Cheating
J.P. Pretti
integrity is very important and this is a serious concern. We understand
that most CS 241 students work hard to solve the assignment problems on
their own and might feel frustrated, offended and unfairly disadvantaged
by others' attempts to earn marks dishonestly. We want the majority of
honest students to know that we will proceed to penalize the minority of
guilty students as stated in course and Faculty policies.
As a reminder, recall that the course syllabus states what follows.
Academic Integrity and CS 241 Assignments: All work submitted to Marmoset
must be your own. You may discuss assignment problems and share test
cases, but any copying of code, even a small amount of code, will not be
tolerated. If you are repeating CS 241, you should not use any code you
wrote for a previous offering of the course.
Marmoset accounts are intended for individual use and may not be shared in
any manner.
Statement on Academic Offenses in the Faculty of Mathematics:
Academic Integrity: In order to maintain a culture of academic integrity,
members of the University of Waterloo community are expected to promote
honesty, trust, fairness, respect and responsibility.
Grievance: A student who believes that a decision affecting some aspect of
his/her university life has been unfair or unreasonable may have grounds
for initiating a grievance. Read Policy 70 - Student Petitions and
Grievances, Section 4,
http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm
Discipline: A student is expected to know what constitutes academic
integrity, to avoid committing academic offenses, and to take
responsibility for his/her actions. A student who is unsure whether an
action constitutes an offense, or who needs help in learning how to avoid
offenses (e.g., plagiarism, cheating) or about rules for group
work/collaboration should seek guidance from the course professor,
academic advisor, or the Undergraduate Associate Dean. When misconduct has
been found to have occurred, disciplinary penalties will be imposed under
Policy 71 - Student Discipline. For information on categories of offenses
and types of penalties, students should refer to Policy 71 - Student
Discipline, http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm
Avoiding Academic Offenses: Most students are unaware of the line between
acceptable and unacceptable academic behaviour, especially when discussing
assignments with classmates and using the work of other students. For
information on commonly misunderstood academic offenses and how to avoid
them, students should refer to the Faculty of Mathematics Cheating and
Student Academic Discipline Policy,
http://www.math.uwaterloo.ca/navigation/Current/cheating policy.shtml
Appeals: A student may appeal the finding and/or penalty in a decision
made under Policy 70 - Student Petitions and Grievances (other than
regarding a petition) or Policy 71 - Student Discipline if a ground for an
appeal can be established. Read Policy 72 - Student Appeals,
http://www.secretariat.uwaterloo.ca/Policies/policy72Sept2008.htm
The CS 241 Instructors
Edgar Bering
> We have discovered instances of cheating on assignments. Academic integrity
> is very important and this is a serious concern.
I'm glad, in some other courses this isn't taken so seriously. I've heard
of professors instructing 1st year markers to ignore plagiarism since the
students are in first year and are therefore "new to the whole idea of
honour".
> We understand that most CS 241 students work hard to solve the
> assignment problems on their own and might feel frustrated, offended and
> unfairly disadvantaged by others' attempts to earn marks dishonestly. We
> want the majority of honest students to know that we will proceed to
> penalize the minority of guilty students as stated in course and Faculty
> policies.
In policy 71 there are more creative punishment suggestions. Specifically
community service. Has the Faculty considering exacting improvements to
the classrooms, tutorial centers, and student areas (at the approval of
MathSoc in this case) within the MC and DC? I think this is a more fitting
punishment as improves our communal areas and helps mend the community, as
cheating does not merely hurt the cheater but all of us. Also, the public
nature of this punishment would serve as a better deterrant, as after one
offence marks can still be recovered. It would also send a more stern
message about integrity.
While I say many controversial things on this newsgroup in jest, I am dead
serious this time. With the statistics about university cheating painting
an alarming picture and many confirming anecdotes I worry that the problem
will lead to the death of academia.
