Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas

El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagioPlagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiaris

Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism = Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism

Xanthine oxidase/hydrogen peroxide generates sulfur trioxide anion radical (SO.−3) from sulfite (SO2−3)

AbstractIn the presence of hydrogen peroxide (H2O2), xanthine oxidase has been found to catalyze sulfur trioxide anion radical (SO.−3) formation from sulfite anion (SO2−3). The SO.−3 radical was identified by ESR (electron spin resonance) spin trapping, utilizing 5,5-dimethyl-1-pyrroline-1-oxide (DMPO) as the spin trap. Inactivated xanthine oxidase does not catalyze SO.−3 radical formation, implying a specific role for this enzyme. The initial rate of SO.−3 radical formation increases linearly with xanthine oxidase concentration. Together, these observations indicate that the SO.−3 generation occurs enzymatically. These results suggest a new property of xanthine oxidase and perhaps also a significant step in the mechanism of sulfite toxicity in cellular systems

Genome cloning and genetic diversity of Apple chlorotic leaf spot virus

514-519Apple chlorotic leaf spot virus (ACLSV) with a wide distribution and variability is great threat to apple yield and quality. The systematic research on the occurrence, genetic structure and evolutionary mechanism is important for the prevention of ACLSV. In this study, 360 apple leaf samples were collected from Shanxi province and tested by RT-PCR, and the result showed that the incidence of ACLSV in Shanxi was ranged from 43.59% in Linfen to 68.18% in Wanrong. One new ACLSV isolate (shanxi14-MK368727) was collected from the positive samples, of which the genome (including the 5' and 3' ends) was 7507 bp and encoded 2536 amino acids. Compared with online database, the highest nd identity was between shanxi14 and KJ522693.1, and the lowest was shanxi14 and M58152.1. Phylogenetic analyzed based on genome showed that 25 isolated of ACLSV were divided two groups (Group I and II), which showed that was no significant correlation with geographic location. The selection pressures of POL, MP and CP were tested, the result proved the three genes were under negative selection pressure. The knowledge presented in this study will be useful in for the design of long-term, sustainable management strategies for controlling these viruses

A General Proximal Alternating Minimization Method with Application to Nonconvex Nonsmooth 1D Total Variation Denoising

We deal with a class of problems whose objective functions are compositions of nonconvex nonsmooth functions, which has a wide range of applications in signal/image processing. We introduce a new auxiliary variable, and an efficient general proximal alternating minimization algorithm is proposed. This method solves a class of nonconvex nonsmooth problems through alternating minimization. We give a brilliant systematic analysis to guarantee the convergence of the algorithm. Simulation results and the comparison with two other existing algorithms for 1D total variation denoising validate the efficiency of the proposed approach. The algorithm does contribute to the analysis and applications of a wide class of nonconvex nonsmooth problems