There is a growing body of evidence that cheating and plagiarism are prominent problems in many universities. In informal conversations, it seems that different students perceive plagiarism differently.  In this paper, we conducted a survey at Howard University to examine or to follow up with this growing trend. Specifically, team leaders in school of business were surveyed early in the Spring Semester of 2010 at a meeting and Freshmen were given the same survey at the end of the semester after their final examination. From the data generated in this survey, we determined the prevalence of cheating and the reasons why students cheat. This report is of great importance because it exposes the extent of academic dishonesty and, if successfully implemented, it could provide resources that would aid universities in solving the cheating problem.

The under representation of women and minorities in undergraduate computer science and information systems programs is a pervasive and persistent problem in the United States. Needed is a better understanding of the background and psychosocial factors that attract, or repel, minority students from computing disciplines. An examination of these factors is the focus of this multimethodological study that has been conducted over three phases with three separate populations.During phase 1, a survey was administered to students, who were non computer science or information systems majors, enrolled in computer applications courses at both a public and a private Historically Black Universities located in Maryland. The purpose was to examine whether a correlation existed between institutional type and access, education, counseling, and exposure to computing and/or information systems. Analysis of the data found that the participating students came to college with little information about computer science (CS) and information systems (IS) as fields of study. However, a significant disparity was found when institutional type was considered. According to the findings the students attending the private minority-serving institution reported greater access to technology, skill levels, and computing studies prior to entering college.Unlocking the Barriers to Women and Minorities in CS and IS Studies 116 success, and retention of underrepresented students in CS and IS majors.

This study conducts a survey of students and faculty at a business school on critical issues regarding student evaluations of teaching and identifies several significant differences between their perceptions. Students agreed more strongly than faculty that evaluations are higher in courses where the instructor teaches effectively and students learn more. Students also agreed more than faculty that they give higher evaluations for more challenging courses and for courses requiring an above-average amount of work. Unlike students, faculty agreed that students give higher evaluations in courses where they expect to earn a higher grade than they deserve.

The ability of small businesses to make and adjust to the paradigm shift needed to benefit from the Japanese production theory has been questioned in the literature. Zangwill (1992) questioned the limits of the Japanese Production Theory (JPT) and in a subsequent paper (Zangwill, 1994) held on to his argument about the limits of the Japanese Production Theory. In this paper, the Japanese Production Theory is first discussed, followed by a discussion of the consistency between the traditional EOQ theory and the Japanese production theory, critique of the Zangwill's argument, and issues related to the relevance of the Japanese production theory to small businesses.

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