This study links Cressey’s established fraud triangle theory to a recently developed academic fraud risk triangle as a platform for identifying the determinants of academic fraud risk factors. The study then evaluates the magnitude and extent to which students are willing to confront the realities of academic fraud and move towards a culture of academic integrity. Most of the studies pertaining to combating academic fraud have primarily been the opinions of the researchers, namely, the faculty. Although students may not be (...) expected to police the fight against academic fraud, their opinions as to what would work and what would not, have not been sufficiently examined, and this study contributes to filling that void. We explore the agreement among students and groups of students concerning specific deterrent strategies. We find two types of strategies, student action and faculty/administration action . Results from 740 students surveyed found that the most widely supported strategies are stronger penalties, parental notification, an anonymous tip line, and administering a uniform policy. The least supported strategies were academic honor code, no strategy at all, requiring an ethics course, and leaving individual instructors to determine penalties. Further, full time, domestic, undergraduate, and male students favor student action strategies, which are more reactionary and less punitive. (shrink)

This book is a clear, engaging, and ambitious introduction to the philosophy of John Dewey. First, a comment about the subtitle: while I recognize that it reflects the book’s inclusion in a series of “beginner’s guides,” the subtitle (“a beginner’s guide”) is unfortunate. The book is much more than that, and, as such, it is more valuable than the subtitle suggests. It is clearly of help to people new to Dewey, and yet it is also a significant resource for those (...) returning to Dewey in a variety of capacities. For example, this reviewer has found Hildebrand’s book helpful for thinking about pedagogical strategies for teaching Dewey in a recent seminar class (on James and Dewey), and I expect many other teachers will .. (shrink)

Though some doubts about the principle that every proposition is either true or false were entertained even by Aristotle, both the number and the vigor of criticisms of this principle have been increasing in recent years. This paper attempts a restatement and a re-examination of the issues involved in this dispute, and in particular an evaluation of the effects on the argument of such recent discoveries as that of the “many-valued logics.”.

Cortical color blindness, or cerebral achromatopsia, has been likened by some authors to ''blindsight'' for color or an instance of ''covert'' processing of color. Recently, it has been shown that, although such patients are unable to identify or discriminate hue differences, they nevertheless show a striking ability to process wavelength differences, which can result in preserved sensitivity to chromatic contrast and motion in equiluminant displays. Moreover, visually evoked cortical potentials can still be elicited in response to chromatic stimuli. We suggest (...) that these demonstrations reveal intact residual processes rather than the operation of covert processes, where proficient performance is accompanied by a denial of phenomenal awareness. We sought evidence for such covert processes by conducting appropriate tests on achromatopsic subject M.S. An ''indirect'' test entailing measurement of reaction times for letter identification failed to reveal covert color processes. In contrast, in a forced choice oddity task for color, M.S. was unable to verbally indicate the position of the different color, but was surprisingly adept at making an appropriate eye movement to its location. This ''direct'' test thus revealed the possible covert use of chromatic differences. (shrink)

Charles A. Baylis; VII—Foundations For a Presentative Theory of Perception and Sensation, Proceedings of the Aristotelian Society, Volume 66, Issue 1, 1 June 19.

The use of high hypothetical payoffs has been justified by the realism and relevance of large monetary consequences and by the impracticality of making high cash payments. We argue that subjects may not be able to imagine how they would behave in high payoff situations.