Plagiarism: Three tips to help you avoid plagiarism

Here is an interesting question with an interesting answer...

At what age do children see plagiarism as wrong?

Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

Over at Plagiarism Today, I read an article about the age at which children start to know plagiarism is wrong—it turns out the answer is around 5 years old.

One point in the article caught my attention:

"Generational Gap: It is interesting that students as young as 5 and 6 see the moral issues of plagiarism in this capacity but, according to research of college students, many seem to lose that moral qualm with plagiarism later on. Could this be a shift in thinking over generations or do many students lose that view over time?"

Plus, a recent (August 1st, 2010) New York Times article (cited in a blog post at Plagiarism Today) pointed out there is a problem with plagiarism at Universities and Colleges and that it is widespread. So, this does raise the question: If children as young as 5 know copying is wrong, how come students in their late teens and early 20s think it is OK? When, where, and why does this shift happen?

From talking to students who have plagiarised and talking to students who are 'sailing close to the wind' (i.e. their work shows some characteristics when scanned with TurnItIn which hint that they may be using 'unsafe' academic practice), three things are commonly mentioned, and if these could be avoided a lot of potential cases of plagiarism would fade away:

1. Time

It sounds odd, but this is often a reason given for copying: I didn't have the time to put it in my own words. I forgot the deadline, panicked, and copied straight from X.

Solution: Watch your time, don't panic and put things in your own words.

2. Citation

This is one of the most common reasons for plagiarising, but I cited (referenced) the paper.

Well, citation (referencing) is not a licence to copy. The function of citation is to say where the information came from so the reader can check the original report/data/experiments and/or expand on their own reading. Think of references as links on a web page - both take you to additional information.

Solution: Don't think that citation is a licence to copy.

3. Best example

This links up with citation - but I couldn't write it any better

Generally, if you find yourself with this problem, that is, you can't think of how else something could be written, then you need to do more reading and understand what you are writing about.

Solution: Read more papers, understand the subject, and use your own words.

So, three handy little hints (besides the usual and often unhelpful - Don't copy) that may help you avoid plagiarism.

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Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

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Original post - What Age Do Children See Plagiarism As Wrong?

Original paper - ‘No fair, copycat!’: what children’s response to plagiarism tells us about their understanding of ideas

New York Times Article - Plagiarism Lines Blur for Students in Digital Age

What is a Unit of enzyme?

What is a 'Unit' of enzyme.... this always seems to give problems.

1 Unit of enzyme is defined as "an amount of protein that produces 1 µmole of product per minute". The thing that causes the problem is the word "amount".

The "amount" is not a mass; it is, for want of a better word, a 'blob'. You can buy enzymes in 'Units'. You buy a vial that will contain a number of Units of enzyme. You then know that if you dissolve the contents of the vial in a solution, how many µmoles of product per minute will be produced. If you buy 1 Unit of a particular enzyme from two different suppliers you may have vials that contain different weights of powder, but the work that can be done (i.e. the amount of product produced) will be the same.

For example:

Look at these two 'piles' ('blobs') of enzyme:

Pile 1 of Enzyme

Pile 2 of Enzyme

Both 'piles' contain the same number of red balls (i.e. 4), and if 4 red balls are needed to produce 1 µmole of product per minute (i.e. 1 Unit), then both piles can be said to contain 1 Unit of the enzyme, and yet, as you can see, there are many more balls in pile 2... Pile 1 is certainly more pure as there is less contaminant (yellow balls) around.

This is why the 'amount' in "an amount of protein that produces 1 µmole of product per minute" is not a weight; it is an 'amount'; it is a 'pile', a 'blob'.

If you have problems with 'Sciences Maths' then you might like to check out some of the courses over at Maths4Biosciences.

If you would like to support my blogging efforts, then please feel free to buy me a coffee at https://www.buymeacoffee.com/drnickm

Additional Resources

• 📗 - Biochemistry (Stryer) (affiliate link)
• 📗 - Principles of Biochemistry (Lehninger) (affiliate link)

Plagiarism: Reusing figures from papers and textbooks in your work

One question I get asked is how to correctly reuse figures from textbooks and papers.

Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

First, you will gain more marks IF you draw your own figures and do not recycle figures from other sources. However, having said that, it still does not mean you can redraw a figure you have found without stating from where it came, as that would be plagiarism.

Suppose you found the idea figure for your report/essay in a paper....

The figure you want to use...

and the paper in question is:

Mol Syst Biol. 2007;3:139. 2007 Oct 16.
PhosphoPep--a phosphoproteome resource for systems biology research in Drosophila Kc167 cells.
Bodenmiller B, Malmstrom J, Gerrits B, Campbell D, Lam H, Schmidt A, Rinner O, Mueller LN, Shannon PT, Pedrioli PG, Panse C, Lee HK, Schlapbach R, Aebersold R.

If you just used the figure shown above in Figure 1, that would be plagiarism. However, if you used the above figure and stated - 'Taken from the paper of Bodenmiller et al. 2007' - at the end of the figure legend and then gave the complete reference in the bibliography, that would not be considered plagiarism. (One possible problem here may be the figure legend. Some staff members may expect the legend to be rewritten in your own words, even though you have stated the figure source, and some staff members may not. So, to be safe, it is a good idea to re-write the legend.)

Therefore, the final figure will look like this:

Fig 1: Text describing the figure in your own words... Taken from the paper of Bodenmiller et al. 2007.

Now, if you changed the figure in some way, you added something to it (see below where a red circle has been added) but were still using the base figure, you would still have to state the source of the original figure. For example:

Fig 1: Text describing the figure in your own words... Adapted from the paper of Bodenmiller et al. 2007.

Now, to get the most marks, you should draw the figure yourself and add something relevant to it (don't forget to state where you got the information in the legend, that is, give the reference), but again, you should still state from where you got the original figure.

Fig 1: Text describing the figure in your own words... Adapted from the paper of Bodenmiller et al. 2007.

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Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

Plagiarism: The art of referencing...

How do I reference a paper? If I reference a paper, can I copy it? "But that can't be plagiarised, I referenced the paper!!!"

Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

These are all common questions and misconceptions about referencing.

Referencing a paper

You have read a paper and wish to report the facts and findings in your report/essay, etc., but you need to reference the source. So, how do you reference?

There are many different styles of referencing. If you read papers from different journals, you will see a whole range of styles, such as the Harvard and Vancouver styles, to name but two.

No matter what style is used, the approach and idea of referencing are the same. You write some facts/information in your work and state where that information came from. For example, you have read a paper on an amine oxidase found in adipocytes and in your essay, you wish to talk about the protein. So, the full reference of the paper you read would be:

Morris NJ, Ducret A, Aebersold R, Ross SA, Keller SR, and Lienhard GE. (1997) Membrane amine oxidase cloning and identification as a major protein in the adipocyte plasma membrane. J Biol Chem. 272(14):9388-92. - link

In your essay, you state that:

The first membrane-bound amine oxidase was discovered in 1997 and was found in adipocyte plasma membranes (Morris et al., 1997).

In your bibliography (references at the end of your work), you would write:

Morris NJ, Ducret A, Aebersold R, Ross SA, Keller SR, and Lienhard GE. (1997) Membrane amine oxidase cloning and identification as a major protein in the adipocyte plasma membrane. J Biol Chem. 272(14):9388-92

(By the way, please note that et al. should normally be in italics or underlined. Also, please note the full stop after the al. in et al.)

Now, depending on the referencing style you are using, there may be some rules governing how many authors you include in the references in the text and the bibliography, so that will have to be checked.

Finally, with 'names referencing,' there can be the problem of the same name publishing two papers in the same year. So, for example, imagine there were these two papers.

