plagiarism statistics
In 2012 Proceedings of the National Academy of Sciences, an
American journal, published a study of retractions accounting for
nation of origin. In it a team of authors wrote that in medical journal
articles in PubMed, an American database maintained by the National
Institutes of Health, there were more retractions due to plagiarism from
China and India together than from America (which produced the most
papers by far, and so the most cheating overall).
Korea produces more engineers than the U.S. engineering technology science education
“One need only look at examples from India and South Korea to see the effect of concerted efforts to enhance the education of engineers and technology graduates on the economies of these two countries. At the 2004 meeting of the American Society of Civil Engineers the South Korean delegation to the Capacity Building Forum presented the results of South Korea’s investment over the past three decades in the number and quality of engineering graduates. In 1970, South Korea had about 6,000 engineering graduates. In 1980, these were increased to 14,000. By 1990, the figure had jumped to about 80,000. When plotted against South Korea’s per capita GNP growth, the number of engineering graduates almost directly parallels the growth of the South Korean economy, offset by a few years. This data appears to show a direct cause and effect—investment in building a well qualified and sufficiently large pool of engineers leads to sustainable economic development,” he says.
So what are some of the trends that we might consider? First, we should think globally. How do we stack up in the education of engineers? Thirty years ago the U.S., Japan, and for that matter, China, each educated the same number of engineers each year, about 70,000. But over time, the number of U.S. students graduating with bachelor’s degrees in engineering declined slowly but more or less continuously to about 60,000. In the meantime, Japan and even South Korea exceeded our engineering graduation rates. And of course, as you have heard many times, the number of first engineering degrees in China grew astoundingly to almost 600,000! India apparently has followed similar trends, but data are very hard to find.
So what are some of the trends that we might consider? First, we should think globally. How do we stack up in the education of engineers? Thirty years ago the U.S., Japan, and for that matter, China, each educated the same number of engineers each year, about 70,000. But over time, the number of U.S. students graduating with bachelor’s degrees in engineering declined slowly but more or less continuously to about 60,000. In the meantime, Japan and even South Korea exceeded our engineering graduation rates. And of course, as you have heard many times, the number of first engineering degrees in China grew astoundingly to almost 600,000! India apparently has followed similar trends, but data are very hard to find.
“One need only look at examples from India and South Korea to see the effect of concerted efforts to enhance the education of engineers and technology graduates on the economies of these two countries. At the 2004 meeting of the American Society of Civil Engineers the South Korean delegation to the Capacity Building Forum presented the results of South Korea’s investment over the past three decades in the number and quality of engineering graduates. In 1970, South Korea had about 6,000 engineering graduates. In 1980, these were increased to 14,000. By 1990, the figure had jumped to about 80,000. When plotted against South Korea’s per capita GNP growth, the number of engineering graduates almost directly parallels the growth of the South Korean economy, offset by a few years. This data appears to show a direct cause and effect—investment in building a well qualified and sufficiently large pool of engineers leads to sustainable economic development,” he says.
So what are some of the trends that we might consider? First, we should think globally. How do we stack up in the education of engineers? Thirty years ago the U.S., Japan, and for that matter, China, each educated the same number of engineers each year, about 70,000. But over time, the number of U.S. students graduating with bachelor’s degrees in engineering declined slowly but more or less continuously to about 60,000. In the meantime, Japan and even South Korea exceeded our engineering graduation rates. And of course, as you have heard many times, the number of first engineering degrees in China grew astoundingly to almost 600,000! India apparently has followed similar trends, but data are very hard to find.
So what are some of the trends that we might consider? First, we should think globally. How do we stack up in the education of engineers? Thirty years ago the U.S., Japan, and for that matter, China, each educated the same number of engineers each year, about 70,000. But over time, the number of U.S. students graduating with bachelor’s degrees in engineering declined slowly but more or less continuously to about 60,000. In the meantime, Japan and even South Korea exceeded our engineering graduation rates. And of course, as you have heard many times, the number of first engineering degrees in China grew astoundingly to almost 600,000! India apparently has followed similar trends, but data are very hard to find.
highest number of geniuses countries
https://ca.finance.yahoo.com/news/25-countries-most-brainpower-211349685.html
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