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How do I check that my assignment was submitted?

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Last Updated: Nov 02, 2022     Views: 89

To check if an assignment submitted successfully:

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How do I know if my assignment has been submitted?

When you have submitted an assignment, you can check in two ways to ensure that you have successfully submitted the assignment for marking. 

Please see the information below, or for a comprehensive and printable version (including images ) please click here .

Note:   When you have successfully submitted your assignment, you will receive an email to your UMail account as below:-

• Locate the email
• Click to open
• The email will contain the following information
• The Assignment name
• Link to view the assignment submission status
• Verification code

On your StudyDesk course

• Navigate to your StudyDesk course
• Locate the Assignment   activity   link  (where you submitted the assignment)
• Click on the link

Note:   A new screen will display

• The screen will display the S ubmission status

Note:   Submitted for grading means the assignment has been successfully submitted

To see a more comprehensive and printable version of these instructions, click here .

Is this answer helpful?

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Viewing Submissions

Ready to check in and see how your students did? Let's do it. Revision Assistant allows you to see all the steps your students took while writing to the prompt. When you're looking at your students' submissions, remember that features like feedback and scores are only available on certain assignments, so don't be alarmed if you don't see that information for every assignment. Regardless of the assignment type though, each submission can be viewed by first navigating to the Assignment Overview Page. Keep reading to learn more.

Spot Check assignments are often used as timed assessments, so they have a 'collect' feature that stops the assignment and auto-turns in students work. To view Spot Check submissions, first press the Collect Spot Check button on the Assignment Overview page.

• From the Assignment Overview page, you can access student essays by clicking Student Progress or Student Work in the sidebar. Here's what you can do on each page:

Viewing the Student Progress Page

• Click  Student Progress  in the sidebar. This will take you to the Student Progress page for the assignment.

The progress overview table will look different depending on which assignment type you're reviewing. See Interpreting the Student Progress Page to help you understand what you're seeing.

• To see a student's turned in work or latest draft, just click the student's name.
• To download their current draft, click the check box next to their name and select the Download Current Draft button. You will still be able to see a student's latest draft even if they haven't turned it in yet.
• Also on the Student Progress page are the Class Report and Assignment Report buttons. Use these buttons to export reports on how your class is doing on one assignment or in an entire rubric category!

Viewing Student Work Page

• Click Student Work in the sidebar. This will bring you to the Student Work page.
• To see students' work, click the arrows to the left and right of each student's name at the top right of the page.
• Each student's most recent draft (even if it's a Proofread draft) will be expanded at the top of the page. All previous essay drafts and Proofread drafts a student wrote will be collapsed beneath the recent draft.

To only see a specific type of previous draft (i.e. only Proofread drafts or only Turned In drafts), click the Show [Draft Type] dropdown next to the student's name at the top right of the page.

• When you scroll down to the previous drafts, click the arrows next to each essay or Proofread draft time stamp to expand the draft.

Click the Signal Check icons above each draft to see the overarching feedback the student received.

• Click the Signal Check icons along the side of each draft to see the specific feedback the student received.

Remember, Expansion Pack assignments give students holistic feedback, but they do not give sentence-level feedback like Signal Check assignments do, so you will not see icons along the sides of Expansion Pack essay drafts.

• Click each underlined word or phrase to see the reason it was flagged as a grammar or spelling error.
• Click Show Example to see the full explanation your student received for how to correct each error.

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"I have submitted the application" is it a right sentence?

I want to respond my counterpart in another location that I submitted required application or form and request him to review the application and let me know in case of any additional information. My doubt is "I have" or "I had" to begin sentence with.

• grammaticality
• perfect-constructions

3 Answers 3

I have submitted the application, and await your feedback.

is correct. Present perfect tense is used, because the actions related to your application (review and decision) are in the present time frame.

Past perfect would be correct if those actions were completed:

I had submitted the application, but the position was already filled.

"I have" is correct. Present Perfect tense.

The sentence is correct. The selection of the word is good. Submitted- denotes humbleness and respect for the organisation or the individual who is the addressee here.

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Submission Receipts

This information applies only to the Ultra experience.

Submission receipts are useful if you ever need to prove that you submitted your work, which is why it’s important to always save them. 

Every time you submit an assignment or test, a window appears with a submission confirmation number. Using the confirmation number, your instructor can find the submission for verification.

