抄袭的定义(英文权威)

Defining and Avoiding Plagiarism: The WPA Statement on Best Practices

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Plagiarism has always concerned teachers and administrators, who want students’ work to repre sent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities. This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning. What Is Plagiarism?

In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended.

Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language,ideas, or other original (not common-knowledge) material without acknowledging its source.

This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.

Most current discussions of plagiarism fail to distinguish between:

1.submitting someone else’s text as one’s own or attempting to

blur the line between one’s own ideas or words and those

borrowed from another source, and

2.carelessly or inadequately citing ideas and words borrowed

from another source.

Such discussions conflate plagiarism with the misuse of sources.

Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately.

What are the Causes of Plagiarism and the Failure to Use and Document Sources Appropriately?

Students who are fully aware that their actions constitute plagiarism—for example, copying published information into a paper without source attribution for the purpose of claiming the information as their own, or turning in material written by another student—are guilty of academic misconduct. Although no excuse will lessen the breach of ethical conduct that such behavior represents, understanding why students plagiarize can help teachers to consider how to reduce the opportunities for plagiarism in their classrooms.

?Students may fear failure or fear taking risks in their own work.

?Students may have poor time-management skills or they may plan poorly for the time and effort required for research-based writing, and believe they have no choice but to plagiarize.

?Students may view the course, the assignment, the conventions of academic documentation, or the consequences of cheating as unimportant.

?Teachers may present students with assignments so generic or unparticularized that students may believe they are justified in looking for canned responses.

?Instructors and institutions may fail to report cheating when it does occur, or may not enforce appropriate penalties.

Students are not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully. These failures are largely the result of failures in prior teaching and learning:

students lack the knowledge of and ability to use the conventions of authorial attribution. The following conditions and practices may result in texts that falsely appear to represent plagiarism as we have defined it:

?Students may not know how to integrate the ideas of others and document the sources of those ideas appropriately in their

texts.

?Students will make mistakes as they learn how to integrate others’ words or ideas into their own work because error is a

natural part of learning.

?Students may not know how to take careful and fully documented notes during their research.

?Academicians and scholars may define plagiarism differently or more stringently than have instructors or administrators in

students’ ear lier education or in other writing situations.

?College instructors may assume that students have already learned appropriate academic conventions of research and

documentation.

?College instructors may not support students as they attempt to learn how to research and document sources; instead,

instructors may assign writing that requires research and

expect its appropriate documentation, yet fail to appreciate the difficulty of novice academic writers to execute these tasks

successfully.

?Students from other cultures may not be familiar with the conventions governing attribution and plagiarism in American

colleges and universities.

?In some settings, using other people’s words or ideas as their own is an acceptable practice for writers of certain kinds of texts (for example, organizational documents), making the concepts of plagiarism and documentation less clear cut than academics often acknowledge and thereby confusing students who have

not learned that the conventions of source attribution vary in

different contexts.

What are our Shared Responsibilities?

When assignments are highly generic and not classroom-specific, when there is no instruction on plagiarism and appropriate source attribution, and when students are not led through the iterative processes of writing and revising, teachers often find themselves playing an adversarial role as “plagiarism police” instead of a coaching role as educators. Just as students must live up to their responsibility to behave ethically and honestly as learners, teachers must recognize

that they can encourage or discourage plagiarism not just by policy and admonition, but also in the way they structure assignments and in the processes they use to help students define and gain interest in topics developed for papers and projects.

Students should understand research assignments as opportunities for genuine and rigorous inquiry and learning. Such an understanding involves:

?Assembling and analyzing a set of sources that they have themselves determined are relevant to the issues they are

investigating;

?Acknowledging clearly when and how they are drawing on the ideas or phrasings of others;

?Learning the conventions for citing documents and

acknowledging sources appropriate to the field they are

studying;

?Consulting their instructors when they are unsure about how to acknowledge the contributions of others to their thought and

writing.

