s3-ap-southeast-1.amazonaws.coms3-ap-southeast-1.amazonaws.com/ijmer/pdf/volume7/volume... · 2018-03-01 · Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor,

Volume 7, Issue 2(2), February 2018 International Journal of Multidisciplinary

Educational Research

Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in

Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia.

EDITORIAL BOARD MEMBERS Prof. S.Mahendra Dev Vice Chancellor Indira Gandhi Institute of Development Research Mumbai Prof.Y.C. Simhadri Vice Chancellor, Patna University Former Director Institute of Constitutional and Parliamentary Studies, New Delhi & Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof. (Dr.) Sohan Raj Tater Former Vice Chancellor Singhania University, Rajasthan Prof.K.Sreerama Murty Department of Economics Andhra University - Visakhapatnam Dr.V.Venkateswarlu Assistant Professor Dept. of Sociology & Social Work Acharya Nagarjuna University, Guntur Prof. P.D.Satya Paul Department of Anthropology Andhra University – Visakhapatnam Prof. Josef HÖCHTL Department of Political Economy University of Vienna, Vienna & Ex. Member of the Austrian Parliament Austria Prof. Alexander Chumakov Chair of Philosophy Russian Philosophical Society Moscow, Russia

Prof. Fidel Gutierrez Vivanco Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Prof. Igor Kondrashin The Member of The Russian Philosophical Society The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Dr. Zoran Vujisiæ Rector St. Gregory Nazianzen Orthodox Institute Universidad Rural de Guatemala, GT, U.S.A Prof.U.Shameem Department of Zoology Andhra University Visakhapatnam Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Vizianagaram Dr. Kameswara Sharma YVR Asst. Professor Dept. of Zoology Sri. Venkateswara College, Delhi University, Delhi I Ketut Donder Depasar State Institute of Hindu Dharma Indonesia Prof. Roger Wiemers Professor of Education Lipscomb University, Nashville, USA Dr. N.S. Dhanam Department of Philosophy Andhra University Visakhapatnam Dr.B.S.N.Murthy Department of Mechanical Engineering

GITAM University Visakhapatnam

Dr.S.V Lakshmana Rao Coordinator A.P State Resource Center Visakhapatnam

Dr.S.Kannan Department of History Annamalai University Annamalai Nagar, Chidambaram

Dr. B. Venkataswamy H.O.D., & Associate Professor Dept. of Telugu, P.A.S. College Pedanandipadu, Guntur, India Dr.E. Ashok Kumar Department of Education North- Eastern Hill University, Shillong

Dr.K.Chaitanya Department of Chemistry Nanjing University of Science and Technology People’s Republic of China

Dr.Merina Islam Department of Philosophy Cachar College, Assam

Dr. Bipasha Sinha S. S. Jalan Girls’ College University of Calcutta, Calcutta Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Dravidian University, Kuppam Andhra Pradesh

Dr. K. John Babu Department of Journalism & Mass Comm Central University of Kashmir, Kashmir

Dr.T.V.Ramana Department of Economics, Andhra University Campus, Kakinada Dr.Ton Quang Cuong

Dean of Faculty of Teacher Education University of Education, VNU, Hanoi

Prof. Chanakya Kumar Department of Computer Science University of Pune,Pune

Prof. Djordje Branko Vukelic Department for Production Engineering University of Novi Sad, Serbia Prof. Shobha V Huilgol Department of Pharmacology Off- Al- Ameen Medical College, Bijapur Prof.Joseph R.Jayakar Department of English GITAM University Hyderabad Prof.Francesco Massoni Department of Public Health Sciences University of Sapienza, Rome Prof.Mehsin Jabel Atteya Al-Mustansiriyah University College of Education Department of Mathematics, Iraq Prof. Ronato Sabalza Ballado Department of Mathematics University of Eastern Philippines, Philippines Dr.Senthur Velmurugan .V Librarian Kalasalingam University Krishnankovil Tamilnadu Dr.J.B.Chakravarthi Assistant Professor Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Prof. R. Siva Prasadh Institute of Advanced Studies in Education Andhra University, Visakhapatnam

© Editor-in-Chief, IJMER®

Typeset and Printed in India

www.ijmer.in IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.

C O N T E N T S Volume 7 Issue 2(2) February 2018 S. No

Pg. No

1. Tibetan Struggle for Self-Determination Sangeeta Thakur

1

2.

10

3. Intellectual Property Rights: Copyright Akella N.V.S.R.Syamala Rao

15

4. The Practices of Academic Cheating in the Secondary Schools of Iluababor and Buno Bedele Zones

Tewodros Asmare and Tesfaye Kebede

24

5. Assessing Factors Affecting the Physiological Changes and Performance Efficiences of Physical Training on Mettu and Bedelle Woreda Male Football Project, Illubabor Zone South Western Ethiopia

Shelema jifara, Akliluseifu and Abebe deress

53

6. Thought and Vision of Joti Rao Phule Kattagani Ravinder

72

7.

84

8. Perception on Performance Appraisal, and its Effect on Job Satisfaction: Ethiopian Revenue and Custom Authority (ERCA)

Wako Geda Obse and T.Subbarayudu

93

9. भारतीय टीवी िहदंी िव ापन म बाहरी िदखावा Jashbir Singh

114

10. Ikfjlheu vkSj jktLFkku fo/kkulHkk pquko 2013 % nkSlk fo/kkulHkk {ks= ds lanHkZ esa

MkW- lhrkjke cSjok

122

11. Determinants of Quality Human Capital Formation in Education at Mettu University in Comparison With Mizantepi and Jimma Universities

Tibebu Alemu and Teklemariam Tebabal

136

12. Causes for Agrarian Crisis-Farmers' Suicides Errabojju Ramesh

167

13. Farmers' Suicides in Telangana Raju Madikonda

178

14. Internal Pipe Climbing Robot- A Review an Innovation for Pipe Industries

Aniket A Waykole, Rohitkumar K Koli, Saurabh H Zope, Kunal C Patil and Navneet K Patil

191

15. Problems and Challenges of Health Care Sector in India B.Suneel Kumar and D.A.R.Subrahmanyam

196

16. Business and Industrial Growth in Telangana- A Critical Analysis

Ajay Gangarapu

207

17. Andhra Pradesh and Containing Burning Socio-Economic, Political and Educational Issues of India

Kancharana Lokeswararao

212

18. Acceptability of Palawan or Swamp Taro (Cyrtosperma Chamissonis) Flour

Conchita C. Yodico, Blesilda B. Gonzales, Cecilia G. Lagramada and Rotsen C. Yodico

230

19. Performance of Rural Based Credit Institutions – Special Reference to Co-Operative Banks in Andhra Pradesh

Cheganti Rajeshwer

244

20. अ त थः एवं Mentor म सा यता नरे आयः

259

21. Corporate social responsibility (CSR) – A case study M.Venugopal and T.Rajeshwar

263

22. Fiscal Federalism In India [Verity of devolution by 14th finance commission report]

Mani Shankar Dwivedi

276

23. Women In Telangana Peasant Movement Sankineni Venkataiah

285

Dr. K. VICTOR BABU M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit)

Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.

ISSN : 2277 – 7881 Impact Factor :5.818 (2017)

Index Copernicus Value: 5.16

Editorial……

It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect.

The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action.

