When caught turning in papers with passages lifted straight from Wikipedia, some students say they didn’t realize that was against the rules. Should colleges do more to explain plagiarism and academic integrity?
A series of articles in The New York Times this month highlights the prevalence of student plagiarism on campuses and the cluelessness of some of today’s college students when it comes to academic-citation practices.
“At the University of Maryland, a student reprimanded for copying from Wikipedia in a paper on the Great Depression said he thought its entries—unsigned and collectively written—did not need to be credited since they counted, essentially, as common knowledge,” said one of the articles.
Tracy Mitrano, director of information-technology policy at Cornell University, said in an interview this week that she is hearing a growing interest among college administrators about confronting the issue. “This will be the year of discussion about academic integrity,” she said.
Ms. Mitrano said plagiarism has not been a topic that colleges addressed institutionally—unlike issues such as student drinking and campus downloading, which are discouraged during orientation sessions and other campuswide forums. Other than buying tools that help professors check for plagiarized papers, she said, colleges have largely left it up to individual professors to teach students the expectations regarding original work. “A lot of students are plagiarizing because they think no one is talking about it,” the administrator said.
Should institutions do more? Or is it a given that students should turn in their own work, even in the age of Wikipedia and other collaborative online tools?
42 Responses to Should Colleges Do More to Teach Students About Plagiarism?
arrive2__net - August 17, 2010 at 12:58 am
Colleges should teach what plagiarism is because although the more astute students are likely to be aware of what it is, there are a few who really are relatively clueless. For example, I had a couple of automotive technology students in a required psychology course at a community college who truly did not understand that they had done on an assignment was obvious plagiarism. If that could happen to those students there have got to be a lot of students out there in a similar boat.I am not sure that everyone in academe agrees on what plagiarism is, that is, there are some actions and practices that some would label plagiarism, but others would not. If colleges actually had to teach it, it would require internal discussions and decisions, and some of the official parameters of plagiarism for that college would be settled and effectively made public. Going to the trouble to teach what plagiarism is, and that plagiarism is not acceptable, will encourage students to believe that the institution truly cares about it, whereas otherwise students may believe that objections to plagiarism are just for show, that no one really cares about it, and that “everyone does it”. Teaching what plagiarism is and that it is wrong gives the institution a chance to develop and state its true values. Bernard SchusterArrive2.net
mbelvadi - August 17, 2010 at 6:54 am
“Common knowledge” has always been the unacknowledged weak spot in defining plagiarism for students to understand. It doesn’t have the kind of clear boundaries that the rest of the definition has. Perhaps that phrase ought to be scrapped in the student handbooks and syllabi everywhere, and we should take the time to seriously reconsider and re-word exactly what the exception we’re trying to make is.We also weaken the explanation of plagiarism by including the oxymoronic concept of “self-plagiarism” in the definition. Re-using one’s own work may be academic dishonesty, but it’s absurd to call it any kind of “plagiarism”, and students surely can see that.
kbitting - August 17, 2010 at 7:18 am
The University of Phoenix provides students with exposure as to what constitutes plagiarism. In fact students and faculty have the ability to submit finished papers to an on-line plagiarism checker that the University provides for free. In 15 minutes the paper is returned with locations, references and web sites of where the information can be found. In fact some instructors have students submit their papers along with the plagiarism report to ensure academic integrity.
edueye - August 17, 2010 at 7:22 am
I only want to share a link to an unconventional, fresh, funny and thought-provoking YouTube information film about plagiarism, produced by the university library at University of Bergen, Norway. http://www.youtube.com/watch?v=Mwbw9KF-ACY “A Plagiarism Carol”In norwegian, but English subtitles are available. Seems like this film can open up for good discussion with students.
kitkeller - August 17, 2010 at 7:40 am
Every online university I’ve taught for has had an emphasis on what plagiarism is, how to avoid it, and what the consequences are. It’s taught in conjunction with instruction related to how to cite sources.
nsteiger - August 17, 2010 at 8:01 am
I can’t believe we’re having this conversation! Although the test for “common knowledge” is simple (Is this your own writing?), it’s not so much a question of “common knowledge” as citing sources of all researched information — and knowing when and how to use quotation marks, and when and how to summarize in your own words. There may have been a time that educators assumed that students came to college with mastery of these basic writing skills. Nowadays, its not just safe, but responsible pedagogy to ensure students understand these concepts before written work is assigned. Sure, we can say “Didn’t you read the student handbook section on Academic Honesty?” but how many of our peers have even read it — let alone college freshmen?By the way, thanks edueye — the YouTube film is priceless! I wonder if there’s an English-Language version; the subtitles are good, but lose something, especially during the musical numbers.
ksledge - August 17, 2010 at 8:01 am
I think a lot of times, like this wikipedia case, the “I didn’t know it wasn’t plagiarism” excuse is just a ploy to lower the punishment. I find it hard to believe that someone can copy entire passages from somewhere–anywhere–and not consider it plagiarism.