Morris NJ (2010) Everything you wanted to know about plagiarism. J. Plag. 123(10):992-999 

and

Morris NJ (2010) How to plagiarise and not get caught. J. Cheats 1(13):10-15

The way you would cite them in your text would be as (Morris, 2010a) and (Morris, 2010b), and in the bibliography as:

Morris NJ (2010a) Everything you wanted to know about plagiarism. J. Plag. 123(10):992-999
Morris NJ (2010b) How to plagiarise and not get caught. J. Cheats 1(13):10-15

If you were using a numbering style of referencing, it may look like this:

The first membrane-bound amine oxidase was discovered in 1997 and was found in adipocyte plasma membranes (12).

In your bibliography (references at the end of your work), you would write:

12. Morris NJ, Ducret A, Aebersold R, Ross SA, Keller SR, and Lienhard GE. (1997) Membrane amine oxidase cloning and identification as a major protein in the adipocyte plasma membrane. J Biol Chem. 272(14):9388-92

If I reference a paper, can I copy it?

No. Referencing does not mean you can copy the text from a paper. All referencing does is state where you got the data, idea, or hypothesis so that other scientists can check the facts, look up the method etc. Putting a reference in your text as a link on a webpage allows the reader to find additional information.

Referencing does 'protect' against ideas plagiarism because referencing the source states who originally had the idea and where it was published.

"But that can't be plagiarised, I referenced the paper!!!"

This is the most common comment I receive from students when discussing plagiarised work.

Just because you reference a paper does not mean you can copy from it.

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Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

Plagiarism: What is plagiarism and how can I avoid it?

Plagiarism, a serious academic offense, is defined as the act of copying another person's work and presenting it as your own. The consequences of plagiarism can be severe, ranging from academic penalties to damage to one's professional reputation.

Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

Plagiarism can be split into four main types:

1. ‘Text’ - copying text from a book, paper, document etc.
2. ‘Diagrams’ - copying a diagram
3. ‘Idea’ - passing off another person's idea as your own
4. ‘Auto’ - copying from yourself!

Text Plagiarism: This is the easiest to understand and the most common form of plagiarism. Basically, it is the copying of text from some source (a paper, textbook, fellow student, internet) into your own work and then passing it off as your own. It should be noted that adding a reference (i.e. stating from where you copied the text) is no 'protection' and doesn't mean you can copy. If you find yourself reaching for the copy and paste keys on the computer, then there is a good chance it will be plagiarism.

Diagram Plagiarism: This is where you copy a diagram or figure from a textbook or paper and pass it off as your own (this can also be viewed as 'idea' plagiarism as someone has thought long and hard about constructing (and drawing) the figure). You can 'protect' against diagram plagiarism by simply stating from where you got the figure (see later post for more details).

Idea Plagiarism: This, in my opinion, is the worst form of plagiarism, as you would be attempting to pass off the hard work and intellectual property of a fellow scientist as your own. You can write about the ideas and thoughts of other scientists, but YOU MUST STATE FROM WHERE YOU GOT THE IDEA. Basically, this is one of the reasons why we reference sources of information; you are stating who had the original idea and how they came by it. Effectively, by referencing, you are acknowledging the hard work of the other scientists.

Auto-Plagiarism: This form of plagiarism is the one most people have difficulty understanding. After all, how can you plagiarise yourself? You 'own' the work and the intellectual property! Well, basically, auto-plagiarism would occur if you handed in the same piece of work for two different assignments and got two lots of marks for it. Put another way, it is like making one burger at McDonald's and selling it twice.

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Blog Bonus: Free flowchart to help you decide if something is plagiarised - download.

Single letter amino acid codes

The amino acids have single and three-letter codes, and these are worth learning for your degree.

Remembering the single-letter amino acid codes is a breeze. In most cases, it's just the first letter of the amino acid's name.

