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Julian Peterson
Julian Peterson

BG - IR Cheating



If you are unable to use the in-game option to report a player for cheating or if you would like to file a detailed report, including videos and screenshots, you can send an email to Hacks@Blizzard.com




BG - IR Cheating



Affair dreams are very common, but despite the fact we've probably all had them at one point or another, they can leave us feeling pretty unsettled. What do cheating dreams mean? Do I not fancy my partner anymore? Do I want to have sex with someone else? Is my subconscious actually madly in love with the gal from HR?


If you're the one cheating in the dream, are you cheating on yourself in some way? For example, are you doing the very best you can, or are you taking short cuts? Are you cheating yourself out of the self-care or quality time you need for your personal growth?


Cheating in chess is a deliberate violation of the rules of chess or other behaviour that is intended to give an unfair advantage to a player or team. Cheating can occur in many forms[1] and can take place before, during, or after a game. Commonly cited instances of cheating include: collusion with spectators or other players, use of chess engines during play, rating manipulation, and violations of the touch-move rule. Many suspiciously motivated practices are not comprehensively covered by the rules of chess. On ethical or moral grounds only, such practices may be judged by some as acceptable, and by others as cheating.


FIDE has covered the use of electronic devices and manipulating competitions in their Anti-Cheating Regulations,[5] which must be enforced by the arbiter.[6] Use of electronic devices by players is strictly forbidden.[7] Further, the FIDE Arbiter's manual contains detailed anti-cheating guidelines for arbiters.[9] Online play is covered separately.[10]


Cheating at chess is almost as old as the game itself, and may even have caused chess-related deaths. According to one legend, a dispute over cheating at chess led King Cnut of the North Sea Empire to murder a Danish nobleman.[11] One of the most anthologized chess stories is Slippery Elm (1929) by Percival Wilde, which involves a ruse to allow a weak player to beat a much stronger one, using messages passed on slippery-elm throat lozenges.[12] Television shows have engaged the plot of cheating in chess, including episodes of Mission: Impossible and Cheers.[13][14][15] In televised shows based on humourist Tenali Rama (a real-life personality who lived under king Krishnadeva Raya, ruler of Vijaynagar during its most prosperous period), a loud-mouthed chess "unbeatable champion" (who mostly depends on winning by cheating) takes advantage of the emperor's sleep due to boredom and starts shouting along with followers (who have accompanied him from an opponent kingdom), successfully convincing the assembly that he has won.


In contrast to the modern methods of cheating by playing moves calculated by machines, in the 18th and 19th centuries, the public were hoaxed by the opposite deception in which machines played moves of hidden humans. The first and most famous of the chess automaton hoaxes was The Turk (1770), followed by Ajeeb (1868), and Mephisto (1886).


In chess, the "touch-move" rule states that if a player (whose turn it is to move) touches one of their pieces, it must be moved if it has a legal move. In addition, if a piece is picked up and released on another square, the move must stand if it is a legal move. If an opponent's piece is touched, it must be captured if it is legal to do so. These rules are often difficult to enforce when the only witnesses are the two players themselves. Nevertheless, violations of these rules are considered to be cheating.[25][26]


A dishonest player can make an illegal move and hope their opponent does not notice. The rules of chess have had differing penalties for making an illegal move over time, varying from outright loss of the game on the spot to backing the game up and adding additional time to the other player's clock, but they only apply when the illegal move is noticed. Normally, illegal moves are simple mistakes from time pressure, but if made intentionally are considered cheating. Intentional use of an illegal move is rare in high level games. In all but the fastest matches, sufficiently skilled chess players have a strong mental picture of the board state such that a manipulation is obvious, and the penalties from making an illegal move mean that it is rarely worthwhile if the cheating player is caught.


