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Klim Dyachkov
Klim Dyachkov

Teacher Cheats On Husband With Student

After several months of investigations, officers found probable cause existed to charge Stephens with the offence of 'improper relationship between educator and student', according to police information.

Teacher Cheats On Husband With Student

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Stephens was originally charged with five second-degree felonies: two counts of sexual assault of a child, two counts of inappropriate relationship of educator and student and one count of online solicitation.

This week he ran a session where students were asked to come up with ideas for their class project. Almost everyone had ChatGPT running and were asking it to generate projects, and then they interrogated the bot's ideas with further prompts.

"I think everybody is cheating ... I mean, it's happening. So what I'm asking students to do is just be honest with me," he said. "Tell me what they use ChatGPT for, tell me what they used as prompts to get it to do what they want, and that's all I'm asking from them. We're in a world where this is happening, but now it's just going to be at an even grander scale."

So why do teachers decide to help students cheat onstandardized tests? For one, our testing culture pressures teachers to performor else. If their students do not show growth, they might be the next person onthe chopping block and consequently out of a job. Also, many districts have asystem of merit-based pay, where teachers can earn bonuses if their students performwell on state tests. In some systems, bonuses are based on overall student growthin individual schools, which entices widespread corruption and cheating. Also, withoutexplicitly saying so, many principals and superintendents empower and reward dishonesty.Teachers who show a supposed ability to help students grow academically aretapped for principalships. Principals whose schools meet adequate yearly progressare next in line for assistant superintendent positions or cushy jobs atconsulting firms or the state department of education.

35 educators implicated in the Atlanta teacher scandal were indicted, and 21 of them took plea deals. This left 13 educators to stand trial (one defendant, Beverly Hall, passed away while awaiting trial). The jury returned guilty verdicts for conspiracy and other felony charges for 11 of the defendants. Only former teacher Dessa Curb walked away without being convicted of any wrongdoing.

Mrs. Cooper was arrested on Dec. 19, 2013 for her relationship with the senior and charged with having institutional sex. In Pennsylvania, it's illegal for a teacher to have sex with her student regardless of age or consent.

Three weeks later on Jan. 28, 2014, Mrs. Cooper was arrested a third time after two more underage male students came forward alleging that the teacher had previously had inappropriate contact with them. She was charged with corrupting minors, a misdemeanor, for reportedly showing a 16-year-old the tattoo on her breast and kissing and petting with a 17-year-old.

It's a problem that Cooper said she is working out with her husband. In the months since her arrest, the couple has turned to church and a spiritual rebirth, which they say is helping them heal and rebuild their relationship.

More than 150 teachers and administrators from 44 public schools across Atlanta were caught changing answers on standardized tests used to judge student performance and rank schools, according to a state report.

We will first present an overview of literature relevant to our research, which also refers to the recognizing and understanding of EM, its social and individual causes and effects, as well as the role of teachers, students and institutions in the prevention and sanctioning of cheating. The results of an empirical research study with students and teachers as respondents follow further on. We have used the case study method, where the respondents evaluated ethical problems presented in case studies.

The application of social norms interventions requires consistency, stability and depth, because if there is no consistency in the message on the part of the university, the student will not thoroughly adopt the value (Engler et al. 2008). It is especially important to position learning as a motivating factor for students, because as long as motivation is purely extrinsic (grades), the problem of values is seriously compromised (Aaron and Roche 2013). Students can play a major role in maintaining AI by creating the right climate, but also through peer reporting (Burrus et al. 2013). In addition, institutions are thought to be able to improve AI with appropriate codes of ethics and their being respected (McCabe et al. 2001).

The second case study deals with a student of medicine who cannot pass his anatomy exam, even though he has studied hard. His ambitious mother bribes a person from the faculty administration (her schoolmate), and she records a positive grade. The student does not know what his mother has done. This case study provoked intense and extensive reactions from the respondents. In all likelihood, the studies of medicine must be in particular ethically pure, since they are directly associated with health care.

The explanations of students and teachers differ considerably in statistical terms (Table 3). The students failed to recognize some of the perpetrators of EM and a number of them identified the student from this case study as a responsible one.

A student who is good at statistics sends a completed piece of homework to a fellow student. The latter submits the homework as his own, after which the real author of the homework also submits the paper. The professor notices two identical pieces of homework and invites the student who was the first to submit the homework for an interview. Since he does not manage to find out the truth, the professor decides not to deal with it any longer allocating no points to either of them.

The respondents recommend rigorous scrutiny, penalties, interviews with the participants (Table 6), and a smaller number of them address essential pedagogical issues, such as: the need for quality learning, better teacher competencies, and the lack of knowledge and skills related to AI.

This case study was in general correctly perceived in ethical terms, even though a considerable number of students failed to notice the unethical behavior of the student who dictated the answers (Table 2). A smaller group of teachers produced similar answers. The situation was even more polarized in the explanations of the two groups of respondents, so that statistically significant differences appeared (Table 3). These differences indicate that the students find the EM of the student who dictated the completed questions less obvious.

Both groups of respondents understand EM in a similar way, and whether it is a professor or a student (or students) who commits EM has not affected their responses. We have not found consistent statistically significant differences between them when considering identification of EM and a guilty person in a given situation. Interestingly enough, both groups have emphasized the importance of peer loyalty (case study 5), which is probably a consequence of firm social patterns. This also indicates the fact that in the present circumstances it is hardly expected that students will publicly criticize the one who is cheating in Montenegrin higher education system. However, we think that it is necessary to work with them on the prevention of fraud by discussing the consequences (especially the long-term ones, which were not considerably discussed in the comments), by learning ethical reasoning, and by developing functional strategies of learning for the purpose of preventing fraud. In addition, both groups of respondents have expressed the most intense reactions and given the most extensive responses to the case study dealing with the student of medicine. Furthermore, both groups have expressed weaker reactions to the unethical conduct of persons who are not members of the academic community (for example, the ghost-writer in case study 8). This at least partly indicates an understanding that the responsibility for academic conduct must solely rest on members of the academic community. 041b061a72


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