The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute

Dr.K.Victor Babu

Editor-in-Chief

SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018

TIBETAN STRUGGLE FOR SELF-DETERMINATION

Sangeeta Thakur Department of Political Science

Himachal Pradesh University Shimla

Civilization goes on developing because human beings learn from experience. We have now entered into a new millennium. Our bitter experiences of wars and bloodshed in the 20th century have taught us an important lesson: whenever violent disputes are ended without a reasonable dialogue between the warring parties or without a mutually acceptable compromise, the next crisis is inevitable.1 The 20th century became a century of bloodshed; despite its faltering start, the 21st could become a century of dialogue, one in which compassion, the seed of non-violence, will be able to flourish.2 The map of the world is forever changing. For thousands of years, there have been cycles of division and unification, independence and confederation, subjugation and annexation in the histories of nations.3 There have been innumerous wars including two disastrous World Wars in a single present century because of this and the sword of Third World War is still hanging loosely on our necks.4

The quest for self-determination has instead become a major international concern. The movement began in Asia, and then extended to Africa and Latin America, more than ninety countries have broken the bonds of colonial domination to become independent nations since 1945.5 However a section of people continue to inhumanly suffer and the rest of human community is unable to do anything, which perpetuates the wrong doing of the occupied force. Many valuable philosophies, theories and systems are enshrined in the knowledge of humanity but these are very difficult to implement or to apply on the people who really suffer.6

There are several communities in the world which are suffering heavily on account of being deprived of the right to self-determination. Tibetans constitute one of such communities. It is now7 fifty years8 since Tibet became the victim of Chinese imperialism. With the losing of their right to self-determination Tibetans lost their right even to live

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 like human beings.9 Tibet becomes a muffled, incoherent voice and in its place a battle takes place to represent it, continuing till today.10 Now Tibet is supposed to be a dead horse. But if Tibet has died or the throbs of the hearts that respond to the calls of justice, truth and morality of our present generation have died is a relative question. There are numerous evidences that Tibetans outside and inside Tibet are struggling hard for regaining their right to self-determination and independence.11

Case of Tibet

Tibet’s case is unique and12 Tibetan situations are very peculiar. It cannot be compared with any other country suffering under the hands of the political suffocation or by a foreign force which can remain engaged in fighting for the restoration of freedom from generation to generation. The situation in Tibet is entirely different.13 The claim of self-determination of six million peaceful Tibetan people, who are struggling for their very survival and reservation of distinct identity in occupied Tibet, is a case of liberation and secession from the remote, imposed, authoritative, exploitative and undemocratic Chinese Empire. Under the enlightened and spiritual leadership of the Dalai Lama, the Tibetan people of the homeland and hundreds of thousands refugees abroad are asking with one voice, peacefully and by non-violent methods for the exercise of their right of self-determination in the context of large scale genocide, and demographic and armed aggression perpetuated respectively by five million alien Chinese civilians and 300,000 Chinese Han troops which have reduced indigenous Tibetans in their own homeland to a small insignificant minority.14

The Tibetan People and the Right to Self-Determination

There is no universally accepted definition of a ‘people’ in international law. While it may be difficult to define a ‘people’ in the abstract, the Tibetans are without question a people by any meaningful standard. The Tibetan people meet all the relevant tests of people hood. Tibetans are a distinct racial or ethnic group. Their language Tibetan is a Tibeto-Burmese language distinct from the Indian and Chinese languages and dialects. Tibetans are bound by their religion (Tibetan Buddhism) which is inextricably linked to their people’s cultural, social and historical development. The Tibetan have a unique culture passed down and developed through many thousands of years of separate and

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 distinct history as expressed in the development of Tibetan fine art, literature, architecture, dress, dance, drama, medicine and way of life. They have an identifiable territory, Tibet geographically and geologically distinct from China.15 Tibetans fulfill all the qualifications as a distinct people, be it from the view point of international law or in communist parlance.16 Tibet is a separate country, different from China. This thought comes quite naturally because Tibet was and is in fact different from China-racially, culturally, linguistically, geographically and historically.17

Tibet was an independent, sovereign nation when the armies of the People’s Republic of China (PRC) entered Tibet in 1950. Tibet at that time presented all the attributes of statehood. Tibet also had a fully functioning government headed by the Dalai Lama. The government, free from outside interference, administered the welfare of the Tibetan people through civil service, judicial and taxation systems, as well as through a postal and telegraph service, and a separate currency. The government controlled the borders and issued passports to its people, which were recognized internationally. It entered into treaties as a sovereign with other states, including Great Britain, Ladakh, Nepal and Mongolia. Tibet also negotiated as an equal sovereign with China and Great Britain at the Shimla Conference of 1913-1914.

The Seventeen-Point Agreement of 1951, which the PRC claims resolved Tibet’s status, is not a legally binding agreement.18 The Chinese forced the Tibetan delegation in Peaking to sign a Seventeen-Point Agreement without any consultation with its government in Lhasa. The terms of agreement were drawn up by the Chinese government entirely to suit its interests.19

The agreement was signed when armies of the PRC occupied large parts of Tibet, the Tibetan representatives did not have authority to sign the agreement on behalf of Tibet, and it was signed under threat of further military action in Tibet.20 Thus, Tibet, was deprived of its independence.21 A treaty concluded under such circumstances is legally void of no effect.22 Thus the history substantiates the claim of Tibetans to the right of self-determination.23

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The current Dalai Lama Tenzin Gyasto was only 24 years old when great uprising held in Lhasa in 1959.24 The Dalai Lama had to leave Lhasa on 17th March, 1959, accompanied by a group of his loyal followers and devotees.25 Now the largest number of Tibetan in exile, including their religious and political leader, the Dalai Lama live in India.26

The Dalai Lama refers to Tibet as “a separate country from China culturally, geographically and historical”. He does not say politically or administratively. He has been laying stress on autonomy only and talks of sovereignty. His wisdom tells him that complete independence or status quo will not really be possible without treading on the path of violence. He knows fully that Tibet is no match for China on the path of violence.27 He does not think the Tibetans would be able to militarily defeat the mighty armed forces of China on their own. Taking up arms against the Chinese is immoral and self-destructive. Violent reactions will begat even greater violence on the part of the tormenters.28 Today, the Dalai Lama is not only inspiring his own people with the same ideals, but is tirelessly going around the world with the message of truth, non-violence, compassion, sacrifice, peace, love and tolerance giving new hope to the suffering humanity the world over.29

Five Point Peace Plan and Strasbourg Proposal

In exile the Dalai Lama formulated the Middle Way Approach, crafted on non-violence and on a policy of not seeking outright independence for Tibet. He explained his ideas in two documents, the Five Point Peace Plan and the Strasbourg Proposal. The Dalai Lama announced his Five Point Peace Plan at the US Congress in September 21st, 1987, and the Strasbourg Proposal to the European Parliament in June 15th, 1988.30

Five Point Peace Plan Contains Five Basic Components:

1. Transformation of the whole of Tibet into a zone of peace;

2. Abandonment of China’s population transfer policy which threatens the very existence of the Tibetan’s as a people;

3. Respect for the Tibetan people’s fundamental human rights and democratic freedoms;

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the abandonment of China’s use of Tibet for the production of nuclear weapons and dumping of nuclear waste;

5. Commencement of earnest negotiations on the future status of Tibet and of relations between the Tibetan and Chinese peoples.31

In his Strasbourg Proposals, the Dalai Lama said that the whole of Tibet should become a self-governing democratic political entity founded on law by agreement of the people for the common good and the protection of themselves and their environment in association with the PRC.32 The Dalai Lama’s Strasbourg Proposal demanded only internal self-determination and renounced the idea of separating Tibet from China.33 But the reaction from Beijing was scathing. China said that discussion of independence, semi-independence and independence in a disguised from was out of the question. The Chinese leadership would not accept these as agenda in any future discussion on the status of Tibet.34

Negotiating with China

Since 1979, the PRC and the Tibetan government in exile based in Dharamshala, India, have engaged in a dialogue about Tibetan autonomy and a possible return of the Dalai Lama to Tibet. The Chinese side has consistently denied that there are many unresolved political issues with regard to Tibet, including the nature of Tibetan autonomy, and has insisted upon confining the issue to the personal future of the Dalai Lama. The first series of official talks and delegation visits lasted from 1979 to 1984, with no results. This was followed by a period of little or no communication between the two sides. Talks were received in 2002 and have continued through 2007 but have so far proven equally fruitless.35