22277168 - August 17, 2010 at 8:33 am
University of Maryland Univerity College, where I teach, requires all students to take a plagarism prevention tutorial in the first week of each class. I wonder if this was a UMUC student or someone at the larger college.
11174426 - August 17, 2010 at 8:42 am
Many colleges and university libraries have extensive information and tutorials on what constitutes plagiarism. The Library can and should be a central resource for this ongoing problem. Yes, it is often covered in secondary school but like many subjects needs to be reinforced when students get to college. Another humorous look at the subject is Rutgers’ Youtube video on the same subject. http://www.youtube.com/watch?v=4P05vgxDoPUCommon knowledge is tricky – good definitions in Hacker, Rules for Writers and most other writer’s guides used in composition courses. This all lends further credence to the notion of information literacy as a core competency.
murleenray - August 17, 2010 at 9:08 am
CSU Fresno also teaches students about plagerism and proper citation (at least in the English dept); but it’s also true that many students come to college without a full understanding of what plagerism is, especially when confronted by the notion of using another author’s *idea* without proper citation (once the student puts it into her/his own words, they feel it is now safe to use). In class, we spend time discussing forms of plagerism and how the student can avoid it. I rarely find students plagerising intentionally; mostly, they do it out of ignorance. Additionally, some students who come from other countries don’t share the idea of plagerism that we have in America. Once students understand what constitutes plagerism, they try their best to avoid it (or face a failing grade on the work–always a great motivator!).
tbstoller - August 17, 2010 at 9:13 am
As a librarian, I have done one-class lectures on academic ethics and have discussed plagiarism and the question of re-using work (I agree that “self-plagiarism” is a ridiculous term to use). Students are confused about what is allowed and their professors do not tell them. I suggest asking individual professors about building a research paper on previous work–if they don’t want to have that discussion, I told them they probably already had doubts about its appropriateness. This led into a student question: How would the professor ever know? Students need to be challenged to make a choice about what kind of person they are–someone who skates by in class and whose honesty is dependent on the likelihood of getting caught or someone who chooses to be honest and ethical. Interestingly, the students were more engaged in this lecture than any other I did last year.
11331315 - August 17, 2010 at 9:16 am
As one who was formerly in the college classroom and encountered serious wikipedia copy/paste including the wikipedia headings, I have a hypothesis about plagarism and why it is a problem in higher education: It’s because these students got away with it in high school. I have spoken to some students about this, and as a parent, I have witnessed the alarming lack of scrutiny by high school teachers when it comes to student work. Therefore, lectures and tutorials may fall on deaf ears because these students have had a history of plagaizing and were never caught, and perhaps assume that college professors would be too busy/naive/compassionate to notice.
texasmusic - August 17, 2010 at 9:39 am
You believe these students when they say “I didn’t know?” When so many students on so many surveys admit to cheating on schoolwork? They know. They just think you’re dumb enough or gullible enough to believe they don’t know when they tell you that. And it appears to be true.
rginzberg - August 17, 2010 at 9:57 am
Universities should address this. Back in the dark ages when I was a graduate teaching assistant we noticed that students who came from culturally diverse secordary educational backgrounds often had widely diverse notions of what counted as “cheating” and what counted as “research.”Setting the same tone for all should be an important part of new student orientation.
kffdn - August 17, 2010 at 9:58 am
Amen, texasmusic!