The receipt includes the following information: 

• Course name and ID.
• Assessment name. 
• Assessment grade. 
• Number of attempts for an assessment. 
• The student who submitted the assessment. 
• Size of any file included with the submission, which gives instructors an idea of what you attached. 
• Submission date and time stamp. If the assessment was submitted late, it's indicated here. 
• Auto submit indicator - Appears when the assessment is automatically submitted by Learn as part of a timed assessment or the  Prevent Late Submission assessment setting

You can download a .txt file with the receipt information directly from the window. You also receive a copy of the submission receipt via an automatic email confirmation.  

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Verifying that an assignment was submitted

Both you and your instructor have access to a log of all actions you have taken when submitting an assignment. If something has gone wrong or if you are not sure when your assignment was submitted you can look at the log.

Viewing your submission activity log

Go to the assignment list in your course. Click the  Submitted  or  Not submitted  link under the  Status  heading. The submission log will appear.

You will see a list of actions including the time and name of the person who performed each action. This is an example of a typical submission:

A normal submission includes all of the actions below:

• Viewed assignment page
• Started timed assessment (Timed assessments only)
• Student was added to a group (Group assessments only)
• Uploaded 2 pages to Q1:image1.jpg, image2.jpg (Image/PDF upload questions only)
• Answered Q2 (Text and Multiple Choice questions only)
• Clicked submit button
• Submission time logged
• Submission processing completed

Submission time logged  is the official time that you submitted.  Submission processing completed  means that your files were successfully uploaded and processed.

If something goes wrong during the upload you will normally see an error message and an  Upload failed  entry will show up in the log (your instructor will be able to see it as well). A list of errors and their resolutions is available on the  Completing and submitting an assessment  page.

Viewing file details

Md5 image hash.

Crowdmark logs the MD5 hash (the file’s unique identifier) for each file that you upload to an assessment. What that means is if you submit a file, then submit the same file again, you’ll see the hashes on the two submissions are identical. The MD5 hash is built into the file when it is created on your device or computer. If you alter the file by changing the format, editing the image, or even re-saving the same file, the hash will appear different from the original image hash.

Here’s an example of what MD5 hashes look like in your submission log. By default, the hashes won’t be visible. You can click the  Show file details  button at the top of the log to show the hashes beside each file.

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Early Arrival Process for Fall Semester

You must receive prior approval by the Office of Residential Life to move-in outside of your class year's move-in days.

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Cubs sign reliever DFA’d by Oakland; Assad placed on IL

by: Andy Koval

Posted: Jun 27, 2024 / 02:21 PM CDT

Updated: Jun 27, 2024 / 02:21 PM CDT

CHICAGO — The Cubs have signed a relief pitcher who was recently designated for assignment by the Oakland A’s in an effort to bolster a beleaguering bullpen.

Vinny Nittoli, 33, has limited experience in the majors with only 14.2 innings thrown over the last four seasons. He has sported a 3.07 career ERA and had a 2.25 ERA with Oakland this year in eight innings.

Javier Assad was placed on the 15-day Injured List to make room for Nittoli. Assad is dealing with a forearm strain and becomes the latest injury for the team plagued by them all year.

Hayden Wesneski will move into the rotation to take Assad’s spot, according to Patrick Mooney .

The Nittoli move follows a similar strategy deployed by the front office last month. Tyson Miller was designated for assignment by the Mariners and the club swooped in to sign him.

He’s been one of the lone bright spots in the ‘pen with a 1.62 ERA in 16.2 innings so far on the North Side.

The Cubs desperately need a win Thursday afternoon in San Francisco to avoid a four-game sweep.

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Yankees explain why Victor González was designated for assignment in bullpen shocker

• Updated: Jun. 22, 2024, 8:41 a.m. |
• Published: Jun. 21, 2024, 6:35 p.m.

The Yankees designated Victor González for assignment on Friday, part of two moves to add fresh arms to the bullpen. AP

• Max Goodman | NJ Advance Media for NJ.com

NEW YORK — After using six relievers in each of their last two games — both infuriating losses to the Orioles — it was guaranteed that a fresh arm (or two) would be in the Yankees ’ clubhouse on Friday.