(Stats here:
http://www.macleans.ca/homepage/magazine/article.jsp?content=20070209_174847_6984)
--
Edgar Bering, Vice President ebering at uwaterloo dot ca
Computer Science Club http://csclub.uwaterloo.ca/~ebering
Mathematics Society MC 3036, (519)888-4567,x33870
University of Waterloo Waterloo, Ontario CANADA N2L 3G1
Brennan Taylor
service.
And hot chicks on the cheaters list?
Michael Gregson
magnitude of the problems with cheating a shocking reality.
While at a friend's room in residence (UWP), his roommates returned to the
room with some friends. Their conversation moved to the topic of academic
integrity beginning not with "Have you ever cheated?", but rather "How
many times have you cheated?", assuming that everyone had done it. To
worsen the situation, not one of them answered with "Never." If they
hadn't cheated, they didn't admit to their honesty.
What worries me most about this situation is the educational environment
that results from this attitude. Students who are otherwise honest are
encouraged to cheat through peer pressure, and the need to compete with
their peers who are less honest. I'm generally not a fan of public
humiliation, and not convinced that this would solve the problem. It
would however provide the honest students with a nicer environment in
which to work on their assignments. Also, perhaps it would be appropriate
to write "We know you cheated, but we'll let it slide this time." on those
assignments that the markers intentionally ignore, so that the students
will learn from the experience?
-- mgregson
Brennan Taylor
David Belanger
> I'm generally not a fan of public humiliation,
Laugh Out Loud
Ben Cassell
of the internet!
->Maybe all of them really had cheated at some point (any sane person I know
would more likely lie about cheating than lie about being honest, so odds
are they were telling the truth...how ironic?).
-> I know plenty of people who cheat and haven't felt the need. Labeling a
person who cheats as an "otherwise honest person" is a weasel-worded way of
making them look better. In the context of, "A crazed axe-murderer who is
otherwise a compassionate guy (and phenomenal story teller!) is encouraged
to terrorize his victims through <input>". It is silly to label a cheater
as an "otherwise honest person", just like it is silly to talk about a
crazed axe-murderer as an "otherwise compassionate guy".
-> Are students failing the system by cheating their way through it, or is
the system failing the students by somehow kindling and maintaining an
environment where students feel that they need to cheat to succeed? I think
this is probably the main point of contention that needs to be argued, as it
is seems much more important to consider "why?" then "how should we punish
the students who do?". The latter question is the lazy equivalent of
slapping a bandage on a gaping wound, whereas the former would hopefully
lead us to some surgical equipment.
-> In conclusion, let's all take a heavy dosage of "judge not lest ye be
judged" (myself included).
"Michael Gregson" <mgre...@csclub.uwaterloo.ca> wrote in message
news:Pine.LNX.4.64.08...@caffeine.csclub.uwaterloo.ca...
Brennan Taylor
If you intended perhaps you need a dose of LURKMOAR so you can TROLBTR.
Brennan Taylor
Edgar Bering
> would more likely lie about cheating than lie about being honest, so odds are
> they were telling the truth...how ironic?).
The fact that they must lie about cheating is another symptom of the
deeper problem, which I'll mention in a bit.
> -> I know plenty of people who cheat and haven't felt the need. Labeling a
> person who cheats as an "otherwise honest person" is a weasel-worded way of
> making them look better. In the context of, "A crazed axe-murderer who is
> otherwise a compassionate guy (and phenomenal story teller!) is encouraged to
> terrorize his victims through <input>". It is silly to label a cheater as an
> "otherwise honest person", just like it is silly to talk about a crazed
> axe-murderer as an "otherwise compassionate guy".
Are you friends with plenty of people who cheat? You let them get away
with such bullshit? If you do you're doing them a great disservice. If a
person who cheated is "otherwise honest" I don't see why we can't call
them that when its relevant, but in the context of judging them on their
particular action it doesn't enter into it (see below), besides people who
cheat are not likely to be honest anyway.
