Calculus exists, but analytic solutions generally don't. Gaudi's chains and weights serve as an incredibly elegant mechanical computer that were only surpassed in the last few decades by CAD. Designers used mechanical splines until the advent of CAD in the 70's/80's.
There's a frozen custard shop in my town. They sometimes do silly things like including raw sliced strawberries that just turn into ice shards, but their vanilla and chocolate absolutely beat the pants off anything I can find in the grocery.
AC is far more efficient than most heating methods, but there isn't the same level of censure applied to traditional heating technologies. If you listen, people talk about AC like it's inherently polluting, like it's something to moralize.
Europe historically has not been this hot, but they regularly have heat waves. I remember a 40C heat wave more than a decade ago! That's enough time to add emergency infrastructure, unless you're hoping to snuff old people. When you get your third hundred year flood in a decade it's time to update your priors.
Good idea! Nothing bad could possibly come from advocating for centralization of academic assessment! Let's give more authority to a handful of private publishers who adapt their curricula to the whims of Texas!
It's not just because "it would just show how terrible they actually are"
There are schools with severe penalties for cheating (Army/Navy, Haverford, Davidson), but most aren't set up for that. Professors didn't self-select to be prosecutors, and we didn't spend decades becoming world experts to then become cops.
Love the sinner, hate the sin. If you let yourself start blaming students, you open a pretty corrosive path of moral judgement. Students are clever, and they're making choices informed by what they see in the world. Don't blame them for being unwilling to fail a class that cost a down payment on a house. Don't blame them for seeing powerful people get away with cheating and trying to do the same.
Kallus is right: qualitative assessment is an adversarial problem. Build the assessment correctly, and all of those previous points become moot. By clearly establishing and enforcing the rules you make it more fair to boot.
Understanding 90-95% of someone else's proof is much easier than writing your own ;)
It's hard to verify that you understand someone else's work at 100%, but it's reasonable for an expert to tell once they've built it themselves, right?
If it's a new article it should say something new.
You can save your reader's time and your own effort by quoting some of those words, or by citing all of them. That trims almost 500 superfluous words from your paper, and what's left will be better, which respects your reader.
Course credit is not the same as professional certifications. You can apply past expertise/work to as many different certifications as you can manage.
Submitting previously graded work for a new course wastes your own time. It also wastes the professor's time, because they assigned that writing for you to develop a specific skill, and you're trying to not practice whatever they're trying to teach you.
If you have a perfectly matched essay to the assignment, you should talk to the professor about how the assignment can be adapted.
It's bad manners and a waste of people's time and attention to present previously published work as novel.
Repeating a phrase or two in a document's introduction isn't going to raise flags from any serious people, but copying data, analysis, or large swaths of text? That's a paddlin'.
Theologically their support for Israel is rooted in antisemitism. They need Israel to trigger the end times so Jews and other nonbelievers will be punished and ultimately destroyed.
If you pry and ask the right questions, they'll admit that they don't want this to happen, because they really want all those Jews and nonbelievers to convert and be saved. This is also antisemitism, but it's wrapped up in a millenia-old death cult.
I'm at a public southeastern R2. Not selective. Mostly regional catchment. Most of our students have to learn how to be good students their first year or two.
We're making major changes in course structure as a result, so if things go well we won't have enough data to measure any kind of meaningful trend
https://www.youtube.com/watch?v=-ZLoMrRgFFE