Research claims taller people are smarter

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I would think twice before concluding about taller people being smarter than others – completely. I have read this 53-page research report done by Anne Case and Christina Paxson and funded by the National Bureau of Economic Research of Massachusetts. More research along this line should be undertaken to validate the findings.

There is somewhat an over-generalization in its abstract and introduction -
“It has long been recognized that taller adults hold jobs of higher status and, on average, earn more than other workers." They begin their list of sources with a research done in 1915. In 1915, researches done during that time may be as crude as time could tell, not to mention research findings that have contexts some worlds apart from our context 90 years later.

To be fair, the two women researchers (both tall) recognize some limitations in the research. They mention Tanner (1979) as saying that the precise links between height and cognition are still not well understood. James Tanner is the author of “A Concise History of Growth Studies from Buffoon to Boas.”

They also said, “If our hypothesis is correct, it is possible that employers with incomplete information about the cognitive ability of their workers practice height-based statistical discrimination.” Clearly, therefore, height is only an indicator and not a cause of being smart – as the title of this news story may suggest.

Isn't Patchwriting Plagiarism?

Not everybody knows what everybody calls plagiarism.

Three studies may lend insights into accusations of plagiarism in student write-ups.

Rennie & Crosby’s study on medical students published in the British Medical Journal is a take off from a survey conducted in 1980 on 428 American students that found that 58% reported cheating during medical school. A researcher-designed questionnaire was distributed to 676 medical students in all year levels at Dundee medical school The questionnaire had 14 scenarios in which a fictitious student, ‘John,’ engaged in dishonest behaviour. Students were asked to give their views on informing faculty about misconduct and signing a written declaration.

The researchers found that students consider dishonest behaviour to be wrong and would not engage in it. Most students replied that most of the scenarios were wrong. The proportion of students reporting that they had engaged in or would consider engaging in the scenarios varied from copying answers in a degree examination to copying directly from published text and only listing it as a reference. About a third of the students reported that they had engaged in or would consider engaging in the behaviour described in four of the scenarios: chatting about an objective structured clinical examination, writing ‘nervous system examination normal’ when this hadn't been performed, lending work to others to look at, and copying text directly from published sources and simply listing the source in a reference list.

However, that some students did report engaging in dishonest behaviour is seen as important and worrisome. Fewer students consider it wrong to reference published text incorrectly compared with copying in exams, submitting a senior student's work, or copying another student's work.

The responses for some of the scenarios involving plagiarism may indicate students' lack of understanding regarding referencing text appropriately and also a need for clear guidelines. Large proportions of students were also unsure whether exchanging information regarding an objective structured clinical examination was wrong. This may reflect confusion concerning the acceptability of swapping information and a lack of guidance given to students about appropriate behaviour. The researchers concluded that explaining to students what acceptable behaviour is, is important when trying to reduce dishonesty. Also, medical schools should take this matter seriously as it may cast doubt on the validity of qualifications.

An ERIC study by Love & Simons focused their study among graduate students in a college education. This qualitative study on cheating and plagiarism utilized six first-year masters students recruited from three different programs at Middle State University.

These three resource persons thought there might be specific behaviours related to plagiarism about which the students might be unaware. Although cheating and plagiarism seemed to be occurring, the respondents were uncertain about the sanctions for these behaviours. Factors noted as contributing to cheating included: pressures related to grades, the number of assignments, and running out of time; leniency of professors and their tendency to avoid addressing these issues; lack of awareness of the rules of plagiarism; and personal attitudes such as wanting to avoid hard work or lack of interest in the topic. Factors noted as inhibiting cheating and plagiarism included fear, guilt, personal confidence, positive professional ethics, and the desire to work or learn.

The researchers found that graduate faculty avoided dealing with these issues, either in communicating with their students about appropriate or inappropriate behaviour on in confronting the behaviour when it does occur. The fact that there have been relatively few studies of cheating and plagiarism at the graduate level further substantiate the conclusion that until faculty understand and overcome issues of discomfort, studying and confronting cheating and plagiarism among graduate students will probably continue to be avoided and ignored.

Another ERIC study by K. Klompien examined several research papers written by students who took part in summer bridge program at California State University.

Findings show that many of the strategies that students have used in the past in order to incorporate different texts are not only inappropriate in the university but could lead to accusations of plagiarism. Findings also point to possibilities that when making research or a paper, many instructors assume that students will be able to create an original text in which they are in clear command of the material.

When a writer attempts to adopt or apply what she has read to a given topic, according to M.M. Bakhtin (‘Problem of the text’), she is working with a ‘heteroglossia,’ or a multitude of different voices at once. In order for students to incorporate ‘alien’ words and ideas of others into their essays, they are expected to master the conventions of quotation and paraphrase.

Klompien cited Glynda Hull & Mike Rose (‘Rethinking remediation. Toward a social-cognitive understanding of problematic reading and writing’). In ‘Written Communication’ which explores a phenomenon called ‘patchwriting,’ Hull and Rose accordingly see this as a stage of development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. They, therefore, include ‘patches’ of text from outside sources without paraphrasing. Hull and Rose describe this technique as ‘making slight modification to the original, changing a word here and there but copying the whole chunks verbatim.’

Klompien also cited Rebecca More Howard (‘Standing in the shadow of giants. Plagiarist, authors, and collaborators’) who says that all writers patchwrite, but some are just more successful to it than others.