> -> Are students failing the system by cheating their way through it, or is
> the system failing the students by somehow kindling and maintaining an
> environment where students feel that they need to cheat to succeed? I think
> this is probably the main point of contention that needs to be argued, as it
> is seems much more important to consider "why?" then "how should we punish
> the students who do?". The latter question is the lazy equivalent of
> slapping a bandage on a gaping wound, whereas the former would hopefully lead
> us to some surgical equipment.
So the problem is beyond the scope of a single university to fix. The
problem stemms from an attitude in western culture that "everyone deserves
a university degree". This is a disturbing over egalitarian perversion of
the right attitude "everyone can earn a university degree". This sense of
entitlement to a mark simply for being here is one force driving cheating.
The second force driving cheating is brought over by immigrants from the
east, where the cultural norm is to do whatever it takes to claw your way
to the top in a sea of 2 billion people (or is it 3 now?) combined with
pressure from parents to succeede and not enough pressure to be
honourable (though the shame they pour on will be worse if you get
expelled for cheating than if you fail out, just by the way).
It should be rather clear to anyone that the changing the cultural views
and values of 2/3rds the world's population (I'm including Europe in this
count, they have the problem too, and they come to our fine institution
too) is beyond the capabilities of one University. This is the surgury you
ask for, and while that would be great, the surgeon isn't interested
right now. I think this surgeon is the mass media, and the only way to get
her in action is to apply enough bandaids. It works kinda like the bat
signal, once enough Universities begin using large enough bandages the
surgeon will act.
From the anecdotes posted, combined with the data at hand, I am willing to
conclude that the current bandage (Policy 71 and friends, combined with
each Faculty's interpretation) is not large enough, and similar bandages
at other institutions are likewise failing. I believe more public measures
need to be taken, such as precise numbers, not percentages, of cheaters
per term broken down by degree plan from the associate dean's office, as
well as policies to include approval (possibly even tacit approval) of
academic dishonesty in the category of "Unethical behavior egregious
enough to be grounds for the removal of tenure". The second one might seem
drastic. I disagree, if the problem is systemic the only way to fix it is
to give fair warning then amputate the parts that are still infected.
> -> In conclusion, let's all take a heavy dosage of "judge not lest ye be
> judged" (myself included).
I disagree. In this case those who have not cheated are in the unique
position to judge those who have solely on the reason they have cheated,
for when they come back to judge us we can stand proudly on our honour,
clad in the white armour of our integrity and with out fear proclaim that
our marks, awards, diplomas, etc. are our own and no one elses, and this
cannot be taken from us. Any other breaches of ethics or morals on
either side don't enter into the discussion and are mere ad hominem
attacks designed to form a smoke screen. While I don't claim to be wise
enough to actually be the Judge, I do claim to be aware enough of the
problem to cry for more action to be taken against it.
--
Edgar Bering, Honest Student ebering at uwaterloo dot ca
Ben Cassell
always quick to judge the vanquished.
And I've already had two responses! Successful troll is successful!
"Brennan Taylor" <b4ta...@uwaterloo.ca> wrote in message
news:Pine.GSO.4.64.08...@cpu14.student.cs.uwaterloo.ca...
Ben Cassell
news:Pine.LNX.4.64.08...@caffeine.csclub.uwaterloo.ca...
C'mon: This isn't even a real argument: It's pseudo-racism and stereotypes.
Also, a realist would shame you for using either of "society" or "human"
nature as the cause of an event or problem. They are constants and cannot
usefully explain anything. I furthermore disagree with your opinion that
the university is powerless to have an effect on a system that it
administers and maintains. That's the same cop-out logic that the Major
Leagues use: "We can't stop our players from using HGH because the Minor
League teams they came from encouraged success at all costs, and as a
result, it is impossible for us to police something that it is essentially
our responsibility to monitor". I think it's more of a case of the
university being unwilling than incapable.
