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Pros and cons of honor codes
The debate on the honor code
The debate on the honor code
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The Honor Code system is the moral expectation of trusting students to confront and report their fellow peers when they see that he/she is not obligating the honor code policies. The Schools should eliminate all honor code policies. By eliminating the honor code policies the high schools and colleges will accept that the non-reporting of lying, cheating, and plagiarism is inevitable whether or not the students sign the honor codes. The schools will gain back the trust and respect of the students by changing the overall atmosphere. Not all schools have the abilities to prove these honor codes effective. By accepting that not reporting these accusations the outcome will still be the same. Students that sign the honor codes agree that if they are caught not reporting any of the policies accept the consequences, “Failure to confront or report a student would result in a period of probation (Source B).” “Some students who have already graduated lost their diplomas (Source D).” The expulsion of the students transfers to their permanent record, which makes it difficult for them to return to college. For example when convicts are released from confinement they have an extremely rough time trying to get a decent …show more content…
“The real question was what type of environment we wanted to live in (Source B).” By eliminating the honor codes this action will show the students that they will have zero confrontation and not be held responsible for the mistakes of their fellow peers. “The students opposed this obligation to take action against another student because they did not see it as their responsibility (Source B).” The problem about honor codes is that it can create confrontation between peers, which in result will create an uncomfortable and unfair environment. Therefore schools should disregard any form of honor codes because it is not full
As the Reconstruction Era ended, the United States became the up and coming world power. The Spanish-American war was in full swing, and the First World War was well on its way. As a result of the open-door policy, England, Germany, France, Russia, and eventually Japan experienced rapid industrial growth; the United States decided to pursue a foreign policy because of both self- interest and idealism. According to the documents, Economic self- interest, rather than idealism was more significant in driving American foreign policy from 1895 to 1920 because the United States wanted to protect their foreign trade, property and their access to recourses. While the documents also show that Nationalistic thought (idealism) was also crucial in driving American foreign policy, economic Self- interest prevailed.
In today’s society many countries and even citizens of the United States question the U.S. government’s decision to get in involved in nuclear warfare. These people deemed it unnecessary and state that the U.S. is a hypocrite that preaches peace, but causes destruction and death. Before and during World War II the U.S. was presented with a difficult decision on whether or not to develop and use the atomic bomb.
n my violation of the Aggie Code of Honor, I took the risk of taking an unfair advantage over my classmates to maximize an exam grade. My ultimate failure was deciding to cheat for the betterment of my grade over studying harder and working for my own grade. How Atul Gawande explains in "Failure to Rescue, they're three ways to fail to rescue. The wrong plan, the inadequate plan, and having no plan at all. The wrong plan in my situation would be to ignore all reasoning and continue to act unethical and cheat on further exams. This would obviously would be idiotic. The inadequate plan would be to simply to answer these essay questions and not actually take anything experience from these reflections. The no plan at all would be to ignore that this ever happened and continue
East Asia from 1450-1750, including China, Japan, and Ming China, used many different strategies for empire and state building including taking voyages around the world to get ideas for their empire, having a good educational system and a strong, powerful government, including women in schooling and political events, having different views on religious freedoms and having a tough military.
In the colonization period, the urge to conquer foreign territories was strong, and many lands in the Western Hemisphere were conquered. With the colonization of these areas, a mercantilist relationship was formed between the conquered civilization and the maternal country. A major part of this was the restriction of exportation of native resources only to the mother country as well as the banning of trading with colonies of other countries. In turn, there was an increasing in the number of smuggling activities during the time. According to a British sailor named William Taggart in 1760, the illegal smuggling of goods into these areas had a positive impact because it brought prosperity to the people in Monte Christi, as there were only one hundred poor families. Likewise, Dominica governor John Orde praised the trading because it created prices much lower than with its maternal country. However, British admiral David Tyrell, Roger Elletson, Dominica governor John Orde, and a 1790 Bahaman newspaper report all had similar views on the harmful effects and corruptness present in smuggling. Despite this, physician George Lipscomb and British Lieutenant Governor Thomas Bruce had neutral opinions on the matter, and only stated what they witnessed in the process.
