To copy or not to copy, is it plagiarism?

Yesterday while teaching research strategies to a group, I was reminded of the simple fact that the concept of plagiarism just isn't really understood. According to pbs.org (who got their information from the Josephson's Institute of Ethics) the statistics for today's teens' ethical behavior are shocking.

• 57% of high school students (all grades, all GPAs) say they didn't think copying a few sentences without proper credit, sharing test answers or getting answers from someone who already took the test was CHEATING.
• 98% say they have let other copy their work

yet according to an edutopia ethics survey

• the majority (71 percent) of the 725 teens surveyed say they feel fully prepared to make ethical decisions when they enter the workforce.

Apparently there is a disconnect. I know that whenever I see it, I say something to the kids or even the teachers but it is so hard to catch it. Understandably so. There are thousands of websources and teachers have to read hundreds of papers but somehow the connection between cheating and ethics needs to be made. Many universities/colleges offer advice to their own staff to reduce the opportunity for plagiarism. Much of it is good for high school classroom use as well. The office of educational development at UC Berkeley offers these 10 ways to minimize academic dishonesty in our classrooms:
Accentuate the positive:

Make clear the purpose of the assignment of the assignment in the context of the course.
Make the assignment interesting and clearly relevant to the students and course material.
Make the assignment do-able in a reasonable amount of time.
Provide and briefly discuss models of the assignment, so that students will know what you’re expecting (the added benefit is that they will see that you are interested in the product)
Make it clear that you are interested in the process as well as the product of the assignment.

Make the process transparent:

Make the topic narrowly focused.
Ask students to submit an early draft for review.
Set aside time for students to work in peer response groups.
Make the final product a portfolio of work, not just a report or paper:Require students to prepare an annotated bibliography.* (two kinds of annotated bibs)
Ask students to submit all drafts and notes along with the final product.