I do completely agree, however, with your assertion that more public (and
harsher/proactive) measures need to be taken, but certainly nothing cruel.
We should not be punishing a person so much as stopping the act of cheating.
Yes the person is being punished - that's a given consequence of not obeying
a rule - but it shouldn't be the focal point of the punishment: The point is
that cheating is being dealt with in such a manner as to prevent cheating in
the future.
>> -> In conclusion, let's all take a heavy dosage of "judge not lest ye be
>> judged" (myself included).
>
> I disagree. In this case those who have not cheated are in the unique
> position to judge those who have solely on the reason they have cheated,
> for when they come back to judge us we can stand proudly on our honour,
> clad in the white armour of our integrity and with out fear proclaim that
> our marks, awards, diplomas, etc. are our own and no one elses, and this
> cannot be taken from us. Any other breaches of ethics or morals on either
> side don't enter into the discussion and are mere ad hominem attacks
> designed to form a smoke screen. While I don't claim to be wise enough to
> actually be the Judge, I do claim to be aware enough of the problem to cry
> for more action to be taken against it.
Proverbs (16:18): Pride goes before destruction, a haughty spirit before a
fall.
Ben Cassell, Honest Humanist and Capable of Typing "Pride" in Google
<Contact Information>
Stanley Chung
of people together simply for the sake of your own argument, without
regard for the individuals. In addition, you fail to recognize the
positive aspects/habits of each cultural group. Instead of appreciating
the hard work ethics of most Asian students, you choose to let "the few
bad apples spoil the bunch". As a student of Chinese descent, I can tell
you that this so-called lack of honourable pressure is a completely
invalid argument. In the future, I would suggest you consult your peers
before posting such outrageous comments.
I'm not saying that Asian students do not cheat, however, to
characterize based on a cultural/ethnic group is incorrect.
Jacob Parker
TL;DR
Summary plz.
David Belanger
> Instead of appreciating the hard
> work ethics of most Asian students, you choose to let "the few bad apples
> spoil the bunch".
I think Mr. Bering was railing on some supposedly shame-driven Oriental
morality. The funny part is that he has obviously adopted this himself.
--
BELANGER.
Edgar Bering
While applying stereotypes to an individual does not work, stating that
such a culture exists and leads to a few individuals cheating is not
racist. Yes, this attitude can have many many positive aspects as others
have mentioned in an attempt to portray me as somehow racist, but in this
elucidation of the positive aspects I thought were given, they downplayed
the cost. I also did not say that this was a purely eastern theme. There
exists a cultural trend in the west that has similar gains with equal
costs. My argument is that the costs of these views far far far outweigh
their benefits. If you ask for evidence I point to the article I first
posted in this thread which showed %50 of business students having cheated
at one point. The two views synergize as well, mostly in the negative
direction.
> Also, a realist would shame you for using either of "society" or "human"
> nature as the cause of an event or problem.
I didn't say society or human nature. I said culture, the set of common
values, beliefs, and experiences that tie together a group of people from
an area. In the southern US around 1950, before the civil rights movement
forced a change, it was nigh on accepted fact that Black people were
inferior, rode at the back of the bus and even looked through different
windows. Why? Culture.
> They are constants and cannot usefully explain anything.
Culture is constant? Hardly. See above regarding the civil rights
movement for a counterexample, watch over the past 150 years as the United
States evolved from an isolationist agrarian republic to an
agressive industrial empire. A lack of change in that old southern culture
in some pockets of the south is a very good and useful explanation as to
why people have the misconception that Barack Obama is a Muslim, and why
people think that a Presidential candidate being non-Christian is an issue
at all!
> I furthermore disagree with your opinion that the university is
> powerless to have an effect on a system that it administers and
> maintains.
I didn't say that. I said the university alone could not change the vast
cultural sentiments that contribute to the problem. It can however cut the
problem to shreds as soon as the students enter campus. If enough
universities do this it will become clear to the members of the various
cultures that their old views are impractical and they will change. This
may take a generation of harsh university expellation numbers, but the end
result will be the much needed shift.