Faculty need to design contexts and assignments for learning that encourage students not simply to recycle information but to investigate and analyze its sources. This includes:

?Building support for researched writing (such as the analysis of models, individual/group conferences, or peer review) into

course designs;

?Stating in writing their policies and expectations for documenting sources and avoiding plagiarism;

?Teaching students the conventions for citing documents and acknowledging sources in their field, and allowing students to

practice these skills;

?Avoiding the use of recycled or formulaic assignments that may invite stock or plagiarized responses;

?Engaging students in the process of writing, which produces materials such as notes, drafts, and revisions that are difficult to plagiarize;

?Discussing problems students may encounter in documenting and analyzing sources, and offering strategies for avoiding or

solving those problems;

?Discussing papers suspected of plagiarism with the students who have turned them in, to determine if the papers are the

result of a deliberate intent to deceive;

?Reporting possible cases of plagiarism to appropriate administrators or review boards.

Administrators need to foster a program- or campus-wide climate that values academic honesty. This involves:

?Publicizing policies and expectations for conducting ethical research, as well as procedures for investigating possible cases of academic dishonesty and its penalties;

?Providing support services (for example, writing centers or Web pages) for students who have questions about how to cite

sources;

?Supporting faculty and student discussions of issues concerning academic honesty, research ethics, and plagiarism;

?Recognizing and improving upon working conditions, such as high teacher-student ratios, that reduce opportunities for more individualized instruction and increase the need to handle

papers and assignments too quickly and mechanically;

?Providing faculty development opportunities for instructors to reflect on and, if appropriate, change the ways they work with writing in their courses.

Best Practices

College writing is a process of goal setting, writing, giving and using feedback, revising, and editing. Effective assignments construct specific writing situations and build in ample room for response and revision. There is no guarantee that, if adopted, the strategies listed below will eliminate plagiarism; but in supporting students throughout their research process, these strategies make plagiarism both difficult and unnecessary.

1. Explain Plagiarism and Develop Clear Policies

?Talk about the underlying implications of plagiarism.

Remind students that the goal of research is to engage, through writing, in a purposeful, scholarly discussion of issues that are sometimes passed over in daily life. Understanding,

augmenting, engaging in dialogue with, and challenging the

work of others are part of becoming an effective citizen in a

complex society. Plagiarism does not simply devalue the

institution and the degree it offers; it hurts the inquirer, who

has avoided thinking independently and has lost the

opportunity to participate in broader social conversations.

?Include in your syllabus a policy for using sources, and discuss it in your course. Define a policy that clearly explains the consequences of both plagiarism (such as turning in a paper known to be written by someone else) and the misuse or

inaccurate citation of sources.

?If your university does not already have one, establish an honor code to which all students subscribe; a judicial board to hear plagiarism cases; or a departmental

ombudsperson to hear cases brought between students and instructors.

2. Improve the Design and Sequence of Assignments

?Design assignments that require students to explore a subject in depth. Research questions and assignment topics should be based on principles of inquiry and on the genuine

need to discover something about the topic, and should present that topic to an audience in the form of an exploration or an

argument.

?Start building possible topics early. Good writing reflects a thorough understanding of the topic being addressed or

researched. Giving students time to explore their topics slowly and helping them to narrow their focus from broad ideas to

specific research questions will personalize their research and

provide evidence of their ongoing investigations

?Consider establishing a course theme, and then allow students to define specific questions about that theme so that they become engaged in learning new ideas and

begin to own their research. A course theme (like “literacy”

or “popular culture”) allows students and in structor to develop expertise and to support each other as they read, write, and

engage in their research. Grounding the theme in a local

context (such as the campus, or the neighborhood or city where the campus is located) can provide greater relevance to

students’ lives. Once stu dents have defined a topic within the

course theme, ask them to reflect frequently on their choice of topic: about what they already know about the topic when they begin their research; about what new ideas they are learning

along the way; and about what new subjects for research they are discovering.

