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.
1. When was the information created?
2. How old is too old?
3. Does the currency of the information matter?
1. Is the information related to the prompt?
2. Does the information support your stance?
3. Who is this written for?
1. The information was created in an unknown timeframe, but it refers to a cheating scandal at the University of Virginia that occurred since last spring.
2. The age limit is not mentioned in the given excerpt.
3. Yes, the currency of the information matters as it pertains to a specific event and its aftermath.
1. The relevance of the information to the prompt is not explicitly mentioned in the given excerpt.
2. The information does not indicate whether it supports or opposes any particular stance.
3. The article seems to be written for a general audience, focusing on the issue of plagiarism at the University of Virginia.
1. The information provided in the excerpt was not explicitly mentioned to have a specific creation date. However, it does mention that the plagiarism scandal at the University of Virginia took place since last spring. So, we can infer that the information in the excerpt is relatively recent.
2. The concept of "how old is too old" is not directly discussed in the provided information. It mainly focuses on the cheating scandal at the University of Virginia and the prevalence of plagiarism in the current academic environment.
3. The currency of the information does matter in certain contexts. For example, if you are doing research on a rapidly evolving topic, you would need the most up-to-date information to ensure accuracy and relevance. However, in the context of the cheating scandal and plagiarism issue, the currency of the information doesn't seem to play a significant role. The main focus is on the occurrence of plagiarism and how it is addressed at the University of Virginia.
1. The information in the excerpt is related to the prompt in the sense that it discusses plagiarism and cheating, which are relevant to academic integrity and ethics.
2. The information provided does not explicitly state a stance or opinion; it primarily presents facts about the cheating scandal at the University of Virginia.
3. The excerpt is written for a general audience interested in understanding the prevalence of plagiarism and the measures taken to combat it at the University of Virginia. It provides information about the honor code, the cheating scandal, and the role of the Honor Committee in investigating and addressing such cases.
1. To find out when the information was created, we can look for clues within the text. In this case, we can see that the article mentions that the cheating scandal occurred "since last spring." However, the specific year is not mentioned, so we do not have an exact date. Based on the context of the article and the use of present tense in some parts, we can infer that the information is relatively recent, likely within a few years of the article's publication.
2. The phrase "how old is too old" seems to be related to determining the relevance or validity of information. In this specific context, the age of the information is not explicitly stated. However, we can assume that the information is considered relevant and significant because it refers to a recent cheating scandal at the University of Virginia. If you are referring to information in general, the age of the information can be considered "too old" if it is outdated and no longer accurate or reflective of the current situation or understanding of a topic.
3. The question "Does the currency of the information matter?" suggests considering whether the timeliness and relevance of the information are important. In this case, the currency of the information does matter because the article discusses a recent cheating scandal at the University of Virginia. The information provides insights into the impact of plagiarism and academic integrity at the university. In general, the currency of information can be important in fields where knowledge and understanding are constantly evolving, such as science or technology.
1. In relation to the prompt, it seems that the information is loosely related. The prompt mentions an honor code and plagiarism, and the passage discusses a cheating scandal due to plagiarism at the University of Virginia. While the specific details of the prompt are not mentioned in the passage, the overall topic is similar.
2. Whether the information supports your stance depends on what stance or opinion you have. Based on the passage, you can form different stances or opinions about academic integrity, the culture of honor at the University of Virginia, or the prevalence of plagiarism. To determine if the information supports your particular stance, you would need to analyze the details and arguments presented in the passage and evaluate how they align with your perspective.
3. The passage appears to be written for a general audience, potentially including students, educators, and anyone interested in the topic of academic integrity and plagiarism at universities. The passage provides background information, a narrative of the cheating scandal, and comments from various individuals involved. The language used is generally accessible and does not assume specialized knowledge, making it suitable for a broader readership.