stachowiak - August 17, 2010 at 10:19 am
@texasmusic – thanks for bringing up this most important point. In my experience, one of the first excuses students will attempt when caught in a lie or deception of any kind is the, “I didn’t know” excuse. I think it is because we accept it all too easily. One approach is to have some type of learning contract in the beginning of a course that tests for knowledge of plagiarism and other important class policies and then asks for a commitment to live up to those principles. Since I implemented this technique (I have them do this online on our Learning Management System (Moodle), making it that much easier to administer and track), the number of times I hear the “no one told me” excuse has reduced significantly.Bonni @ http://www.teachinginhighered.com
12080243 - August 17, 2010 at 10:31 am
Cluelessness about plagiarism includes business faculty and accreditors like the AACSB (Association to Advance Collegiate Schools of Business). If faculty and accreditors don’t have a clue about plagiarism or choose to exempt themselves from standards of plagiarism, don’t expect students to understand plagiarism. See, “University and AACSB Diversity,” published in the proceedings of the American Accounting Association Annual 2010 Meeting (http://commons.aaahq.org/post/3d4bfd4201), for a discussion of how the University of Southern Mississippi punished a professor who brought to the attention of USM faculty and administrators, and then to the AACSB, faculty plagiarism. As a matter of fact, the College of Business at USM still reports its Academic Integrity Policy on its website that it took from Syracuse University “without proper citation”–a term used by the faculty plagiarizers. Note that Syracuse provided extensive citations for the sources of ideas and words of its Academic Integrity Policy but when USM’s College of Business copied Syracuse’s Academic Integrity policy, its faculty and administrators did not copy its citation list nor give credit to Syracuse. Since USM’s Academic Integrity Policy was prepared for the reaccreditation process, the AACSB was among those who received the plagiarized Policy. The AACSB was, therefore, advised of the plagiarism but it decided that the plagiarized Academic Integrity Policy did not violate AACSB standards.Chauncey M. DePree, Jr., DBAProfessorSchool of AccountancyCollege of BusinessUniversity of Southern Mississippim.depree@usm.edu
cwoodso1 - August 17, 2010 at 10:33 am
I personally think that once you get to the college level, you are expected certain basic things. You are expected to know that cheating is not allowed, you are expected to know that stealing is wrong, and you should be expected to know that taking (stealing) someone else’s work to pass it off as your own is wrong too. High schools should be teaching students this starting 9th grade year, which is when most write their first real research paper. This is a prime example of how secondary and higher education should be working together ensure that students are getting the proper tools they need to move on to the next level. I do not think this is just a college issue, because most likely they were doing it in high school too.
missoularedhead - August 17, 2010 at 10:58 am
Yavapai College in Arizona has a lovely video, with a dash of humor thrown in. You can see it at https://www.yc.edu/content/libraryservices/diagnosis-plagiarism.htm.
wmartin46 - August 17, 2010 at 11:00 am
Good comments, all .. but there seems to no sense of “who owns this problem” across the face of the educational landscape. It would seem that the basic ideas about “plagiarism” would have been well sown by the time young people enter college .. but clearly this is not the case. There seems to be no common sense of “ethics” that is bred into the educational process, starting in 1st grade. Given the amount of cheating, and grade inflation, that goes on in schools, this issue of plagiarism might well be predictable.> University of Maryland Univerity College, where I teach, > requires all students to take a plagarism prevention > tutorial in the first week of each class.This is good idea. There was a time that there was a week for “Freshman Orientation”. Given the complexity of college life, there is no reason that sessions concerning honor codes, cheating, and plagiarism should not be presented to all incoming students. It would pay to make each Freshman sign the school’s honor code, which would be kept in each student’s permanent record for use at some later time, should disciplinary action be needed. Certainly schools should have written policies about honor code violations, so that a school-wide response to each kind of violation would be in place so that all violations would receive the same administrative response.If schools/colleges/unis are not willing to create the framework in which they expect their students to function, who can blame students for doing “whatever it takes” to get the work done. Failure to create, and administer, a rigorous honor code can only be seen as another failure on the part of the school system.