Yankees manager Aaron Boone alluded to that being the case on Thursday night following a 17-5 beatdown by the Orioles.

One of the moves that the Yankees made was easy to predict. Ron Marinaccio, who has been strapped to the Scranton Shuttle with his minor-league options this year, was sent down to Triple-A . The Yankees announced that move late Thursday night shortly after Marinaccio was spotted in the clubhouse saying his goodbyes to other members of the pitching staff.

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RESTORING THE GLORY

The second transaction that the Yankees made was much more of a surprise.

Left-hander Victor González was designated for assignment. That opened a second spot in the bullpen as right-handers Yoendrys Gómez and Phil Bickford were called up from the RailRiders.

González was acquired by the Yankees this past winter in a trade with the Dodgers. Both clubs also exchanged infield prospects in the deal: the Yankees sent former first-rounder Trey Sweeney to Los Angeles while acquiring lefty-swinger Jorbit Vivas.

At that point, the hope was that González would help the Yankees fill the shoes of Wandy Peralta , a lefty to trust in high-leverage spots. Peralta departed in free agency this past offseason, signing with the Padres.

On the surface, González has been all right, posting a 3.86 ERA in 27 games. A deeper dive into his advanced metrics — other than his elite ground-ball rate — show why the Yankees were more willing to cut him loose ... even if he has two more years of team control after this season.

González has an 11.3 strikeout rate, the fourth-lowest mark of any qualified reliever in baseball this season. The southpaw was giving up hard contact consistently (44.3 hard-hit rate), he wasn’t able to get hitters to swing and miss (18.1 whiff rate) and he had command issues that led to a high walk rate (13.4 percent).

“It was hard getting him into a good role here,” Boone said. “He definitely had some struggles with the strike throwing and not putting guys away a little bit. Just felt like this was something over the long haul that we were probably going to have to address.”

Those persistent issues with González are compounded when the entire bullpen is reeling . Since June 2, the Yankees have a 5.48 ERA in relief, the fourth-worst mark in baseball. Over the entire season, the Yankees’ bullpen ranks 21st in strikeout rate, punching out only 21.6 percent of hitters.

It’s no coincidence that the arms the Yankees called up on Friday have excelled at putting opponents away in Triple-A.

Gómez ranks eighth in the Eastern League this season (among pitchers that have thrown 40-plus innings) in strikeout rate (28.9). He’s built up to be a starter, so he provides coverage on Friday if the Yankees need to eat innings. Gómez has a 3.13 ERA in 12 starts with Scranton/Wilkes-Barre.

“The couple opportunities he has gotten up here, he’s done a nice job, including coming up earlier this year,” Boone said. “He threw the ball well. And he’s been throwing the ball pretty well down there this last month, so that’s been encouraging too. He’s got a lot of talent. He’s still very raw and had some injuries in his young career, so he doesn’t have a ton of experience yet but he’s got a lot of ability.”

Bickford, who has four years of big-league experience with the Dodgers, Mets and Brewers, has a 29.9 strikeout rate, 29th-best among Eastern League arms that have thrown more than 20 innings. The righty has a 2.93 ERA in 27 2/3 innings of relief with the RailRiders.

“Tough right-on-right guy,” Boone said. “He’s provided depth, he’s throwing the ball well down there. He can give you one-plus innings. He’s thrown a lot of two innings down there, one-plus so he gives you some length. Has experience. Earned the right to get up here and hopefully help us out.”

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Title: keystroke dynamics against academic dishonesty in the age of llms.

Abstract: The transition to online examinations and assignments raises significant concerns about academic integrity. Traditional plagiarism detection systems often struggle to identify instances of intelligent cheating, particularly when students utilize advanced generative AI tools to craft their responses. This study proposes a keystroke dynamics-based method to differentiate between bona fide and assisted writing within academic contexts. To facilitate this, a dataset was developed to capture the keystroke patterns of individuals engaged in writing tasks, both with and without the assistance of generative AI. The detector, trained using a modified TypeNet architecture, achieved accuracies ranging from 74.98% to 85.72% in condition-specific scenarios and from 52.24% to 80.54% in condition-agnostic scenarios. The findings highlight significant differences in keystroke dynamics between genuine and assisted writing. The outcomes of this study enhance our understanding of how users interact with generative AI and have implications for improving the reliability of digital educational platforms.

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