> I think it's more of a case of the university being unwilling than
> incapable.
Unwilling to do their part in the larger effort needed to combat
the views at the root of the problem because it will be unpopular with the
current customer base? Yes.
> I do completely agree, however, with your assertion that more public (and
> harsher/proactive) measures need to be taken, but certainly nothing cruel. We
> should not be punishing a person so much as stopping the act of cheating. Yes
> the person is being punished - that's a given consequence of not obeying a
> rule - but it shouldn't be the focal point of the punishment: The point is
> that cheating is being dealt with in such a manner as to prevent cheating in
> the future.
Excellent, we agree on the solution, whatever the source of the problem
is, lets commence clammoring for it at once.
> Proverbs (16:18): Pride goes before destruction, a haughty spirit before a
> fall.
I'm sorry, I don't hold the Bible as a universal source of morals, and
disagree fundamentally with its warnings against pride. Yes, there are
times when one need be humble. However, having taken the high ground when
it comes to academic integrity I feel it is apropriate to be proud of
holding on to honour in a time when people feel pressured to be
dishonourable.
--
Edgar Bering, Vice President ebering at uwaterloo dot ca
Edgar Bering
> This is such a generalization. You are attempting to lump a large group of
> people together simply for the sake of your own argument, without regard for
> the individuals.
Because I'm analysing a common value of the large group.
> In addition, you fail to recognize the positive
> aspects/habits of each cultural group.
I do not fail to recognize the positive aspects. I took them as given, if
this was not implicit in my post I apologize.
> Instead of appreciating the hard work
> ethics of most Asian students, you choose to let "the few bad apples spoil
> the bunch".
No, I point out that while this value has benefits it also has great cost.
I am not classifying the people but the costs of the value, and in this
case those (not so) "few bad apples" are highly relevant.
> As a student of Chinese descent, I can tell you that this
> so-called lack of honourable pressure is a completely invalid argument.
Is it? As a student of Academic descent, I can tell you that you need
evidence to support your claims, not just your own handfull of anecdotes.
My Father, a Professor at the University of Houston collects statistics on
the submitted graduate candidates and one thing he has found standing out
in the data is that Chinese undergraduates have perfects on their GREs.
Not just a handfull. All of them. He forwarded his data to the GRE folks
as well as consulting with other professors who had similar data and asked
if such an outlier could be explained. It came to light that there are
professors at Chinese Universities that not only give their students
additional time to complete the exams but actually give them help and
solutions. If there is honourable pressure from Chinese parents how does
this happen?
Without any other evidence at hand I make the conclusion that it is your
claim that is invalid. If you can present something to the contrary then
perhaps we could go earn Masters in Sociology figuring out who is right.
> In the future, I would suggest you consult your peers before posting
> such outrageous comments.
In the future, I would suggest you consult some evidence before posting
such outrageous comments.
> I'm not saying that Asian students do not cheat, however, to characterize
> based on a cultural/ethnic group is incorrect.
Is it? If a culture has a value which can lead to cheating and I say that
it does in more cases than people like to believe, have I said anything
wrong? I have not said that all members of this culture
cheat, the racist statement you try to portray me as making, simply that
this culture has a value which leads to cheating.
You seem to be confusing the values of a culture with the members' of a
culture's unique exposition and interpretation of them.
--
Edgar Bering, Vice President ebering at uwaterloo dot ca
Ondrej Lhotak
CS 241. Although we have tolerated some off-topic posts before, this
thread is extreme. Please take this discussion somewhere more suitable.
Dmitry Olegovitch Safonov
Your tone is lecturing, and condescending. I don't think you
fully understand the issues involved, and I don't think this is the forum
to flesh this out.
If you're such an academic powerhouse, you'd know when your opinion is
welcome and when it's not. This is the second time I'm calling you out for
going on a huge useless rant that can barely even be called tangentially
related to CS241.
