A clear understanding of how students view plagiarism is needed if the extensive efforts devoted to helping them engage in high-quality scholarship are to be worthwhile. There are a variety of views on this topic, but theoretical models to integrate the literature, take account of international differences and guide practitioners are limited. Using a large, international student sample, this paper presents just such a model. More than 2500 university students in the UK and Australia completed a questionnaire rating the perceived 'seriousness' of various plagiarism-related actions in an individual assignment. Factor analysis identified three underlying themes: dishonest acts, poor referencing, and group work. Group comparisons indicated statistically significant differences in student understanding dependent on previous region of study, current faculty/school and level of study, with the former two emerging as more influential than the latter. This three-factor model provides practitioners with a methodology for integrating the many different studies in the area and gaining a broader overview of student understanding of plagiarism. In particular, it highlights how students consider plagiarism related to group work to be far less serious than other types. Given the increasing emphasis on group work in higher education, the implications of this for policy and practice are discussed. Importantly, the study also notes that effect sizes were small, suggesting that findings in this study, as in other studies, may not represent substantive differences in student perceptions. A single, universal approach to educating students about plagiarism may be as effective as approaches tailored to the individual's background.
Hydroxychloroquine (HCQ) is a racemic antiarthritic agent that has a long half-life (t1/2) in plasma and accumulates in blood cells. To study the relationships between HCQ concentrations in plasma, serum, and whole blood and to determine the optimal blood fraction to use for therapeutic drug monitoring of the drug, we studied the relative distribution of the HCQ enantiomers in various fractions of human blood under in vivo and in vitro conditions. Substantially greater concentrations of both enantiomers were found in serum as compared with plasma because of release via platelet activation. After in vitro incubations of the separated blood cells with HCQ, high concentrations of both enantiomers were found in leukocytes, and low concentrations in erythrocytes and platelets; the R:S ratio in vitro was near unity in all of the cells examined. Unlike the in vitro cellular uptake, the concentrations of HCQ in vivo were significantly lower and stereoselective (R:S ratio = 2). There was almost no drug in the polymorphonuclear cells (PMN) in vivo, despite a substantial uptake in vitro after incubation of separated cells. The enantiomeric (R:S) ratio in the urinary excretion of the enantiomers was significantly correlated with that in plasma. The plasma-protein binding of the enantiomers was stereoselective and complimented the cellular uptake findings; the unbound fraction was dependent on the plasma concentrations of alpha 1-acid glycoprotein, but not albumin. Although concentrations in whole blood correlated well with those in lymphocytes and monocytes (the proposed site of HCQ action), stronger correlations were found between concentrations in serum and in the mononuclear cells.
Recent studies of beginning science teachers make clear that learning to integrate contemporary nature of science descriptions and equitable instructional strategies into educational practices is a complex and challenging endeavor. In this research project, we examined the views and practices of three first-year science teachers, recent graduates of a teacher education program in California known for its attention to gender equitable and multicultural content and instruction. We explored these beginning teachers' attempts to present contemporary descriptions of the nature of science and implement equitable instructional strategies in their classrooms; we videotaped two of their curricular units and conducted individual interviews after each unit lesson. From qualitative analysis of these interviews, we developed case studies that described the ideas and practices these beginning teachers took up from their preservice experiences, as well as the reasons provided and constraints identified for science topics taught and instructional approaches used. In our discussion, we examined commonalties across beginning teachers' successes and struggles in learning to teach science in contemporary and equitable ways, as well as lessons we learned about ways to improve preservice science teacher education.
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