The Dalai Lama and the Tibetan exiles continue to pursue the dialogue despite the lack of any progress.36 Beijing should not forget that Dalai Lama has not only held the community together but also articulated its genuine demands in the non-violent language. Since the Chinese forced him to flee Lhasa and take refuge in India, the Dalai Lama has been forced to dilute his demand from freedom to autonomy under Chinese rule. Beijing should recognize that the Dalai Lama is its best bet to settle the Tibet issue. The Chinese leadership should invite

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Chinese Fear of Secession and Tibetan Self-Determination

China is a multi-lingual and multi-national state of 1.3 billion people and 55 officially recognized nationalities. The Han are by far the largest nationality, making up 92% of the total population. The 54 ethnic minorities combined account for only 8% or 110 million people.39 The Chinese have argued that with 55 different national minorities in China, to grant self-determination to the Tibetans would trigger the other 54 minority peoples to claim and to expect the same benefits.40

The Chinese have reasons to believe that preserving a Greater China is paramount and thus to oppose Tibetan independence. One of the excuses is that, if Tibet were to become independent, Xinjiang and Inner Mongolia would follow Tibet’s example, which would lead to the disintegration of China’s territorial mass. No one wants to assume that responsibility.41 Chinese leaders cannot allow autonomy because the survival of a separate Tibetan national identity is a threat to China’s territorial integrity and national security.42

The Tibet case is a particularly active case today.43 The best way to solve Tibet issues is through Tibet’s autonomy: “Tibetans rule Tibet, high level autonomy in Tibet” and transform Tibet into a federal system. However, the CCP will probably not give in easily.44 Because China considers Tibetan demand for genuine autonomy as an attempt to split China.45

It is very difficult that Tibet would receive the kind of autonomy as Dalai Lama is demanding. Tibet is strategically very important for China and it could never let it to go away from its clutches.46 The request for Tibet’s independence cannot be accepted by the Chinese, in order to solve the Tibet issue, we should seek a proposal which could be accepted by both sides. Otherwise, nothing will ever come out of it.

On 1st July, 1997, Hong Kong returned to China. The relationship between Beijing’s Central Government and Hong Kong is “one country two systems” and “Hong Kong people rule Hong Kong and a high level of autonomy in Hong Kong”. Extending to this example, let Tibet exercise the same practice of “Tibetans rule Tibet, a

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In conclusion, Tibetans must have the right to self-determination, a point which has been supported by the UN and governments and parliaments.48 Every country should pay more attention to the Tibetan issue. Today there are, if at all, a few colonies left in the world. Perhaps Tibet is the last one.49 If Tibet is granted-through internal self-determination-the association status (proposed by the Dalai Lama) or autonomous statehood (proposed by the Chinese dissidents) the whole structure will have a peace-producing effect in Asia.50

In the final analysis the Middle Way Approach is a practical proposition about reaching a common solution, beneficial to both parties, through negotiations and discussions based on mutual trust.51 If the Communist Chinese government seriously wants Tibet to remain an integral part of China, it should initiate dialogue based on the ‘Middle Way Approach’. The only solution, in addressing Tibet’s mounting problems of Sinocisation, human rights violation, destruction of its religious and cultural traditions and the threat to its environment, lies in making Tibet and China two separate entitles in the framework of genuine autonomy. From all conceivable angles, the ‘Middle Way Approach’ remains the most pragmatic and viable solution. Although this may entail devolution of certain power on Beijing’s part, it will also provide an avenue whereby Tibet can peacefully coexist with China on the basis of mutual benefit, equality and truth. This alone can ensure the diffusion of present tension and conflict inside Tibet.

As already mentioned, the Hong Kong issue involves no question of sovereignty, political or otherwise. A large majority of the Hong Kong population is also Chinese. Still, if the Communist Chinese government can apply its policy of ‘one country, two systems’ and autonomy to Hong Kong, then why can it not apply ‘one country, many systems’ and accord ‘genuine autonomy’ to Tibet? It is about time that serious efforts were made to resolve the Tibetan issue, making the ‘Middle Way Approach’ a basis and ‘one country, many systems’ a framework.52

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 REFERENCES

1. Third International Conference of Tibet Support Groups Berlin, Germany 2000, New Delhi: Department of Information and International Relations Tibetan Government-in-Exile, 2000, p. 58.

2. The Peace Within All of Us, Tibetan Bulletin, Vol. 12, Issue 1, January-February 2008, p. 28.

3. Sino-Tibetan Dialogue Finding Common Ground, 11-12 October 1997, London, U.K.: Tibetan Community in Europe, 1998, p. 79.

4. Swarn Lata Sharma, Tibet: Self-Determination in Politics Among Nations, New Delhi: Criterion Publications, 1988, pp. 3-4.

5. Sino-Tibetan Dialogue Finding Common Ground, op. cit., p. 79. 6. Tibetan People’s Rights of Self-Determination-Report of the Workshop on Self-

Determination of the Tibetan People: Legitimacy of Tibet’s Case 1994/1996, India, New Delhi: Tibetan Parliamentary and Policy Research Center, 1996, p. 3.

7. Sharma, Tibet: Self-Determination in Politics Among Nations, op. cit., p. 4. 8. Bhaskar Vyas & Rajni Vyas, Experiments with Truth and Non-Violence: The Dalai

Lama in Exile from Tibet, New Delhi: Concept Publishing Company, 2007, p. 39. 9. Sharma, Tibet: Self-Determination in Politics Among Nations, op. cit., p. 4. 10. Wang Lixiong & Tsering Shakya, The Struggle For Tibet, USA: Verso Publication,

2009, p. 6. 11. Sharma, Tibet: Self-Determination in Politics Among Nations, op. cit., p. 4. 12. Tibetan People’s Right of Self-Determination-Report of the Workshop on Self-

Determination of the Tibetan People: Legitimacy of Tibet’s Case, op. cit., p. 56. 13. Ibid., p. 8. 14. Ibid., p. 41. 15. See, http:// www.tibetjustice.org., 8 July 2008. 16. Dawa Norbu, Self-Determination: The Satisfactory Solution, Tibetan Bulletin, Vol.

2, Issue 3, May-June 1998, p. 26. 17. Tenzin Gyatso the Fourteenth Dalai Lama, Universal Responsibility and the Good

Heart, Himachal Pradesh: Library of Tibetan Works & Archives, 1995, p. 113. 18. The Case Concerning Tibet: Tibet’s Sovereignty and the Tibetan People’s Right to

Self-Determination by International Committee of Lawyers for Tibet, New Delhi: Tibetan Parliamentary & Policy Research Centre, 1998, p. 1.

19. Sharma, Tibet: Self–Determination in Politics Among Nations, op. cit., p.31. 20. The Case Concerning Tibet: Tibet’s Sovereignty and the Tibetan People’s Right to

Self-Determination by International Committee of Lawyers for Tibet, op. cit., p. 1. 21. Sharma, Tibet: Self–Determination in Politics Among Nations, op. cit., p. 31. 22. The Case Concerning Tibet: Tibet’s Sovereignty and the Tibetan People’s Right to

Self-Determination by International Committee of Lawyers for Tibet, op. cit., p. 1. 23. Sharma, Tibet: Self–Determination in Politics Among Nations, op. cit., p. 34. 24. See, http://freetibet.net, 1 August 2008. 25. Daljit Sen Adel, China and Her Neighbors, New Delhi: Deep & Deep Publications,

1984, p. 103. 26. Pradip Bose, Tibetan Autonomy, Janta, Vol. 43, January 15, 1986, p. 18. 27. Jayanti Alam, Tibetan Society in Exile, Delhi: Raj Publications, 2000, p. 105. 28. Pranjali Bandhu, The Tibetan Struggle for Self-Determination: Strategic and

Future Prospects, World Focus, Vol. XXIX, No. 4, April 2008, p. 164.