I check this newsgroup daily to see what issues my fellow students are
having with assignments, not for my Daily Dose of Edgar.
Dmitry Olegovitch Safonov
you make posts like this. I sure hope rhetoric like yours isn't the norm
for a student organization at a campus as diverse as ours.
Brennan Taylor
On Wed, 22 Oct 2008, Dmitry Olegovitch Safonov wrote:
> I think I speak for a lot of people here: SHUT UP!
>
> Your tone is lecturing, and condescending. I don't think you fully understand
> the issues involved, and I don't think this is the forum to flesh this out.
It's hard to project a tone of humility and wisdom when you're trying to suggest
that courses should be more challenging.
> If you're such an academic powerhouse, you'd know when your opinion is
> welcome and when it's not. This is the second time I'm calling you out for
> going on a huge useless rant that can barely even be called tangentially
> related to CS241.
1) Pot calling the kettle black. You've participated in a number of topics which
could fall under this category.
2) You'd be surprised that a number of people read and enjoy Edgar's writtings.
3) How can you not imagine academic integrity being something `tangentially
related' to CS241. Wait till you get to CS350 where the majority of
assignments are either resubmits of previously marked code or `extensive
collaboration'
> I check this newsgroup daily to see what issues my fellow students are having
> with assignments, not for my Daily Dose of Edgar.
Oh, so you're just as disapointed with the quality of questions on the
newsgroup? Moreover the constant repetition of questions that are not only
clearly defined in provided materials but also many other topics on the
newsgroup. This is not to say that this newsgroup is devoid of good questions,
but they are few and far between.
BECAUSE we have a campus as diverse as ours I both welcome and listen
tentatively to what Edgar has to say.
It's damned foolish to try to say that because we have an open and diverse
campus he shouldn't hold and express his views, especially on a topic so core to
ALL courses at the University (see his link about cheating and realize it is an
INCREASING problem, not decreasing).
Dmitry Olegovitch Safonov
> What part of Ondrej telling us to knock it off didn't you understand?
You're right. I felt the generalizations made by Edgar were unfair and I
got angry. Last post on the subject I promise...
> On Wed, 22 Oct 2008, Dmitry Olegovitch Safonov wrote:
>
>> I think I speak for a lot of people here: SHUT UP!
>>
>> Your tone is lecturing, and condescending. I don't think you fully
>> understand the issues involved, and I don't think this is the forum to
>> flesh this out.
>
> It's hard to project a tone of humility and wisdom when you're trying to
> suggest
> that courses should be more challenging.
>
>> If you're such an academic powerhouse, you'd know when your opinion is
>> welcome and when it's not. This is the second time I'm calling you out for
>> going on a huge useless rant that can barely even be called tangentially
>> related to CS241.
>
> 1) Pot calling the kettle black. You've participated in a number of topics
> which
> could fall under this category.
This thread and the "plz" topic are the only ones I believe.
> 2) You'd be surprised that a number of people read and enjoy Edgar's
> writtings.
no comment
> 3) How can you not imagine academic integrity being something `tangentially
> related' to CS241. Wait till you get to CS350 where the majority of
> assignments are either resubmits of previously marked code or `extensive
> collaboration'
So in CS350 the majority of students cheat? Huh? Not following you...
>> I check this newsgroup daily to see what issues my fellow students are
>> having with assignments, not for my Daily Dose of Edgar.
>
> Oh, so you're just as disapointed with the quality of questions on the
> newsgroup? Moreover the constant repetition of questions that are not only
> clearly defined in provided materials but also many other topics on the
> newsgroup. This is not to say that this newsgroup is devoid of good
> questions,
> but they are few and far between.
>
>
> On Wed, 22 Oct 2008, Dmitry Olegovitch Safonov wrote:
>
>> Also I'd like to add that you may want to withhold your CS Club sig when
>> you
>> make posts like this. I sure hope rhetoric like yours isn't the norm for a
>> student organization at a campus as diverse as ours.
