Ethics: August 2008 Archive Page

Thanks for the link, Rosemary. From The Atlantic.

Economists and ecologists sometimes speak of the "tragedy of the commons"--the way rational individual actions can collectively reduce the common good when resources are limited. How this applies to traffic safety may not be obvious. It's easy to understand that although it pays the selfish herdsman to add one more sheep to common grazing land, the result may be overgrazing, and less for everyone. But what is the limited resource, the commons, in the case of driving? It's attention. Attending to a sign competes with attending to the road. The more you look for signs, for police, and at your speedometer, the less attentive you will be to traffic conditions. The limits on attention are much more severe than most people imagine. And it takes only a momentary lapse, at the wrong time, to cause a serious accident.

Boston.com:

A man from Somerville, Mass., and his friend who went around the country this year removing typographical errors from public signs have been banned from national parks after vandalizing a historic marker at the Grand Canyon.

A good lesson in journalistic humility. FoxNews.

One morning, there was a fatal accident. One person died. One lived. As always, I dutifully jotted down the information from the report. And a few hours later, I announced to all of Ohio who died and who survived this crash.

But I was wrong. See, the police transposed the names of the victim and the survivor on the report. So you can only imagine the feeling in my stomach when the survivor's family called to tell me I had it wrong.

But I'd done due journalistic diligence. My saving grace? I attributed the report of the death to someone. An all important line that said, "Police say so-and-so died last night in a wreck..." And that's all journalism is: not reporting your own conclusions, but what others are saying.

An Ohio State press release discusses how a student's psychological profile correlates to academic integrity. An interesting study in rhetoric, focusing on promoting a cultural identity for the "academic heroes" who do honest work, rather than hunting and trapping those whose behavior is less exemplary:

The students completed measures that examined their bravery, honesty and empathy.  The researchers separated those who scored in the top half of those measures and contrasted them with those in the bottom half.

Those who scored in the top half - whom the researchers called "academic heroes" - were less likely to have reported cheating in the past 30 days and the last year compared to the non-heroes.  They also indicated they would be less likely to cheat in the next 30 days in one of their classes.

Josh suggest this story. Experimental software now under development can automatically swap eyes and facial expressions from one face to another, and the software is being tested as a way to anonymize faces that appear in Google Maps.  This story is about more personal, more targeted, use of image-processing software. (NYT)

Ellen Robinson, a volunteer college trustee in Denver, commissioned Sara Frances, a local photographer, to shoot a formal family portrait to hang prominently in their new house. Working for $150 an hour, Ms. Frances changed expressions of family members and swapped the dog's head between images. She slenderized bodies, adjusted skin tones and changed the color of several outfits to make for a more unified palette. She even straightened the collar on one son's shirt.

"You're spending a lot of money on these portraits," Ms. Robinson said. "They're supposed to last a lifetime -- generations, really. So why not get a helping hand to do it right?"

Photography has always represented, to some degree, a distortion of reality, said Per Gylfe, the manager of the digital media lab at the International Center of Photography in New York. A photographer can create different impressions of the same scene by including some elements in the frame and omitting others, by changing lenses, or by tweaking the color and tone of the image in the darkroom.

"We've always taken photographs as proofs of events, and we probably never should have," Mr. Gylfe said.

From The Washington Post:

It hit Mark Gruntz all at once, while he was sitting flat-broke in an airport in Greece: He had lost credit for three summer courses, wasted $11,474 in student loans and gotten kicked off a boat. All because he hadn't cited Wikipedia enough in a paper about a movie.

Last week, he and another college student, Allison Routman, were expelled from the Semester at Sea program for violating the University of Virginia's honor code. The expulsions raised questions for some students about whether the school's more than 150-year-old tradition is too harsh -- and for others, whether students have a different understanding of plagiarism and research now that online resources make it easy to find information.

The headline is misleading. The problem here isn't that the students didn't cite Wikipedia enough... they included direct quotations from their sources without using quotation marks or paraphrasing. This has little to do with online sources, other than the simple notion that because so many facts are available in a few mouse clicks, a new generation of students devalues the work that goes into attaining (and verifying, and documenting) those facts.

An Associated Press article repeats the three sentence fragments that student Allison Routman says she included in her paper without citation.  They're not deep, meaning-laden passages, but they're all from the same source, and as I see it the paper was intended to be a reflection paper -- students were supposed to watch a movie and then relate the movie to their experience during their travels. Not an intellectually heavy task, but Routman says nobody had ever defined "paraphrasing" for her before (which, even if true, suggests she was too helpless to find the definition on her own), and Gruntz, in an interview from the airport in Greece, told the Washington Post "I got in trouble for not citing it enough, I guess" and "I think I was supposed to put quotations around it" and "I don't really think I did anything wrong" (and this is after the students have spent at least a full year at their home college, before signing up for Semetser at Sea; and after a librarian on the ship gave a presentation on proper academic research methods, and after the guilty students sat through a meeting with a panel of five faculty members that picked his paper apart... somewhere along the line, I'm sure all the students were told exactly what's expected in an academic essay).

Yes, the University of Virginia's single-sanction honor code is strict, but it's supposed to have bite. I remember having to write an essay about the honor code when I applied to U.Va., and I remember every year some students would start a motion to lighten up the honor code by instituting a wrist-slapping punishment, but if it ever made to a student body vote, the students would always vote to keep the honor code as-is.

If U.Va. is sponsoring Semester at Sea, and students from other schools who sign up for the program have to agree to abide by the U.Va. honor code, which is clearly explained in the Semester at Sea handbook (PDF).

Teaching a large first-year course at a British university, I am fed up with correcting my students' atrocious spelling. Aren't we all!?

But why must we suffer? Instead of complaining about the state of the education system as we correct the same mistakes year after year, I've got a better idea. University teachers should simply accept as variant spelling those words our students most commonly misspell. -- Ken Smith, Times Higher Education Supplement

I sympathize with Ken Smith's frustration, but not the solution he proposes.

There's a good case to be made for being flexible with language. Text-message abbreviations and chat-room shortcuts are not simply degraded forms of idealized English. They are a set of conventions that serve a purpose, such as improving the efficiency of two-thumb typists, or letting members of a group focus on the free flow of ideas (or gossip, or vitriol, or whatever) rather than on the more rigid and time-consuming conventions of standard prose.

Professionals and educators have little to gain by belittling or ignoring the accomplishments of youngsters who are skilled in these kinds of communication, just as today's college students have much to lose if they don't take advantage of their time at university to develop the intellectual habits that are necessary for the reading and writing of complex, well-organized, authoritative texts.

Ken, I'd suggest that you let students know that certain assignments, such as in-class essays or overnight reflection papers, will be evaluated only on creativity, or the student's ability to apply a key concept or to spot the methodological error in a case study.

But for an assignment in which the student has access to a spell-checker, or where the point of the assignment is to model professional behavior (writing reports that could be used to determine a defendant's guilt or innocence, for example), to encourage this kind of compositional sloppiness would be a crime.