?Develop schedules for students that both allow them time to explore and support them as they work toward

defined topics. As researchers learn more about their subjects, they typically discover new, unforeseen questions and interests to explore. However, student researchers do not have unlimited time for their work—at some point, they must choose a focus for their papers. Conferences with students (sometimes held in the library or computer resource center) are invaluable for enabling them to refine their focus and begin their inquiry.

?Support each step of the research process. Students often have little experience planning and conducting research. Using planning guides, in-class activities, and portfolios, instructors

should “stage” students’ work and provide support at each

stage—from invention to drafting, through revision and

polishing. Collecting interim materials (such as annotated

photocopies) helps break the research assignment down into

elements of the research process while providing instructors

with evidence of students’ original work. Building “low-st akes”

writing into the research process, such as reflective progress

reports, allows instructors to coach students more effectively

while monitoring their progress.

?Make the research process, and technology used for it, visible. Ask your students to consider how various

technologies—computers, fax machines, photocopiers,

e-mail—affect the way information is gathered and synthesized, and what effect these technologies may have on plagiarism.

?Attend to conventions of different genres of writing. As people who read and write academic work regularly, instructors are sensitive to differences in conventions across different

disciplines and, sometimes, within disciplines. However,

students might not be as aware of these differences. Plan

activities—like close examinations of academic readings—that

ask students to analyze and reflect on the conventions in

different disciplines.

3. Attend to Sources and the Use of Reading

?Ask students to draw on and document a variety of sources. Build into your assignments additional sources, such as systematic observation, interviews, simple surveys, or other datagathering methods. Incorporating a variety of sources can help students develop ways of gathering, assessing, reading,

and using different kinds of information, and can make for a

livelier, more unique paper.

?Consider conventions. Appropriate use of citations depends on students’ familiarity with the conventions of the genre(s)

they are using for writing. Design activities that help students to become familiar with these conventions and make informed

choices about when and where to employ them.

?Show students how to evaluate their sources. Provide opportunities for students to discuss the quality of the content and context of their sources, through class discussions,

electronic course management programs or Internet chat

spaces, or reflective assignments. Discuss with students how

their sources will enable them to support their argument or

document their research.

?Focus on reading. Successful reading is as important to thoughtful research essays as is successful writing. Develop

reading-related heuristics and activities that will help students to read carefully and to think about how or whether to use that reading in their research projects.

4. Work on Plagiarism Responsibly

?Distinguish between misuse of sources and plagiarism. If students have misused sources, they probably do not

understand how to use them correctly. If this is the case, work with students so that they understand how to incorporate and cite sources correctly. Ask them to rewrite the sections where sources have been misused.

?Ask students for documentation. If a student’s work raises suspicions, talk with him or her about your concerns. Ask

students to show you their in-process work (such as sources,

summaries, and drafts) and walk you through their research

process, describing how it led to the production of their draft. If they are unable to do this, discuss with them the consequences of plagiarism described in your syllabus (and, perhaps, by your institution). If you have talked with a student and want to

pursue your own investigation of his or her work, turn to

sources that the student is likely to have used and look for

evidence of replication.

?Use plagiarism detection services cautiously. Although such services may be tempting, they are not always reliable.

Furthermore, their availability should never be used to justify

the avoidance of responsible teaching methods such as those

described in this document.

5. Take Appropriate Disciplinary Actions

?Pay attention to institutional guidelines. Many institutions have clearly defined procedures for pursuing claims of academic dishonesty. Be sure you have read and understood these before you take any action.

?Consider your goal. If a student has plagiarized, consider what the student should take away from the experience. In

some cases, a failing grade on the paper, a failure in the course, academic probation, or even expulsion might achieve those

goals. In other cases, recreating the entire research process,

from start to finish, might be equally effective.