The case under review occurred in the city of Newton against a backdrop of economic decline, political disenchantment, and a widening racial divide. A Newton High School senior,Sheila Allison, is accused by her teacher of plagiarizing a book review. Mrs. Durnitz, the teacher, reported to the school principal that Sheila admitted to taking material from the web but claimed she did not know that doing so constituted plagiarism. The district’s policy states that students found guilty of plagiarism must receive a failing grade and repeat the course. Mrs. Durnitz feels that Sheila, having a copy of the student handbook in which plagiarism is discussed, should have known that what she did violated the policy. The teacher also believes that the policy, drafted by the teachers who teach honors classes and approved by the administration, must be followed to the letter despite any extenuating circumstances.
Throughout Europe in the fifteenth, sixteenth, seventeenth, and eighteenth centuries, nations were filled with poor and less fortunate individuals. While the nobles of countries such as France and England ruled their lands, many forgot about the underprivileged that roamed the city streets begging for alms. As a result, the opinions towards these lower class people were very differentiated. However, three main opinions stood out. All in all, the views of the poor in fifteenth – eighteenth century Europe included those who believed individuals should help the poor because it is the right thing to do, those who believed individuals should help the poor for God, and those who believed the poor were just idlers
...e, however in support of changing the honor code system in terms of the expulsion penalty at all times as well as the tolerance portion of the penalty. I feel that there are many circumstances in which expulsion is extreme and unnecessary especially when it has to do with tolerance of an honor code violation.
However, this may stem from a lack of enforcement of the rules. Even at the most prestigious schools, such as Harvard University, students are not upholding the rules implemented: “The possibility that 125 Harvard students ‘improperly collaborated’ on an exam in the spring has galvanized … discussion about … honor codes” (Source: C). In this case, people may argue that the only party at fault consists of the students. However, the faculty may be partially guilty as well, as their lack of care towards the rules has created a situation that jeopardizes the school’s integrity. Revision may then seem like the least of the school’s priorities, as they must show they seriously consider educational integrity. Likewise, at the University of Virginia, “157 students have been investigated by their peers in the largest cheating scandal in memory” (Source: D). Again, the school and all those who work there hold at least part of the fault for this ignorance because, theoretically, they should preserve and enforce the rules provided. The fact that the scandal exists means that they were not doing their jobs to their fullest. Although revision may seem simpler to carry out, the school’s staff must show an attempt at intervention within the student lives to keep them on a path towards
Across the nation, schools, colleges and universities have established honor codes in their campuses to discourage cheating and promote academic integrity. Whether or not their honor codes are effective is a topic well debated and both sides have merit. At my school, Brookwood High School, the honor code should be revised, for only in an environment where the students are involved, consequences for cheating are high, and a culture of honor and integrity are established, can such as system thrive and succeed.
All penalties are handled in an all-student court. The author states, “Our honor code is strictly enforced, and the enforcement is handled by an all-student court. Students convicted of lying or cheating can expect to receive punishments ranging from suspension to expulsion.” (Source C) Enforcing the honor code in this way give the students an input on how the students are charged. In order to inveigh a student for cheating or plagiarism, the they must have evidence leading up to the accusation of cheating. This way students will have laws of a propensity to cheat or
Don't see it in the hallways or in teachers classrooms. Now there are there are a few teachers who have it hanging up somewhere, but they never draw any attention to it. In a study done in 2008 at a small public university show that 42% of students and alumni did not know the range of sanctions that can occur. Which means almost half the colleges students did not know what all they would be punished for. Now few teachers do put the honor code in their syllabus but they don't go over it. If Newman Smith’s honor code was revised, the new rules would have to be presented. Once it was presented to the whole school, almost every student would know about
Violating the honor code comes with big consequences. Philip Altbach is an education scholar at the Boston College, he said he is not
In conclusion, the issue of academic integrity does not only affect an individual, but also an institution. Therefore, it is the duty of students and schools to ensure that ethical principles are upheld all the time. Moreover, institutions of higher learning should deal with all reported cases of academic dishonestly severely to deter others. In addition, a culture of academic integrity should be promoted. For students, it is even more important because it helps them to avoid losing a potential career due to misconduct. Moreover, upholding the values of ethics and integrity provides them with intrinsic
For the majority of the students, those moving on to community colleges or lesser universities, there will be a set of classes that will teach the same subjects as the honor courses, just not in as much detail. There will also be a third tier of classes below this one which will serve the needs of those students who are not academically up to standard. The students in the lower classes will not be allowed to "slack off" and graduate with a sub-par education. Their classes will be more rigorous than the average classes in an effort to bring the students back up to the standard.