Klompien found that some ‘patchwriting’ was used in all five of the research papers studied. ‘Patchwriting’ as earlier described sees students still exploring ideas without yet having absorbed meanings. The study notes that it is helpful for many students to use these techniques as they start writing at the college level in order to try to understand what the authors of their text believe and to begin to take on the language of the discourse community.

Analysis showed that the research paper is particularly difficult for the basic writer. To complicate matters, the atmosphere in the University often is one of suspicion and blame when it comes to any appearance of plagiarism, instead of one that encourages risk-taking and growth among its students.

Finally, Klompien concluded that the challenge of bringing in and successfully incorporating outside authorities can be overwhelming for students. The students need, therefore, their instructors’ help to learn to respond in ways that keep them from being susceptible to accusations of plagiarism.

http://www.writing.com/main/view_item/item_id/1132876

5 Steps to Becoming a Credible Reporter

To be credible is very important to a writer as nowadays charges of manufactured "news" are being found in whatever medium. In fact, complaints after complaints have been written about this. Credibility is defined in the dictionary as "the believability of a statement, action, or source, and the ability of the observer to believe that statement."

Every communicator is expected to have this quality as it has much bearing on his message. If a reporter lacks credibility, it is also most probable that his message may lack credibility in the presentation.

First, a writer or reporter must know the principles involved in any piece of writing. It does not take degrees to be able to come up with a good one. For instance, the Internet is full of instructions that can help a budding writer. As basic as knowing the necessary elements of news, for example, is important.

Will Richardson of The Georgia NJ Connection named ten of which he said a story only needs a few: oddity, emotion, consequence or its effect on the reader; proximity, drama, human interest, prominence, progress or technological advance; conflicts like man versus man, man versus nature, man versus machine, and man versus himself; and timeliness or the recency of the news. Surprisingly, he did not mention objectivity, which is considered very important in reporting.

Another important principle aside from using news elements is the use of data in reporting. One cannot be presenting news in general terms. Avoid saying, therefore, "According to reliable sources," "Some sectors observe," and the like, unless you have to protect your source. Name who, and tell what. With the subject named, mention the designation of the person relative to the news report. The source must have something to do with the data presented. For example, is he the officer-in-charge? Is he the spokesperson for the group? What is his personality in relation to the information?

Second, provide as much data as possible and check for facts. Robert F. Abbott, in writing for "Data Delivers Credibility," recommended using very specific information. He said, "Often, the more specific you can be, the more credibility you have."

Reviewer Brent Raynes, in evaluating writer/researcher Michael Grosso for a popular new book said, "He is a thorough and credible writer/researcher who assembles his case carefully and clearly. He weighs out the pros and cons, the strengths and weaknesses of the evidence for [his topic]. He knows the arguments and he is well versed and familiar with the histories and sciences surrounding the issues explored herein." Would that we can all be like Grosso.

This means it is always best to look into what environment has to say about your topic. Citing authorities can be very enhancing. In a news report, for example, after the lead, the second paragraph usually begins with the words, "According to." The same is true with any research material. When one cites many leading authorities in one’s topic, one is actually resorting to the practice of looking into the state of the art.

In handling data, be extra careful. In a critical part of one country in Asia, some reporters intentionally misspelled names as a way of escape when confrontation for data is most probable. Double check on names, dates, figures. If you are not sure, try to call those concerned and check. As long as there is still time, edit your own story to make it more presentable. Nothing is ever final as long as it is still possible to make necessary changes.

Third, do not exaggerate. For example, if there were only 10 people you saw in the area, you must not say 100 to make the picture impressive. If the rank of the person involved is only a private, do not promote him to captain to make the story sensational. If the subject was only saying his stomach ached, do not write of that as pregnancy. If the person is gay, do not say he is a hermaphrodite. There are differences - great differences - especially if you knit all these into one story that becomes fiction at the end.

There was an enterprising news hen of a local newspaper in Asia who had exaggerated almost everything in her story. She wrote about a hermaphrodite who had a captain for a boyfriend and now the hermaphrodite was pregnant. Her paper ran the story for more than a week it "developed." The foreign news had taken notice of it and sent representatives of the World Health Organization as this was a "first of its kind." Before they could arrive however, the reporter said the hermaphrodite went into hiding. Needless to say, the reporter’s credibility was put into question. She had to make a public apology later on.

Fourth, as much as possible, keep your own opinions from entering into the picture. If you say "allegedly," for example, who alleged? Stick to facts. As much as possible, present all sides of your story to project an objective stance. News is supposed to be impartial. Bringing into the picture the fruits of one’s own selective perception gives only half of the picture or just nearly all of the truth. "Nearly" means some of the data may have been suppressed. If one habitually does that, he becomes insensitive to what is true and what is not.

As a source, whether in speaking or in writing, one must be credible. It is not surprising that among law enforcement agencies, whenever one has to give his statement, his credibility as a source is evaluated first before his message is ever considered. Sadly, this quality can be lost just by being careless with facts and by being found dishonest in reporting.

Fifth, a reporter should keep educating himself even after he earns his degrees. The world is changing fast in many aspects, just as the world of communication is. Every reporter worth his salt is expected to continue learning on even after he hangs his diploma. That much, he owes his readers.

http://www.writing.com/main/view_item/item_id/1132898