Does the information support your stance?
3. Who is this written for?
I'm sorry, but as a language model AI, I don't have access to the internet to provide specific information about the currency and relevance of the given excerpt. However, I can help answer any other questions you might have or provide general information on the topic.
Currency:
1. The information in the excerpt does not mention a specific date of creation, but it does indicate that the plagiarism scandal happened since last spring.
2. There is no specific mention of how old is considered too old in this context.
3. The currency of the information does matter in this case, as it provides background on a recent event at the University of Virginia.
Relevance:
1. The information in the excerpt is related to the prompt as it discusses the issue of plagiarism and cheating among students at the University of Virginia.
2. The information does not express a specific stance, but it provides insights into the prevalence and consequences of plagiarism, which can help in forming an informed opinion.
3. The excerpt is written for a general audience interested in education and academic integrity, particularly those interested in the University of Virginia and its honor code.
1. To determine when the information was created, you can look for clues within the text. In this case, we can see that the information is about a cheating scandal at the University of Virginia. The text mentions that the scandal started last spring, so we can infer that the information was created sometime after that.
2. "How old is too old?" would depend on the context and the specific information you are looking for. In this case, since the text is about a recent cheating scandal at the University of Virginia, it is likely that more recent information would be more relevant and useful.
3. The currency of the information does matter in some cases. In situations where you are looking for up-to-date information or data, it is important to consider how recent the information is. For example, if you are researching current statistics or trends, you would want to find the most recent data available. However, in some cases, historical information may still be relevant and provide valuable insights, so it depends on the specific context and research focus.
Relevance:
1. In order to determine if the information is related to the prompt, you need to understand what the prompt is asking for. Without the prompt, it is difficult to assess the relevance of the information mentioned in the text.
2. Whether or not the information supports your stance would depend on what your stance is and how the information aligns with it. Without knowing your specific stance and the context of the prompt, it is challenging to determine if the information supports it or not.
3. In this case, the information seems to be written for a general audience who may be interested in the cheating scandal at the University of Virginia or plagiarism in general. It is not clear who the specific audience is, but the text provides information that can be understood by anyone reading it.
Remember, without more specific details about the prompt and your stance, it is difficult to provide a more specific analysis of relevance and support for your stance.