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 29. Anand Kumar, Tibet: A Source Book, New Delhi; Sona Printers Pvt. Ltd., 1994, pp.

20-21. 30. Obstacles to Negotiations, Tibetan Bulletin, Vol.3, Issue 5, September-October

1999, p. 13. 31. 5th World Parliamentarian’s Convention on Tibet, 18-19 November 2009, Rome,

Italy, p. 37. 32. Obstacles to Negotiations, op. cit., p. 13. 33. Tsewang Phuntsok, Self-Determination: A Case for Tibet, Tibetan Bulletin, Vol. 4,

Issue 3, July- August 2000, p. 23. 34. Obstacles to Negotiations, op. cit., p. 13-14. 35. Warren W. Smith, Jr., China's Tibet: Autonomy or Assimilation, U.K. : Rowman &

Littlefield Publishers, Inc., 2008, pp. XIX. 36. Ibid., p. XX. 37. The Times of India, New Delhi, 18 March 2008. 38. Sino-Tibetan Dialogue Finding Common Ground, op. cit., p. 74. 39. Tibet: A Human Development and Environment Report, Himachal Pradesh: ID

Printing Press, 2007, pp. 56-57. 40. John Heath, Tibet and China in the Twenty-First Century: Non-Violence Versus

State Power, London: Westbourne Grove, 2005, p. 241. 41. Cao Changching and James D. Seymour, Tibet Through Dissident Chinese Eyes,

New York: M. E. Sharpe, 1998, p. 15. 42. Smith, China’s Tibet? Autonomy or Assimilation, op. cit., p. XX. 43. Dinesh Lal, Indo-Tibet-China Conflict, Delhi: Kalpaz Publications, 2008, p. 141. 44. Sino-Tibetan Dialogue Finding Common Ground, op. cit., p. 97. 45. Tshering Chonzom, Protests in Tibet and Political Posturing: The Problematique,

World Focus, Vol. XXIX, No. 4, April 2008, p. 149. 46. Bhawana Pokharna, The Tibet Factor and India-China Relations, The Indian

Journal of Political Science, Vol. LXX, No. 2, Apr-Jun 2009, p. 624. 47. Sino-Tibetan Dialogue Finding Common Ground, op. cit., p. 96. 48. Wangdi, Self-Determination and the Tibetan Issue, op. cit., p. 22. 49. Third International Conference of Tibet Support Groups, op. cit., p. 117. 50. Norbu, Self-Determination: The Satisfactory Solution, op. cit., p. 28. 51. Sino-Tibetan Dialogue Finding Common Ground, op. cit., p.75. 52. Ibid., p.78.

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INTELLECTUAL PROPERTY RIGHTS: COPYRIGHT

Akella N.V.S.R.Syamala Rao Librarian

Gonna Institute of Technology & Management Studies

Gonnavanipalem, Aganampudi Visakhapatnam, A.P

Abstract

To be eligible for copyright protection, matter must be original, it must be fixed in some tangible form, and it must qualify as a “work of authorship.” The requirement of originality does not mean the work must be new or novel, it must merely be created independently by its

author. The most common subjects of copyright protection are literacy works; musical works; dramatic works, choreographic works, pictorial, graphic, and sculptural works; motion pictures and other audiovisual works, sound recordings; and architectural works. Not all printed or communicable matter can be the subject of copyright protection. For example, useful articles, facts, ideas, titles, and U.S. government works cannot be copyrighted In some instances, however, material that itself is not copyrightable may be subject to protection if it is arranged or compiled in such a way that shows creativity, for example, arrangement of facts into a book of lists.

Key words: Originality of material, Fixation of material, Works of Authorship, Exclusions from copyright protection.

INTRODUCTION:

The limits of copyrightability are dictated by federal statue. According to 17 U.S.C. 102, copyright protection exists in original works of authorship fixed in any tangible medium of expression, now known or later developed. Thus, there are three basic requirements for copyrightability. i) A work must be original. ii) A work must be fixed

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ORIGINALITY OF MATERIAL:

To be eligible for copyright protection, material must be original, meaning that it must have been independently created and must possess a modicum of creativity. The requirement of originality should not be confused with novelty, worthiness, or aesthetic appeal.

The requirement is product of the author and not merely some copy or minimal variation of an existing work. A work can be original even it is strikingly similar or identical

to that of another. The copyright act only requires originality, meaning independent creation by the author. Thus, the Washington Memorial, each will have copyright protection for the work. Similarly, if two authors independently write novels that are strikingly similar, each will have copyright protection. FIXATION OF MATERIAL: The copyright Act protects works of authorship that are “fixed

in any tangible medium of expression.” A work is “fixed” when it is embodied in a copy or phonorecord and is sufficiently permanent or stable to permit it to be perceived, reproduced, or communicated for a period of more that transitory duration. 17 U.S.C. 101. A copy is a material object from which a work can be perceived, reproduced, or communicated, either directly by human perception or with the help of

a machine. A phonorecord is a material object in which sounds are fixed

and from which the sounds can be perceived, reproduced, or communicated either directly by human perception or with the help of a machine. Because the definition of fixation requires that a work be embodied in some sufficiently stable or permanent form to be perceived, an oral presentation, lecture, or live performance is not fixed. Fixation occurs when a work is reduced to words, numbers,

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WORKS OF AUTHORSHIP: The copyright Act provides that copyright protection subsists in

original works of authorship fixed in any tangible medium of expression, now known or hereafter developed from which they can be perceived, reproduced, or otherwise communicated, either directly or with the aid of a machine. Moreover, the provision that copyright protection exists in works “now known or hereafter developed” indicates congressional intent to protect new forms of expression that are not yet existent. The eight enumerated categories are as follows:

Literary works Musical works Dramatic works Pantomimes and choreographic works Pictorial, graphic, and sculptural works Motion pictures and other audiovisual works Sound recordings Architectural works

Literary Works:

A literary work is one expressed in words, numbers, or other verbal or numerical symbols, regardless of the nature of the material objects, such as books, periodicals, manuscripts, phonorecords, film, tapes, discs, or cards, in which they are embodied. Literary works, can include dictionaries, an employee handbook, fact that many people would not regard an advertisement or an instruction manual to be literary in the sense the word is usually used is of no significance.

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A dramatic work is usually a theatrical performance or play performed for stage, movie, television, or radio, Dramatic works usually include spoken text, plot, and directions for action. Examples of dramatic works include the well-known plays phantom of the Opera, Cats, and Death of a Salesman.

Pantomimes and Choreographic Works:

Pantomime or mime is a performance using gestures and expression to communicate with no accompanying sound.

Choreography is the composition and arrangement of dance movements and patterns. Simple dance routines and social dance steps such as the waltz, the fox trot, and the second position of classical ballet are not copyrightable in and of fiction or nonfiction.

Pictorial, Graphic, and Sculptural Works:

Pictorial, graphic, and sculptural works include two-dimensional and three-dimensional works of fine, graphic, and applied art. This category of copyrighted works is extremely broad and includes the following: photographs; prints, posters, and art reproductions, maps, globes, charts, diagrams, artwork applied to clothing, bumper stickers, cartoons and comic strips, dolls, toys, jewelry designs, mosaics, patterns for sewing, record jacket artwork, tapestries, quilts, fabric, floor, and wall-covering designs, games, puzzles, greeting cards, postcards, and stationary, stencils, sculptures, models, and technical drawings, including architectural plans and blueprints.

Copyright law does not protect useful articles. A useful article is

one having an intrinsic utilitarian function. Examples of useful articles are clothing, vehicular bodies, furniture, machinery, appliances, dinnerware, and lighting fixtures. The copyright Act provides, however, that the design of a useful article shall be considered a

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Motion Pictures and Other Audiovisual Works:

A motion picture is an audiovisual work consisting, of a series of related images that, when shown in succession, impact an impression of

motion, together with accompanying sounds. These works are typically embodied in film, videotape, or videodisc. Music accompanying a movie is protected as part of the motion picture. An audiovisual work is a work that consists of a series of related images that are intended to be shown by the use of machines or devices such as projectors, viewers, or electronic equipment, together with accompanying sounds. Thus, a photograph of a mountain is protected as pictorial work; however, when the photograph is made into a slide that becomes a part of a presentation about mountains of the world, the resulting slide show is an audiovisual work.