Technology has been used by chess cheaters in several ways. The most common way is to use a chess program while playing chess remotely, such as on the Internet or in correspondence chess. Rather than play the game directly, the cheater simply inputs the moves so far into the program and follows its suggestions, essentially letting the program play for them. Electronic communication with an accomplice during face-to-face competitive chess is a similar type of cheating; the accomplice can either be using a computer program or else simply be a much better player than their associate. Modern chess websites will analyze games after the fact to give a probabilistic determination on whether a player received surreptitious help as part of an effort to detect and discourage such behaviors.[37]


A player with no knowledge of chess can achieve a 50% score in simultaneous chess by replicating the moves made by one of his white opponents in a match against a black opponent, and vice versa; the opponents in effect play each other rather than the giver of the simul. This may be considered cheating in some events such as Basque chess.[105] This can be used against any even number of opponents. Stage magician Derren Brown used the trick against eight leading British chess players in his television show.[106] In most simultaneous exhibitions, the player giving the exhibition always plays the same color (by convention white) in all matches, rendering this trick ineffective; even with a mixed group, attempting to use this in an in-person circle is rather obvious due to more delayed moves than usual, as the player must always look at a given board, not make a move immediately, mirror the move seen on the opposite board, wait for the reply, then send the reply back to the original board.


Importantly, many more higher education students experience severe negative emotions compared with average adults. Moreover, the Covid19 pandemic has been a stressful time for many students with the challenges of isolation, online learning, and fear of the virus itself. Previous research (see also here) has shown that negative emotions are related to students seeing plagiarism as more acceptable and as more common among their peers. However, it was not known whether these beliefs translated into increased plagiarism and cheating among students.


Assessment misconduct through negative emotionsAn implication of our studies is that we may expect to see an increase in assessment misconduct by students through a stressful time such as the Covid19 pandemic. Indeed, evidence has already emerged of increased cheating since the start of the pandemic. Thus, the pressures students experience may be part of the reason why misconduct has increased.


Motivations for cheating impacted the length of affairs. When people cheated due to anger, lack of love, or variety, their affairs were longer, while those motivated by the situation had shorter affairs. Women also had longer affairs on average than men. Affairs were also longer and more emotionally satisfying when participants felt closer to their affair partner.


Much of the sexual activity in affairs involved kissing (86.7 percent) and cuddling (72.9 percent). Mutual masturbation (53.5 percent), oral sex (46.4 percent, vaginal sex (53.3 percent), anal sex (6.1 percent), and no physical contact (5.7 percent) were all less common. Individuals were more satisfied sexually with their affair partner when they cheated due to sexual desire and variety, as well we lack of love, but not when they were cheating because of the situation. Men and women reported similar frequencies of sex with the affair partner and did not differ in their sexual satisfaction levels.


For the primary relationship, surprisingly only 1 in 5 (20.4 percent) ended because of the affair. Near equal numbers (21.8 percent) stayed together despite their partner finding out, while slightly more (28.3 percent) stayed together with their partner never discovering the infidelity. The remaining relationships broke up for non-cheating reasons.


A survey research study was conducted with a sample of 100 secondary students from a local secondary school about the motives of cheating. The primary focus of this study was the interplay among variables of self-efficacy, peer influence and cheating. The results showed that students with low self-efficacy were more likely to cheat than those who perceived themselves as efficacious. It was further found that peers played a significant role in discouraging cheating by expressing disapproval and informing teachers of dishonest behaviour.


The level of participants being studied was another major limitation of previous research. Most of the studies have focused on cheating found in tertiary education, often referred to as higher education in terms of global perspective, while relatively few studies have examined this phenomenon at the secondary education level.


The growing recognition of academic dishonesty as a major cross-cultural problem urges educators and researchers to examine various aspects of academic dishonesty (e.g., Murdock and Anderman 2006) . The primary purpose of these studies was to determine the prevalence and range of the problem, institutional and student demographic characteristics associated with cheating, and reasons that students give for cheating. This purpose also ultimately has implications on ways that cheating can be prevented.


Here, peer cheating represents both perceived norm of cheating and actual cheating rates. In understanding the influence of peer behaviour on cheating, Jordan (2001) conducted research and his studies suggest that more cheaters than non-cheaters believe that more students engage in cheating behaviours. These findings were consistent with previous research on the importance of peer norms for understanding, and perhaps influencing cheating behaviour (Whitley 1998). 041b061a72


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