11159995 - August 17, 2010 at 11:36 am
Part of the reason for the increase in plagiarism, as previous stories in the Chronicle have pointed out, is the enrollment of more students from foreign countries like China where cultural norms do not disparage plagiarism as they do in the West. The treatment of this problem requires a different and more sophisticated approach. For a very brief but also very insightful study, see Judge Richard Posner’s “The Little Book of Plagiarism” (Pantheon, 2007), which can be read in an hour.—Sandy Thatcher
bekka_alice - August 17, 2010 at 11:36 am
We have a tendency to put off explaining expectations throughout our culture – it takes too much time, whatever our expectation is, is assumed to be common knowledge itself – but our lack of effort on that part leads to an excessive failure rate in institutions including both schools and work environments. Teaching them as a side thought that can be expressed in a wide variety of ways or even overlooked during the process of other courses tends both to ensure that they are left muddy in the mind of the learner and that they are given just as much weight in the mind of the learner as we ascribe to them while teaching. We’d do better to make this a clear, consistent and cohesive part of a required freshman orientation course – thereby both helping the students who don’t honestly know the difference and neatly eliminating the false “I didn’t know” excuse across the board. I can think of a ton of things that would go well in a freshman orientation course that would ease the life and the number of repetitious answers required of many of our departmental staff, and this would be a good highlight.
dank48 - August 17, 2010 at 11:37 am
It’s not just the students. I agree with TexasMusic: if we’re dumb enough to believe them, it’s hard to say why they shouldn’t give it a try. Of course the rules should be made clear from high school through college, from the get-go. But there will always be some who either don’t get it or just plain will be determined not to get it. When their professors supply a glossary to a ms that is clearly over fifty percent lifted from Wikipedia and themselves claim (a) they didn’t know there was anything wrong with it and (b) there really isn’t anything wrong with it and (c) who’ll know anyway, you begin to doubt that these are the folks who’ll lead the kids out of the woods.
lmchays - August 17, 2010 at 11:42 am
Colleges ???? Why isn’t this being taught in grade school, middle school and high school not to mention at home. Why would a student NOT know that turning in something that someone else wrote as their own work is wrong? I was explaining copyright to my 13 year old grandson one day. I told him that taking someone else’s images and using them without permission is illegal and wrong. I asked him how he would feel if he found one of his videos on someone else’s site without giving him credit for it. It isn’t just kids with the attitude that if it is on the Internet they are free to use it. My granddaughter found one of her pictures from her MySpace on the cover of a local business menu. Their response was to give her a menu to take home! Teach them early and often. The “I didn’t know” excuse is weak and should not be excepted. Everyone knows that taking someone else’s property is theft.
davi2665 - August 17, 2010 at 12:03 pm
In response to the issue brought up by #21, the “cultural” differences in interpretation of plagiarism, such as in China, I grow weary of the lame excuses made for theft of others’ intellectual property. Rampant theft of publications and dissertations, translated for use in China, has become such a problem that the national educational leaders are addressing it and trying to get control over it. And the out and out theft of patented intellectual property for cheap Chinese knock offs is a serious issue that gains nothing more than a wink and a nod from national officials who continue to watch their own economy benefit from these violations. In the face of this, we have US government apologists who probably see this problem as our fault, and salivate over the huge asian markets.Stop making excuses for knowing and deliberate ethical violations. The “I didn’t know” excuse is even more lame than “the dog ate my homework.” The Office of Research Integrity of the Public Health Service considers plagiarism a serious enough violation that it ranks with fabrication and falsification of data as a punishable offense. It is only weak and ineffectual administrators and faculty who don’t want to displease the students who continue to tolerate such behavior. A few dismissals for cause for violators would send a message to those who think it is easier to just copy from an internet source than to actually have an original thought and commit it to paper.
harry_2_claudia - August 17, 2010 at 12:06 pm
This topic has been discussed with my students on numerous occasions (it is included in my syllabi and guidelines and instructions of assignment details) because many of them are not aware what plagiarism is, and some of them do not view it as important. I have informed them that it is essential for them to understand why they should not plagiarise someone else’s work (issue of integrity),and to develop their knowledge about this topic. I have suggested to them that they should include the development of their understanding of ‘plagiarism’ with the development of good listening skills, writing skills, time management and planning skills (and other skills), because these skills are not only important when completing courses at university they are essential skills which are required of employees by employers in organisations. Indeed, perhaps universities should develop a prerequisite course entitled ‘plagiarism’ as part of their curriculum, and require all students to successfully complete this course during their first or second year of undergraduate study. Universities should also consider developing a course titled ‘How to develop good listening skills’ because many students lack the knowledge and understanding about how to listen actively in order to become good communicators. Fundamentally, the creation of these two topics (plagiarism and developing listening skills)as required courses will help to improve students’ undergraduate university learning experience.