Sound recordings:

A sound recording is a work that results from the fixation of a series of musical, spoken, or other sounds, regardless of the nature of the material objects, such as discs, tapes, or other phonorecords in which they are embodied. A song is the notes and words, a sound recording is what you hear when you play the radio or a CD. For

example, the song “You are the sunshine of My Life” by Stevie Wonder is frequently recorded by other artists. The original music and lyrics are copyrighted by Stevie Wonder as a musical work. If Celine Dion performs the song “You are the sunshine of My Life”, she cannot claim copyright in the lyrics and music because she did not create them.

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An architectural work is the design of a building as embodied in any tangible medium of expression, or drawing. The work includes the overall form and arrangement and composition of spaces, but not individual standard features such as windows, doors, and other standard components of buildings, which cannot be registered. If the building is ordinarily visible to the public, anyone can take pictures of it

or display it in a painting or movie. The 1997 movie The Devil’s Advocate with Al Pacino and Keanu Reeves displayed a frieze placed over the doorway of the National Cathedral in Washington, DC. Te case settled out of court, and thus there was no determination of the tights of the parties.

EXCLUSIONS FORM COPYRIGHT PROTECTION:

Ideas Methods Systems Blank Forms Titles Short Phrases Common Property Public Domain Works Expired and Forfeited Copyrights Facts Computing and Measuring Devices Other Copyright Issues (Characters, Scenes a Faire , and Immoral

Works)

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Compilations:

An author often selects certain items and groups them together in a new presentation. For example, a book may be published that presents lists of Oscar winners or tables of statistics and data that are not themselves copyrightable. Such a work is called a compilation, According to section 101 of the Copyright Act, a compilation is a work formed by the collection and assembling of preexisting materials or of data that are selected, coordinated, or arranged in such a way that the resulting work as

a whole constitutes an original work of authorship. Compilations are protected by copyright if there is original authorship in the selection or arrangement of the material.

Collections:

According to section 101 of the Copyright Act, the term compilation includes collective works. A collective work is a work, such as a periodical issue, anthology, or encyclopedia, in which a number of contributions, constituting separate and independent works in themselves, are assembled into a collective whole. Thus, a CD containing musical compositions by various artists and called The Golden Age of Rock would be a collective work, as would a book of selected short stories dealing with sports, an anthology of poems by 20th century American poets, or selected film clips showing the greatest comedy routines of the 1980s.

The difference between a compilation and a collection is that the matter making up the compilation is usually not copyrightable while the matter comprising the collective work is copyrightable.

Derivative Works:

A derivative work is one that is based on one or more already existing

works, such as a translation, dramatization, fictionalization, or any other form in which a work may be recast, transformed, or adapted. Thus, the

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The copyright in a derivative work covers only the additions,

changes, or other new material appearing for the first time in the work. It does not extend to any preexisting material and does not imply a copyright in that material. Only the owner of copyright in a work has the right to prepare or to authorize someone else to create a new version of that work. The owner is generally the author or someone who has obtained rights from the author.

Conclusion:

Copyright protects original works of authorship that are fixed in a tangible form of expression such that they can be perceived, communicated, or reproduced either directly or with the aid of a machine or device. The requirement of originality means that the work must be independently created by the author, it need not be the only work of its kind. Some matter is uncopyrightable, such as ideas, useful articles, blanks forms, titles, short phrases, common properly, lists of ingredients, facts, and matters in the public domain, including works whose copyrights have expired and works of the U.S. Government. A

compilation of otherwise uncopyrightable material may be protectable. Finally a work that is recast is copyrightable, in regard to the new material, as a derivative work.

References:

1) http://www.law.cornell.edu 2) http://www.findlaw.com 3) http://www.copyright.gov/title17/circ92pdf 4) http://www.copyright.gov 5) http://www.law.cornell.edu/wex/index.php/copyriht

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6) http://www.findlaw.com 7) http://www.megalaw.com 8) http://fairuse.stanford.edu

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THE PRACTICES OF ACADEMIC CHEATING IN THE SECONDARY SCHOOLS OF ILUABABOR AND BUNO

BEDELE ZONES

Tewodros Asmare MA in Curriculum and

Instruction Mettu University Department of Adult Education and Community

Development

Tesfaye Kebede MA in Educational Research

Development Mettu University Department of Adult Education and Community Development.

Abstract

The purpose of this study was to assess the practices of academic cheating in secondary schools of Ilu Abba Boor and Buno Bedele zones. To address the problem, four basic questions were raised to be answered based on the data collected from sample respondents. A cross sectional survey design was used so as to get the general picture of the current state of academic cheating in the study area. The study used cross-sectional survey design. To collect relevant data on the topic, the study was carried out in fourteen government secondary schools of Iluababor and Buno Bedele Zones, which were selected through cluster and lottery sampling techniques. The sources of the data were teachers, school principals and students. The data were gathered through questionnaires and interview. Both qualitative and quantitative data was gathered from students, teachers, principals and supervisors. Data was presented, analyzed and interpretation was made and major findings were identified. From the findings conclusion and recommendations was made. The result of the study showed that academic cheating is becoming more serious and it affects students’ learning ability in particular and education quality in general. It is concluded that unless all stakeholders take appropriate measure and give necessary contribution towards minimizing exam cheating, the expected objective of students’ learning outcome will not be achieved. It was recommended that since educational activity is being seriously be affected by academic cheating as it is becoming habit in the face of students, teachers, parents and even the larger community, the educational leaders at all levels ought to formulate principles, rules and regulations as to how to prepare, administer and correct assessments. Moreover, schools should establish classroom code of conduct and honor that places

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appropriate responsibilities and obligations on teachers and students. Moreover a lot has to be done in building students’ confidence in cooperation with parents and the school community at large

1. INTRODUCTION

1.1. Background of the Study Education is a cornerstone of economic and social development. It has become an indispensable key to personal and social improvement. It affects how well individuals, communities, nations, and the welfare can provide opportunities for all starting from basic education; UNESCO (cited in Firdisa, 2002). It was stated in a Human Rights-Based Approach to Education by UNESCO (2007) that the provisions on the right to a quality education values appear as the UNISCO’s Convention against Discrimination in Education in 1960. Nevertheless, the United Nations Millennium Declaration’s commitment (2000) to achieve UPE by 2015 was directly and simply placing the emphasis upon assuring access for all, mainly focused on the quantitative aspects of education policy rather than quality. The achievement of universal participation in education is fundamentally dependent upon the quality of education available (Romney & Steinbart, 2003).

Parents send their children to school at all is likely to depend on judgments they make about the quality of teaching and learning provided upon whether attending school is worth the time and cost for their children and for themselves. The instrumental roles of schooling is helping individuals achieve their own economic, social and cultural objectives and helping society to be better protected, better served by its leaders and more equitable in important ways will be strengthened if education is of higher quality. Schooling helps children develop creatively and emotionally and acquire the skills, knowledge, values and attitudes necessary for responsible, active and productive citizen ship. How well education achieves these outcomes is important to those who use it. Accordingly, analysts and policy makers alike should also find the issue of quality difficult to ignore. Thus, quality issues must get high consideration. (http://www.unesco.org/education/gmr_download/chapter1.pdf).