Council of Writing Program Administrators, January, 2003

毕业论文(英文翻译)排版格式

英文翻译说明 1. 英文翻译文章输成word，5号新罗马（New Times Roman）字体，1.5倍行间距，将来方便打印和一起装订；英文中的图表要重新画，禁止截图。 2. 整篇论文1.5倍行间距，打印时，用B5纸，版面上空2.5cm，下空2cm，左空2.5cm，右空2cm（左装订）。 3. 论文翻译后的摘要用五号宋体，正文小四号宋体、英文和数字用新罗马（New Times Roman）12、参考文献的内容用五号字体。图和表头用五号字体加粗并居中，图和表中的内容用五号字体。论文翻译的作者用五号字体加粗。 论文大标题………小三号黑体、加黑、居中 第二层次的题序和标题………小四号黑体、加黑、居中 第三层次的题序和标题………小四号宋体、加黑、居中 正文……………………………小四号宋体、英文用新罗马12 页码……………………………小五号居中，页码两边不加修饰符 4. 论文中参考文献严格按照下述排版。 专著格式：序号.编著者.书名[M].出版地: 出版社, 年代, 起止页码 期刊论文格式：序号.作者.论文名称[J]. 期刊名称, 年度, 卷(期): 起止页码 学位论文格式：序号.作者.学位论文名称[D]. 发表地: 学位授予单位, 年度 例子: (1).胡千庭, 邹银辉, 文光才等. 瓦斯含量法预测突出危险新技术[J]. 煤炭学报, 2007.32(3): 276-280. (2). 胡千庭. 煤与瓦斯突出的力学作用机理及应用研究[D]. 北京: 中国矿业大学(北京), 2007. (3). 程伟. 煤与瓦斯突出危险性预测及防治技术[M]. 徐州: 中国矿业大学出版社, 2003.

本科论文 3000字外文翻译

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java毕业论文外文文献翻译

Advantages of Managed Code Microsoft intermediate language shares with Java byte code the idea that it is a low-level language witha simple syntax , which can be very quickly translated intonative machine code. Having this well-defined universal syntax for code has significant advantages. Platform independence First, it means that the same file containing byte code instructions can be placed on any platform; atruntime the final stage of compilation can then be easily accomplished so that the code will run on thatparticular platform. In other words, by compiling to IL we obtain platform independence for .NET, inmuch the same way as compiling to Java byte code gives Java platform independence. Performance improvement IL is actually a bit more ambitious than Java bytecode. IL is always Just-In-Time compiled (known as JIT), whereas Java byte code was ofteninterpreted. One of the disadvantages of Java was that, on execution, the process of translating from Javabyte code to native executable resulted in a loss of performance. Instead of compiling the entire application in one go (which could lead to a slow start-up time), the JITcompiler simply compiles each portion of code as it is called (just-in-time). When code has been compiled.once, the resultant native executable is stored until the application exits, so that it does not need to berecompiled the next time that portion of code is run. Microsoft argues that this process is more efficientthan compiling the entire application code at the start, because of the likelihood that large portions of anyapplication code will not actually be executed in any given run. Using the JIT compiler, such code willnever be compiled.

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译文 学院：土建学院专业：土木工程学号：064&&&&&&&姓名：&&&&&& 指导教师： &&&&&&教授

江苏科技大学 2010年 03 月 28 日 均布荷载作用下挡土墙上的土压力 G. I. Shvetsov UDC 624.131.531.2 在前一篇文章中，我们确定了在只考虑填土自重的试验条件下，作用在挡土墙上的压力。这篇文章是第一篇文章的延续，致力于探索填土在外界均布荷载作用下，在挡土墙上产生的荷载问题，当在使用到先前得到的岩土平衡微分方程时，我们仅仅只改变边界条件，因为在这种情况下我们使用了与初始解决方案相同的原理。我们只提取那些与附加土压力有关的新成果，以及仅定义那些第一次出现的新符号。 在设计中，我们通常把作用在挡土墙上的土压力看作是呈三角形分布的，应力也被假设为是沿着墙体均匀连续分布的，但是实验结果并没有证实这一理论，试验表明表面