tgroleau - August 17, 2010 at 12:37 pm
I don’t have a solution, but I thought I’d share two stories the reflect the extremes of the problem:1) Early in my career, I gave an assignment to write a short biography and let students select their subject from a list. One student turned in a paper that started with a quote mark and ended with a quote mark. In between was two pages taken word for word from a book of bios. Following the two page quote was a correctly formated reference citation. The student argued that they had done nothing wrong because they correctly marked the quote and correctly cited the source.2) In grad school, I was stuck on a homework assignment so I went to the math library to look for additional material. I found another book by our textbook author with a remarkably similar title. I opened it up and found that the many of the examples in our text were homework problems in the other book and vice-versa. In other words, nearly half of my assignment was solved in detail in the other book. I dug a little further and found that this author had several “sets” of books that were nearly copies of each other. How can we criticize students’ self-plagiarism when well respected authors have made a career self-plagiarizing.
profmomof1 - August 17, 2010 at 12:52 pm
I agree with #24 above — frankly, if a student doesn’t know what plagiarism is, and is uninformed about the ethics of copying verbatim text from somewhere without attributing that source, they don’t really belong in college. This should have been taught in high school. Actually, it probably was, I agree with those who say the students were just giving an excuse because they got caught.Our university requires all freshmen to take the same writing course first year. It very clearly teaches what plagiarism is, and how to appropriately cite your sources. Yet I still get students submitting papers with verbatim copies of long passages from essays posted on websites. It’s just academic laziness, and thinking they won’t get caught. I don’t think we need to teach more about what plagiarism is, we already do that. We just need to enforce consequences of bad grades on essays containing plagiarism.
peterb13 - August 17, 2010 at 2:40 pm
The issue becomes even more complex when you add in international students, many of whom come from cultures where plagiarism is literally a foreign concept. I would suggest that institutions include a 1 credit course in proper paper writing etiquette as part of incoming student orientation. Give a grade as part of the course and then if a student is caught later, they lose the credit as well as failing the course they plagiarized in.
librarylvr - August 17, 2010 at 4:03 pm
I agree with peterb13′s nod to the international complexity of this problem. I was recently working with some Middle Eastern scholars, one of whom stated there was so copyright law in his country! I expressed surprise because I had read the law. When I told him, he said it wasn’t enforced. Subsequently, when discussing the availability of textbooks for students, the scholars reported that multiple copies (i.e., Xerox) of entire books are sold to students with no recompense to the content owner/publisher. Surely this undermines whatever conversation or education instructors provide in our country. But at least it lends some credibility to an international student’s claim that he “didn’t know.”
srnyc27 - August 17, 2010 at 4:08 pm
The fact that none of the above comments mentioned “mixing”, “appropriation”, “relational aesthetics” or even Duchamp is noteworthy. Having taught at the post graduate level for the past few years about contemporary art markets, gallery management and a variety of domestic and global art market and museum issues, it is obvious that practices now common in creating music and visual art and the blurring, via technology, of what those terms may now include has heavily influenced students from kindergarten to graduate school. That there are problems with international students whose education may have consisted of rote learning or with students (American and others) who buy their term papers is not in dispute. That many colleges and universities have invested in computer programs to identify plagerized material speaks for itself. What is worthy of concern and attention is the undermining of concepts such as originality, ethics and personal and academic integrity.srnyc27
11299051 - August 17, 2010 at 4:45 pm
At the beginning of every course I teach about plagerism, including using your own published work, which you may not own if you signed the work over to the publisher. Some of my grad students are already published authors. I also teach about consequences, the university policy, the course policy, and what a publisher could do to you under certain circumstances. About half way through the course I post a paper comprised entirely of unauthorized quotes from their current class papers and we discuss how it feels to have others use your work without permission. After that, there’s no crying in graduate school over plagerism.
knittedbooties - August 17, 2010 at 4:55 pm
Welcome to the digital age. Microsoft is repeatedly drawn into court for using other companies’ intellectual property, and MS pays millions in “settlements” each time. Since students consider HigherEd their ticket to financial success,this is the model set for them. Trademarks. Formulas. MP3s. This is the environment that surrounds students, so they do not see the issue as “an issue.”
eicherd - August 18, 2010 at 3:45 am
As a response to the posts about Chinese students…. I teach at an American University in China and I can attest that students here are much like students everywhere. Many will cheat if given the chance, many will not. The Chinese students are experts at computer technology and have very creative ways to cheat. Once plagarism is explained, they understand, but have all the excuses the American educated students have, and I suspect I have heard most of them. Our university uses a service, Turnitin, which works quite well, but as other’s have already said….the instructors also have to be on the train.