>
> BECAUSE we have a campus as diverse as ours I both welcome and listen
> tentatively to what Edgar has to say.
>
> It's damned foolish to try to say that because we have an open and diverse
> campus he shouldn't hold and express his views, especially on a topic so core
> to
> ALL courses at the University (see his link about cheating and realize it is
> an
> INCREASING problem, not decreasing).
>
If cheating is to university as crime is to "real life", then to make
inferences about how likely a person is to cheat based on their
culture/origin is prejudice just like racial profiling is. I'm not calling
him racist, and I understand he was making a point about students who come
from countries where competition is far more intense than here. But you
definitely need to be careful what you post on a public forum;
specifically who may read it and how they may interpret it, even moreso if
you are a representative of a student-run organization.
Out of respect for the profs and other students, we can continue this by
email if you wish.
Matt Lawrence
As the president of the CS Club, I'd like to state that as a club with
over 250 members, the comments of an individual member do not represent
the views of the club as a whole. Even in the case of an executive,
their comments do not represent the club's views unless that intention
is explicitly stated.
If you have any other questions or comments, feel free to contact me
directly, in order to respect Prof. Lhotak's wishes.
--
Matt Lawrence, President m3lawren at uwaterloo dot ca
Computer Science Club http://csclub.uwaterloo.ca/~m3lawren
Justin Timberlake
>east, where the cultural norm is to do whatever it takes to claw your way
>to the top in a sea of 2 billion people (or is it 3 now?) combined with
>pressure from parents to succeede and not enough pressure to be
>honourable (though the shame they pour on will be worse if you get
>expelled for cheating than if you fail out, just by the way).
As an immigrant from the east, sadly i have to agree what edgar said
was pretty true in general. It's a really sad fact, but it's true. It
doesn't sound politically correct, but it doesn't mean it's true. We
don't like generalizations, but true stories are something that we
can't deny.
When i was taking math135, 2 mandarin guys in my class asked me if
they could take a look at my assignment question blah (can't remember
this detail), and then they talked to each other in mandarin meaning
something like "We should have bring a camera to take a picture."
Well, i don't speak mandarin doesn't mean i can't understand. So i
told them (in mandarin), "even if u bring a camera, i still wouldn't
let u take a picture of my assignment solution." Then, i left and
laughed.
Here's another story. i was taking math136. when the midterm was over
and the instructor and the proctors were collecting midterm exam
papers, 2 guys sitting at the row right behind me in DC1350 started
exchanging answers in mandarin and were still writing at the same time
b4 their exam papers were collected. I told them to shut up. I told
the instructor, but i didn't know their names, so she couldn't
actually do anything about it.
now i'm taking math239, guess how many people are copying??
about GRE, chinese people, they have every way to make up their marks
for that. Same as TOEFL. well, there are other sad stories, but i have
to go to finish up my WLScan.java
there are lots of good asians, but those bad cheating stories make me
feel ashamed to be an immigrant. i don't even wanna be able to
understand mandarin because i hear too much information which i would
rather just not be aware of.
there's nothing i can do, so i'll just have to believe in myself and
prove it by counterexample which is myself.
- Justin Timberlake
jleu...@gmail.com
- Jason
jleu...@gmail.com
Ondrej Lhotak
> So after all that discussion...have the guilty been prosecuted yet?
>
> - Jason
The accused are entitled to due process as specified in the University
policies cited in the course syllabus:
http://www.student.cs.uwaterloo.ca/~cs241/syllabus.pdf
These policies are being followed.
jleu...@gmail.com
- Jason
jleu...@gmail.com
jleu...@gmail.com
Joseph Collins
Joe
Stephen Whitmore
a number of (extra) times. I think it's safe to say that this is a case of
accidental reposts or problems with their Usenet client, rather than
deliberate spamming (I hope). :)
- Stephen