According to Romney & Steinbart (2003) one of the mechanisms used to assure quality education is through minimizing academic cheating. Academic cheating is the process of representing someone else’s work

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According to Mccabe, Trevino and Butterfield (2001) cheating is the most destructive action in the academic world; it undermines the academic process, shatters student integrity, destroys the trust necessary to teacher-student relationships, and it is the disease that kills the body academic. “The cynical or unprepared student who seeks a dishonest advantage over his/her fellow students is not only self-defeating, but infects others if not confronted and stopped” (Centennial High School Academic Honesty Policy, 1991, p.1).

Focusing on academic cheating can be instrumental for assuring effective and efficient quality of education to create competent citizens through minimizing and controlling students’ cheating in exams and quizzes. With increasing competition for the most desired positions in the job market and for the few coveted places available at the nation’s leading business, law, and medical schools, today’s undergraduates experience considerable pressure to do well. Research findings show that all too often these pressures lead to decisions to engage in various forms of academic cheating (McCabe, Treviño, & Butterfield, 1999). Students who might otherwise complete their work honestly observe this phenomenon and convince themselves they cannot afford to be disadvantaged by students who cheat and go unreported or unpunished. Although many find it distasteful, they too begin cheating to level the playing field (Bowers, 1964).

In fact, the last decade has actually seen a modest increase in the number of college campuses who have adopted academic honor codes. Such codes place significant responsibility on students to maintain an environment of academic integrity, and evidence suggests they can be quite successful. Bower (1964) further states that although honor codes are not a panacea and are more difficult to implement on larger campuses, many of the principles on which such codes are built can be implemented on any campus. Understanding student cheating is particularly important given trends that show cheating is widespread and on the rise.

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According to ESDP IV (2010):

If students do not acquire significant knowledge and skills, Ethiopia will not be able to compete within a global economy. It is necessary therefore to shift attention to quality concerns in general and to those inputs and processes, which translate more directly into improved student learning and which help change the school into a genuine learning environment. Therefore, the researchers intended to investigate the practices of academic cheating in assuring educational quality in the secondary schools of Iluababor and Buno Bedele Zones (MoE, 2010).

1.2. Statement of the Problem In many schools of Ethiopia, academic cheating is becoming a culture in measuring students’ academic performance. In measuring students’ academic knowledge, skill and attitude teachers use different mechanisms/tools such as providing tests, assignments, projects, exams etc. Nevertheless, the tools used by teachers may not be able to measure and show students’ academic status. According to Wilkinson (2009), academic cheating is one of the forms of students’ misconduct that has become the biggest concerns of educational institutions and it is about copying from other students during exams. It involves the possession, communication or use of information, materials, notes, study aids or other devices not authorized by the instructor in an academic exercise, or communication with another person during such an exercise (Mc Cabe, Terivino, & Butterfield, 2001).

According to Mikaela Bjorklund’s (1999), academic cheating is of the utmost importance where the area of research is further developed in the near future, not the least since students tend to see cheating as a more or less normal part of their studies. Similarly, Houston (1976, p.301) also described that students beliefs "everyone cheats" or that cheating is a normal part of life which, encourage cheating. The adage "cheaters never win" may not apply in the case of academic dishonesty and cheating applies as a normal condition, which helps students to be successful in their academic environment (Baird, 1980). With cheating rates as high as 75% to 87% (Baird, 1980; Jendreck, 1989) and detection

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In the case of Ethiopia, even though the quality improvement strategies under ESDP IV for primary and secondary education give emphasis for curriculum, textbooks and assessment (ESDP IV, 2011 p. 25), the attention of the policy and decision makers do not shifted towards the burning issues of academic cheating that hinder the quality of education. Not only the decisive bodies aforementioned but also the front line stakeholders like Teachers, Supervisors, and office experts at schools, Woreda, Zone, Region and federal level education professionals including other supportive staff do not pay attention to the problem under discussion. Besides, the ESDP IV did not give proper consideration for academic cheating and its impact in hindering the quality of education. Similarly, in Iluababor and Buno Bedele Zones we can come across different academic cheating experienced from primary to secondary schools, which can seriously affect the quality education of the Zones. Moreover, few researches were conducted on academic cheating in Ethiopia, particularly in Iluababor and Buno Bedele Zones. Due to the fact, the research team of Mettu University focused to fill the gap in literature, and research by investigating the practices of academic cheating in the secondary schools of Iluababor and Buno Bedele Zones.

Moreover, the result of the study will benefit the policy makers in designing solutions to mitigate the problems, the National examination agencies in devising their assessment mechanisms, stakeholders who participated in teaching and learning process and also it plays a great role in maintaining quality education by producing a well equipped and productive citizens. Generally, the school woredas, Zones, Regions and the country as a whole can benefit from the study.

1.3. Objectives of the Study 1.3.1. General Objective

The overall purpose of the study is to investigate and indicate the solution about the prevalence of academic cheating and its impact on educational quality in the secondary schools of Iluababor and Buno Bedele Zones.

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1.3.2. Specific Objectives The study seeks to:

Point out the practices of academic cheating in the secondary schools of Iluababor and Buno Bedele Zones.

To explore whether a significant difference is found in practicing academic cheating in the secondary schools of Iluababor and Buno Bedele Zones.

Indicate the role of stakeholders in minimizing academic cheating in assuring education quality in the secondary schools of Iluababor and Buno Bedele Zones.

Identify the factors that contribute to academic cheating in the secondary schools of Iluababor and Buno Bedele Zones.

2. Research Design and Methodology

2.1. Research Design This study used a cross-sectional survey design with the intention to get the general picture of the current state of academic cheating in assuring quality education in the secondary schools of Iluababor and Buno Bedele Zones. In support of this idea Abiy, Daniel, Melese and Yilma (2009) suggest that a cross sectional survey design is used to gather data at a particular point in time with the intention to describe the nature of existing conditions or identifying standards against which existing conditions can be compared or determine the relationships that exist between specific events. Moreover, the cross-sectional design is more effective in assessing the current practices in its natural setting.

Besides, it is appropriate for collecting vast information and opinions from quite a large number of participants. In support of this, Dillman, Smity and Christian (cited in Zhang & Burry-Stock, 2003) stated that cross-sectional survey design could be powerful and useful tool for collecting data on human characteristics such as their beliefs, attitudes, thoughts and behaviors. Thus, cross-sectional survey design fits very well within the framework of this study.

2.2. Research Method The research questions raised for undertaking this study requires both numerical and non-numerical data. To this effect, the researchers applied both qualitative and quantitative data gathering methods with

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2.3. Sources of Data The study used primary data sources to obtain reliable information on the practices of academic cheating in assuring education quality in the secondary school of Iluababor and Buno Bedele zones in western Oromia regional state. The primary sources of data were obtained from students, teachers, school principals and CRC supervisors through questionnaires and interview.

2.4. The Study Population A study population is the entire group of people to which the researchers intended the results of a study to apply (Aron & Coups, 2008). Therefore, the populations of the study were 1653 secondary school teachers from 24 woredas, 24 secondary school supervisors and 49 principals of Iluababor and Buno Bedele Zones. Generally, the total study population was 42,094 populations.

Table 1: Total Population of the Study Area

No. Name of Zones

No. of woredas

No. of Schools

No. of Teachers

No. of Students

1 Ilu Ababor 14 26 733 18,644

2 Buno Bedele 10 22 920 21,725

Total 24 48 1653 40,369

2.5. Sample and Sampling Technique To obtain the necessary sample units, the researchers used both probability and non-probability sampling techniques. Accordingly, as the data collected from Iluababor and Buno Bedele Zonal Education office in the academic year of 2014/2015, the zones have 24 woredas comprising of 48 secondary schools having 48 principals, 1653 teachers, and 24 secondary school supervisors.