的附加应力随墙的高度变化并不均匀，而是从回填土顶部的最大值开始一直减小到其底部的最小值。因而，在M.C.瓦尔跟实验图的纵坐标的最大值超出理论计算值近两倍，最小值达到理论计算值的0.65倍，因为土压力的增加主要是在墙的上部，由此所得出的作用点比计算所得出的要高很多。 F.M.shikhiev 的理论里包含了关于挡土墙均布荷载作用下的二维应力折减问题，但是， 附加应力的分布对挡土墙受超荷载作用的效果问题的影响，并没有经过合适的理论研究。 虽然，不同研究人员所做的无数次试验已经确定，侧壁的扭曲效应更大，随着表面的粗糙程度而变大，随挡土墙的宽度和高度之比。在这篇文章里，我们将尽可能的填补这方面的空白。 在边界条件0q 0,y x ==的基础上，我们可以确定试验中作用在有侧向限制的填土上没有超荷的垂直应力。如果一个外附加应力作用在楔块表面上的强度为x σ，则在这种情况下，我们可以从已知条件得出，当y=0时，x q = x σ，既可以得出方程 ()()1 1 1/2/k x x w w h y h A q f m h A λσξ+-=+ （1） 其中 ，荷载分配的不均匀系数A 1和土的深度有关： ()() 111/1/k k A y h y h -= --- （2） 方程一是通用的，因为对于任意一种荷载分布x σ它都可以计算出任意土层中某一点的应力，因此便足以表明应力在X 轴方向的分布规律。当0=x σ时，方程便简化成相应的没有附加应力的形式，并且，当0=w f 而且0>x σ时，它反映了在考虑了附加应力条件时的二维问题，即： 11k x x h y q A h γσ?? =+- ??? （3） 满布在滑动楔上的均布荷载对我们已经知道的设计系数k ，n,和ξw 的值并没有影响，所以，计算作用在挡土墙上的正应力，切应力和总应力的表达式如下：

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Inventory management Inventory Control On the so-called "inventory control", many people will interpret it as a "storage management", which is actually a big distortion. The traditional narrow view, mainly for warehouse inventory control of materials for inventory, data processing, storage, distribution, etc., through the implementation of anti-corrosion, temperature and humidity control means, to make the custody of the physical inventory to maintain optimum purposes. This is just a form of inventory control, or can be defined as the physical inventory control. How, then, from a broad perspective to understand inventory control? Inventory control should be related to the company's financial and operational objectives, in particular operating cash flow by optimizing the entire demand and supply chain management processes (DSCM), a reasonable set of ERP control strategy, and supported by appropriate information processing tools, tools to achieved in ensuring the timely delivery of the premise, as far as possible to reduce inventory levels, reducing inventory and obsolescence, the risk of devaluation. In this sense, the physical inventory control to achieve financial goals is just a means to control the entire inventory or just a necessary part; from the perspective of organizational functions, physical inventory control, warehouse management is mainly the responsibility of The broad inventory control is the demand and supply chain management, and the whole company's responsibility. Why until now many people's understanding of inventory control, limited physical inventory control? The following two reasons can not be ignored: First, our enterprises do not attach importance to inventory control. Especially those who benefit relatively good business, as long as there is money on the few people to consider the problem of inventory turnover. Inventory control is simply interpreted as warehouse management, unless the time to spend money, it may have been to see the inventory problem, and see the results are often very simple procurement to buy more, or did not do warehouse departments . Second, ERP misleading. Invoicing software is simple audacity to call it ERP, companies on their so-called ERP can reduce the number of inventory, inventory control, seems to rely on their small software can get. Even as SAP, BAAN ERP world, the field of

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