A	Ala	Alanine
C	Cys	Cysteine
G	Gly	Glycine
H	His	Histidine
I	Ile	Isoleucine
L	Leu	Leucine
M	Met	Methionine
P	Pro	Proline
S	Ser	Serine
T	Thr	Threonine
V	Val	Valine

However, in 9 cases it is not the first letter:

D	Asp	Aspartate
E	Glu	Glutamate
F	Phe	Phenylalanine
K	Lys	Lysine
N	Asn	Asparagine
Q	Gln	Glutamine
R	Arg	Arginine
W	Trp	Tryptophan
Y	Tyr	Tyrosine

If you would like to support my blogging efforts, then please feel free to buy me a coffee at https://www.buymeacoffee.com/drnickm

Additional Resources

• 📗 - Biochemistry (Stryer) (affiliate link)
• 📗 - Principles of Biochemistry (Lehninger) (affiliate link)

PKA, PDE, HSL, cAMP, phosphorylation and perilipin

One of the questions I had during a feedback session was on PKA, hormone-sensitive lipase (HSL), phosphorylation and perilipin, and how this all relates to the breakdown of triglycerides.

PKA phosphorylates HSL and perilipin. However, for PKA to do that it has to be active, that is, cAMP needs to be available to activate the kinase (see figure 1).

If the PDE is active it hydrolyses cAMP, this will reduce cAMP levels, and this will reduce the level of active PKA. Net result, less HSL phosphorylated, less perilipin phosphorylated, therefore less triglyceride broken down. That is, HSL has to be phosphorylated to be active and to remove the perilipin from blocking HSL access to the fat droplet in the adipocytes it also has to be phosphorylated.

Figure 1: Regulation of lipolysis. Activation of a G-protein coupled receptor (GPCR) by a hormone (A) (e.g. glucagon) or catecholamine (e.g. epinephrine) causes an exchange of GTP for GDP on the α subunit of a heterotrimeric G_s protein. The active GTP bound α subunit activates adenylyl cyclase (AC), which converts ATP to cAMP. cAMP activates protein kinase A (PKA), which in turn phosphorylates, and therefore activates, hormone-sensitive lipase (HSL), and phosphorylates perilipin and removes its 'block' on the fat droplet. Net result: increased lipolysis and hence the production of fatty acids and glycerol. The activation of the insulin receptor (IR) by insulin (I), via insulin receptor substrate (IRS) and a number of other proteins, results in the phosphorylation of protein kinase B (PKB), which in turn phosphorylates and activates phosphodiesterase 3B (PDE3B). The active PDE3B hydrolyses cAMP to AMP, and therefore effectively lowers intracellular cAMP levels, therefore reducing PKA activity. As phosphatases (P) are removing phosphates from HSL and perilipin there will be a decrease in phosphorylated HSL and perilipin as PKA is not replacing the phosphates. The net result is less HSL and perilipin is phosphorylated, so lipolysis is reduced.

If you were to examine the intracellular cAMP levels of adipocytes that been stimulated with a catecholamine, or with insulin, or a combination of insulin and catecholamine you may see the type of result shown in figure 2. Basically, in the absences of insulin or a catecholamine cAMP levels are at a basal level. Upon the addition of a catecholamine levels are raised 2 fold. If insulin alone is used then levels of cAMP are reduced below that of basal, and in the presence of insulin and catecholamine, the levels of cAMP may be higher than basal, but not as high as catecholamine only as PDE3B is active (see figure 2).

Figure 2: Hypothetical levels of cAMP upon ligand challenge. Stimulation of adipocytes with a catecholamine causes an increase in intracellular levels of cAMP. Stimulation of adipocytes with insulin causes cAMP levels to fall below basal levels as PDE3B is activated. The stimulation of the cells with catecholamine and insulin dampens the response of the catecholamine as PDE3B is activated by insulin.

What you have to remember is these systems are dynamic and in a state of equilibrium. cAMP is being made (adenylyl cyclase) and destroyed (PDEs). Kinases will be putting phosphates onto proteins, and phosphatases will be removing them. All that is happening is this equilibrium is being changed and pushed in one direction or the other, active or inactive, phosphorylated or not phosphorylated.

If you would like to support my blogging efforts, then please feel free to buy me a coffee at https://www.buymeacoffee.com/drnickm

Additional Resources

• 📗 - Biochemistry (Stryer) (affiliate link)
• 📗 - Principles of Biochemistry (Lehninger) (affiliate link)