To take the sample population from the selected two zones the researchers used cluster-sampling technique. Each zone has its own

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The Buno Bedele zone clusters are Bedele, Borecha and Dega clusters. From each cluster, the researchers selected one woreda through simple random sampling (lottery method) to give them equal chance of selection. Accordingly, the research team selected Gechi, Didessa and Dega respectively and two secondary schools from the selected woredas were the sample of the study using simple random sampling. Similarly, from the four clusters of Iluababor Zone, namely Halu, Yayo, Mettu and Alge clusters, the researchers selected Didu, Hurumu, Mettu and Darimu woredas respectively using simple random sampling and from each selected woredas two secondary schools were also the sample of the study through simple random sampling.

Totally, from the above selected seven woredas fourteen (14) or (29.2%) secondary schools became the sample of the study through simple random sampling method. From the fourteen (14) selected secondary schools, 216 teacher and 523 students were the sample of the study through qoata sampling; whereas seven (7) supervisors and fourteen (14) principals/vice principals were selected purposely. Generally, 760 sample population or respondents became the sample of the study from the total of 42,094 populations by using Cohen, Manion and Morrison (2007) sample size determination table having the confidence interval of 95%. The overall summary of the sample and sampling techniques applied in the study is presented in table 2 as follows.

Table 2: Sampling Techniques

No. Respondents Sampled respondent

Method of sampling

1 Zone 2 Cluster sampling

2 Woredas 7 Simple random/lottery method

3 Schools 14 Lottery method

4 Teachers 306 Quota sampling

5 Students 581 Lottery method

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principals 14 Purposive sampling

7 Supervisors 7 Purposive sampling

Total Respondents

762

2.6. Instruments of Data Collection The researchers applied close and open-ended questionnaire and structured interview in order to gather the necessary data for the study. Therefore, these tools are suitable to address the practices of academic cheating in assuring education quality in the secondary schools of Iluababor and Buno Bedele Zones of Oromia regional state.

2.7. Method of Data Analysis The study applied both quantitative and qualitative methods of data analysis. In the quantitative analysis, the researchers used both descriptive and inferential statistics so that the scores of each item organized, compiled and entered in to SPSS version 24 to obtain the mean value, p-value, percentages and standard deviation of each item. The data collected from teachers and students using close-ended questionnaires (the quantitative one), processed and analyzed using statistical tools. The qualitative data was tallied, organized and tabulated to make the data analysis manageable.

The data gathered through open-ended questions and interview were analyzed qualitatively through thematic analysis in the form of texts and quotes. These data was processed through three concurrent flows of activity of the qualitative analysis system, which include data reduction, data display and conclusion drawing or verification (Huberman & Miles, 1992). Moreover, Reliability and Validity of the Instruments were checked by preparing the questions in sequential, clear, properly worded and unambiguous manner to have the same meaning for all respondents and measures what it supposed to measure using careful and appropriate questionnaire administration and scoring system by avoiding researchers’ bias. In addition, the researchers conducted a pilot test before administering the formal questionnaire and measured the reliability of the instruments using Cronbach alpha test to check the consistency and accuracy of the measurement scales to

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3. Presentation Analysis and Interpretation of Data

3.1. The Practices of Academic Cheating In order to identify the practices of academic cheating both teachers and students were asked to forward their ideas using a questionnaire designed on a Likert scale ranging from ‘never used’ (1) to ‘always used’ (5) which have eighteen (18) items. Table 3 presents the summary of the results as follows.

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 Table 3: The Practices of Academic Cheating

S/N

o.

Items

Respondents Teachers (n = 218)

Students (n = 523)

95% CI Df

T

P

Cohen’s D

M SD M SD LL UL

1 Coughing or using hand signals

2.65

1.175

1.98

1.058

-.841 -.495

739 -7.57 0.00

0.27

2 Concealing notes on clothing, hands, caps, shoes or in pockets.

3.24

1.344

1.88

1.090

-1.55 -1.18

739 -14.42

0.00

0.47

3 Writing information on blackboard, desks or keeping notes on the floor or in pocket

3.04

1.321

1.69

0.986

-1.52 -1.18

739 -15.28

0.00

0.49

4 Obtaining copies of a test in advance

2.59

2.89 2.01

1.272

-0.78 -.370

739 -5.54 0.00

0.2

5 Passing information concerning specific questions or answers from an earlier class to a later class.

2.89

1.228

2.33

1.412

-.780 -.350

739 -5.15 0.00

0.19

6 Exchanging exams/tests so that neighbors’ have identical test forms

3.11

1.245

2.34

1.271

-.963 -.563

739 -7.49 0.00

0.27

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7 Changing a graded paper or answer sheet and requesting that it be grade

2.59

1.293

1.77

1.045

-.999 -.643

739 -9.1 0.00

0.004

8 Failing to return answer sheet and later suggesting that the teacher has lost it

2.45

1.148

1.51

0.979

-1.11 -.780

739 -11.34

0.00

0.38

9 Stealing another students graded test and affixing one’s own name to it

2.39

1.259

1.57

0.994

-.992 -.650

739 -9.44 0.00

0.33

10

Recording two answers on the answer sheet

2.61

1.288

1.73

1.012

-1.05 -.701

739 -9.86 0.00

0.34

11

Marking an answer sheet to enable another student to see the answer

3.58

1.189

2.88

1.374

-.91 -.490

739 -6.56 0.00

0.23

12

Putting large circles around two adjacent answers and claiming to have had the correct answer.

3.07

1.241

1.87

1.182

-1.39 -1.01

739 -12.36

0.00

0.41

13

Stealing an exam or other assignment for transmission to someone in another section, or for placement in a test file.

3.15

1.344

2.19

1.319

-1.17 -.754

739 -9.02 0.00

0.31

14

Transmitting posted answers to exam rooms via

3.07

1.345

2.22

1.274

-1.06 -.650

739 -8.2 0.00

0.29

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paper or mobile phone. 15

Getting questions or answers from someone who has already taken a test

3.11

1.352

2.48

1.26 -.83 -.42 739 -6.01 0.00

0.22

16

Coping assignments from others as if one’s own work

3.30

1.378

2.79

1.417

-.732 -.29 739 -4.5 0.00

0.16

17

Copying from other student during a test without his/her knowledge.

3.78

1.281

2.48

1.274

-1.49 -1.1 739 -12.6 0.00

0.42

18

Copying from other student during a test with his/her knowledge

3.72

1.362

2.74

1.294

-1.18 -.77 739 -9.2 0.00

0.32

Grand Mean 3.02

1.371

2.14

1.195

-1.1 -0.69

739 -9.09 0.00

0.295

Note. CI = Confidence Interval; LL = Lower Limit; UL = Upper Limit; df = degrees of freedom; Cohen’s d = Effect size. M=below 1.00-very low, M=1.1-2.00-low, M= 2.1-3.00-medium/moderate, M=3.1-4.00-high, M=4.1-5.00-V/high Significance levels * p < .05, ** p < .01, *** p < .001.

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 There are various techniques of academic cheating that students use to cheat tests, exams and assignments. The commonly applied types of academic cheating were listed down in the survey questionnaire and both teachers and students were requested to rate the extent to which each of the methods is frequently used. As it could be understood from table 3 Marking an answer sheet to enable another student to see the answer (M=3.23, SD=1.3), Coping assignments from others as if one’s own work (M=3.05, SD=1.40), Copying from other student during a test without his/her knowledge (M=3.13, SD=1.28) and Copying from other student during a test with his/her knowledge (M=3.23, SD=1.33) are the highly applied techniques of academic cheating. In the contrary, failing to return the answer sheet and later suggesting that the teacher has lost it (M=1.98, SD=1.7) and stealing another students graded test and affixing one’s own name to it (M=1.98, SD=1.13) were rarely applied whereas the rest types of cheating techniques were moderately applied and they lie between the mean value of 2.1 - 3.00 and the standard deviation of 1.15 – 1.58.

Generally, as we can understand from the grand mean value and the standard deviation of table 3, the practices of academic cheating of Iluababor and Buno Bedele zones were at moderate level having the mean value of 2.58, and the standard deviation of 1.283.