11159995 - August 18, 2010 at 4:49 pm
Turnitin, by the way, was itself sued for copyright iunfringement by several students whose papers had been used by the company without prior permission. A court in the 4th Circuit let Turnitin off the hook with an interpretation derived from 9th Circuit rulings that this was “fair use” because Turnitin’s use was for a different purpose than the original. This is a very controversial interpretation of what “transformative use” means, which I have written about in an article titled “Is ‘Functional’ Use ‘Tranformative’ Use and Hence ‘Fair’?” (Against the Grain, June 2009). In response to those who think the problem of copyright in China is not complicated, I urge them to read my article “China’s Copyright Dilemma” available here: http://www.psupress.org/news/pdf/ChinasCopyrightDilemma.pdf. — Sandy Thatcher
dboyles - August 18, 2010 at 7:37 pm
The way information is shared and travels lickity-split by various media as well as computers and hand-held devices evidently causes people to believe that they are not only the crossroads but the authors of whatever comes their way.But that isn’t the main problem. The problem is that very few people care to have an original thought in their head that might cause them to rise above the incessant noise in which they find themselves. Not differentiating themselves from the noise, they become nothing but part of it.
magstar - August 19, 2010 at 11:51 am
Like most colleges and universities, my institution requires plagiarism to be taught in the required freshman writing courses, however, despite these lessons, every semester I encounter students plagiarizing in my courses, and telling me “I didn’t know.” While individual professors should certainly discuss the topic with students, colleges need to make it a major component of freshman orientation and an essential part of the culture of the campus. Washington and Lee is a great example of a university where the honor code pervades campus life, and students, faculty, administration, and staff all operate under a culture of trust. I think one of the reasons why universities are reluctant to really address the problem is because it would have a dramatic impact on retention rates.
raymond_j_ritchie - August 19, 2010 at 10:54 pm
It is depressingly true that students do not really understand they are doing something wrong when they are caught downloading stuff and handing it in as their own work.The only real way to deal with this nonsense is to stop giving them hand-in essays.I give students a list of 3 or 5 essay topics about a week or two ahead then get them to write an or two essay in class while I am watching them. It works well.
alechosterman - August 20, 2010 at 8:59 am
It surprises me that attention isn’t being given to this subject matter in the middle and high schools – why is it the fault of the college? If students are coming into college not knowing about plagiarism, yet they know how to write papers, what this tells me is that high schools are avoiding this topic (presumably). Perhaps they’re figuring college will take care of this. Perhaps they’re overworked. Perhaps. Regardless, I feel understanding the basics of plagiarism should be introduced and enforced in the high schools. More complex cases (ie, common knowledge, creative commons license, etc.) can be addressed in the college classroom as part of a critical thinking or information literacy exercise.
susanstewart01 - August 20, 2010 at 3:29 pm
Ummm . . . students shouldn’t be using Wikipedia for their research papers in the first place (unless they engage in a study of Wikipedia). But that’s a whole different problem. Or is it? With one or two clicks, everything is potentially “common knowledge” now.
bbaylis - August 20, 2010 at 4:28 pm
I assume that the author means that we should be teaching our students what plagarism is, that it is considered an academic crime and they should not do it. However, our actions speak louder than our words. Our students see us doing it almost every day in hundreds of lectures. That’s right, I am accusing faculty of being the biggest perpertrators of plagarism on campuses. Our material for lectures is lifted out of resource material and passed off as our own original work without attribution to the source. If we were to attribute the material to the appropriate source, why are we necessary in the knowledge chain? The students could go right to the source. We shouldn’t fool ourselves, the students are smart enough to recognize what we are doing. When they plagarize, they are only doing what they see us do, and they are imitating us.
deadmonz - August 23, 2010 at 7:55 am
The number of educational experts against Wikopedia is on a rather large scale…but in terms of instant lookups for new topics it is beyond anything out there…the knowledge base is expanding, and like any source should be cited in all work…that being said: “the chains are indeed coming off the books.” it reminds me of what the old Prof said back in 1980…”material uncited from one-source is plagarism, both a civil and academic violation: material taken from many sources is called research: and they give u grants.” LOL…