In addition, interview was made with school principals’ regarding the extent to which academic cheating is practiced in their respective school. Accordingly, most of them support the above mentioned ways of cheating strategies. With regard to this, it was stated that “some students intentionally become absent from exam schedule and later on request their continuous assessment result to be converted to 100%’’. This is because they can easily score high mark from continuous assessment through which marks can be given based on one-to-five group performance.

On the other hand, the data obtained from students currently learning in grade 9 and 10 showed the opposite result to those of teachers. Both groups of respondents (teachers and students) were asked similar questions about the practice of academic cheating but students confirm only that sometimes they are willing to show exams intentionally by exposing the answer sheet to their neighboring student. Likewise, students could never obtain copies of exams in advance or steal others’ graded test to claim that it is theirs; Otherwise, students’ response

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 showed that they do not make any attempt to cheat exams in all the questions presented for them.

3.2. Perceived Differences in the practices of Academic Cheating across Schools, Teachers and Students

Independent sample T-test and one way ANOVA was computed to see whether significant difference exist between teachers and students across schools and between students gender. As we see from table 4, the result indicated that teachers (M=3.02, SE = 0.08) perceive the impact of academic cheating more than students (M= 2.14, SE = 0.08). The difference was significant t (739) = -9.09, p=0.00

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 Table 5: The Role of School Bodies in Controlling/ Managing Academic Cheating

S/N

o.

Items

Respondents Teachers (n = 218)

95% CI Df

T

P

Cohen’s D

M SD LL UL

1 Clearly communicate expectations (e.g. behavior that constitute appropriate conduct towards cheating)

3.33

1.2 -.116 .895 216 1.52 .131

-2.1

2 Establish and communicate cheating policies and encourage students to abide by those policies

3.39

1.4 -1.04 -.034 216 -2.11 .036

0.142

3 Establish a classroom honor that places appropriate responsibilities and obligations on students to prevent cheating

3.57

1.26 -.549 .390 216 -.334 .739

0.023

4 Be supportive when dealing with students to promote respect which students will reciprocate by not cheating

3.57

1.151

-.822 .031 216 -1.83 .069

0.124

5 develop fair and consistent grading policies and

3.52

1.21 -.411 .490 216 .173 .863

0.012

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procedures, punish transgressions in a strict but fair and timely manner

6 When possible reduce pressure by not grading on a strict curve

3.36

1.192

-.695 .192 216 -1.12 .27 0.076

7 Focus on learning not on marks/ grade

3.32

1.42 -1.34 1.482

216 .101 .920

0.007

8 Encourage the development of good character

3.89

1.2 -.745 .139 216 -1.35 .178

0.091

9 Provide prevention to cheating (e.g harsh penalities)

3.47

1.32 -.755 .226 216 -1.06 .289

0.072

10

Remove opportunities to cheating ( monitor tests, leave ample space between test takers)

3.63

1.31 -.314 .663 216 .704 .482

0.048

11

Assign interesting and non trivial assignments

3.51

1.161

-.754 .108 216 -1.48 .141

0.1

12

Replace incompetent or apathetic teaching assistants with competent one

3.51

1.25 -.610 .321 216 -.611 .542

0.042

Grand Mean 3.53

0.849

-0.68

0.41 216 0.62 0.39

-0.114

Note. CI = Confidence Interval; LL = Lower Limit; UL = Upper Limit; df = degrees of freedom; Cohen’s d = Effect size. M=below 1.49-very low, M= 1.5-2.49-low, M= 2.5-3.49-medium/moderate, M=3.5- 4.49 high, M=4.5-5 V/high. Significance levels * p < .05, ** p < .01, *** p < .001

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As indicated in table 5, to control academic cheating the school bodies were using different mechanisms. From the mechanisms they were using, their performance in clearly communicating expectations (M=3.33, SD=1.2), establishing and communicating cheating policies and encouraging students to abide by those policies (M=3.39, SD=1.4), reducing pressure by not grading on a strict curve (M=3.36, SD=1.192), focusing on learning not on marks/grading (M=3.32, SD=1.42) and Providing prevention to cheating (e.g harsh penalties) (M=3.47, SD=1.32) were at the medium level.

Despite the fact that, schools establish a classroom honor that places appropriate responsibilities and obligations on students to prevent cheating (M=3.57, SD=1.26), being supportive in dealing with students to promote respect which students will reciprocate by not cheating (M=3.57, SD=1.151), and developing fair and consistent grading policies and procedures to punish transgressions in a strict but fair and timely manner (M=3.52, SD=1.21), were comparatively at highest level. Similarly, Encouraging the development of good character (M=3.89, SD=1.2), removing opportunities to cheating (monitor tests, leave ample space between test takers) (M=3.63, SD=1.31), assigning interesting and non trivial assignments (M=3.51, SD=1.161) and replacing incompetent or apathetic teaching assistants with competent one (M=3.51, SD=1.25) to minimize academic cheating were at highest level and appreciating.

Generally, as we can understand from the survey questionnaire, the role of the school bodies in minimizing academic cheating in Iluababor and Buno Bedele Zones were at medium level (M=3.53, SD=0.849). However, as we perceive from the practical implementation of schools in minimizing academic cheating was very low and sometimes schools also help and facilitate students cheating, especially during matriculation. To minimize the level of academic cheating from the present status, the school bodies should play the highest role and also it needs a hard working to bring about quality education.

In addition, teachers were asked to forward their solutions to minimize academic cheating on the open ended question and most of them replied that cheating can be minimized by:

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Clearly communicating expectations (eg. Behavior that constitute appropriate conduct and behavior that constitute cheating)

Establishing and communicating cheating policies and encouraging students to abide by those policies

Establishing a classroom code that places appropriate responsibilities and obligations on students

Developing consistent and fair grading policies and procedures

Remove opportunities of cheating (monitor tests, leaving ample space between test takers and etc).

Likewise, secondary school principals who participated in interview had suggested that many people develop an attitude of cheating of exams as a normal activity because it is a sense of humanity and they said that teachers, parents and even the school administrators support exam cheating and have developed a sense of cheating as ‘normal activity and normal behavior’ of students. Especially one of the CRC supervisor explained that “assessments of students’ learning did not focus on assessing students learning rather it focuses on assessing students themselves”.

From this analysis we can understand that equal emphasis should be given both on the provision of well organized and quality teaching-learning process and at the same time implementing appropriate assessment strategy which can measure learners’ knowledge, skill and attitude.

As to the school principals of the study area believe, the impact of academic cheating is twofold; on one hand students who pass from class to class by cheating might not succeed in higher education or could not perform well in his/her future career according to the given standard; and on the other hand, those who succeed through cheating would have potential to create social problems and social disorder i.e., commit crimes in all aspects. Generally, academic cheating makes the future generation dependent.

Moreover, as we can see from table 5, independent sample T-test was computed to see whether perceived difference was found between male and female teachers on the role the school bodies are playing to minimize academic cheating. The result indicated that there was no

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2), FEBRUARY 2018 significant difference on the responses obtained due to their gender, except on the item that indicates the establishment and communication of cheating policies and encouraging students to abide by those rules. The computed 2-tailed significance level (p-values) was greater than the pre-set level of significance (0.05). Therefore, it is possible to decide that the observed mean difference in the role of school bodies in minimizing academic cheating due to teachers gender was insignificant, t (216) = 0.62, p=0.39>.05, and which has no effect size, δ=-0.114.

3.4. Factors Contributing to Academic Cheating Table 4 depicts the alternative potential factors which could contribute for academic cheating. The respondents were asked to rate the level of agreement for the items presented by using a five likert scale ranging from ‘strongly disagree’ (1) to ‘strongly agree’ (5). Table 6 presents the summary of the results as follows.

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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 2(2),

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s3-ap-southeast-1.amazonaws.coms3-ap-southeast-1.amazonaws.com/ijmer/pdf/volume7/volume... · 2018-03-01 · Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor,