新核心綜合學術英語教程-4-Unit-3-參考答案

FocusingonReadingTask1G2.E3.C4.F5.A6.D7.J8.B9.L10.H11.N12.M13.Q14.K15.I16.R17.O18.PTask2Thereasonsareasfollows”Firstly,studentssometimesviewacademicdishonestyasanormalincidenceandsomethingordinary.Therearemanyreasonsthattheyusetojustifytheircheating.Secondly,newtechniquesofcheatinghavebeendeveloped,includingtheuseofhigh-techtools,althoughtheoldonesarestilldominantoncampus,whichmakesitevenmoredifficultforthefacultytoidentify.Thirdly,itisacommonviewtoequategradeswiththevalueofthestudent.Furthermore,gradesareusedtopredictone’sfuturesuccess.Sosomestudentstendtopracticeacademicdishonestywiththeaimofgettinghighergrades.Fourthly,littleisknownaboutthedegreeofacademicdishonestyandnomethodsaredevisedtocombattheproblem.Besides,therearenostrategiesfordeterringacademicdishonestyforthefaculty.Fifthly,honorcodesareessentialtoreducingthelevelofcheatingincollegesandshouldbeestablished.However,theirimportancehasbeenneglected.Lastbutnotleast,academicdishonestyisnolongerataskofclassroommanagementthatcanwellberemediedbyasinglefaultywithteachingresponsibility.Administratorsandprofessionalorganizationsareexpectedtoworktogethertomaintainahealthylearningenvironmentwithahighleveloftrustbetweenthefacultyandtheadministration.Oldtechniquesincludebringingnotestoclassandhavinginformationwrittenonwaterbottles,pensandgumwrappers.Newtechniquesofcheatingincludeusingcellphonestogettheinformation,communicatewithothersoutsidetheexamroomtoobtainanswersandsearchinganswersonthewebduringanexam.Otherformsincludecopyingtestresponsesfromaclassmate,takingexamsforotherpeople,failuretociteotherpeople’swork,andpurchasingresearchpapersandpresentingthemashis/herwork.Alsoactionssuchasbreakingintotheofficeorteachersfilestoaccessthetestoranswerkey,sabotagingpeersongoingworkorgainingillegalaccesstoschoolcomputerstochangeofficialgradesareallformsofacademicdishonesty.(B)Therearemanyreasonsthatstudentsusetojustifycheating:lackoftime,poverty,uncaringinstructors,laziness,peerpressure,poorrilemodels,fearoffailureandtechnologythathasallowedcheatingtobedoneeasily.(C)Besides,researchshowsthatacommonviewequatesgradeswiththevalueofthestudent.Secondly,gradesareusedtopredictone’sfuturesuccess.Thismaycausethestudentstopracticeacademicdishonesty.Studiesshowthathonorcodeswereessentialtoreducingthelevelofcheatingincolleges.Honorcodeswouldbemoresuccessfulwhentheywerecombinedwithaclimatethatemphasizedtheimportanceofacademicintegrityandanhonorsystemthatallowedforstrongstudentinvolvementintheenforcementofacademicintegrityinitiatives.Therefore,theadministrationshouldstriveinthecreationofthecampusenvironment,seekthefullsupportofallthecollegeconstituents,andensuretheimplementationofthehonorcodesattheinstitution.(N)Academicfraternitymeans“allthepeoplewhoworkinacademia.”Itcanstressintegrityasacoreinstitutionalvaluethatwillshapethestudents’academicsuccess.Task31.a2.j3.W4.m5.k6.o7.v8.x9.n10.b11.u12.y13.d14.i15.f16.z17.t18.p19.S20.q21.e22.g23.c24.h25.l26.rTask4SentencesChineseequivalentsSynonyms1)eradicate根除，杜絕，掃除getridof,wipeout,eliminate,obliterate2)undermine破壞，侵蝕，損害，消弱erode,destroy,wearaway,compromisedamage,impair,undercut，weaken3）deter威懾，阻止menace，threaten,check,hinder,discourage,restrain,inhibit4）paramount首要的，至高無上的cardinal,preeminent,prime,primary,supreme,chief,principaljeopardized危及endanger,putinjeopardy,compromise,put...atriskuphold保持，支持Support,endorse,sustain,advocate,back,encourage,champion,maintain,stickto,holdto,holdfastto,encourageportrayed描繪，描寫depict,delineate,represent,characterize,describeadhereto遵守follow,obey,observe,respect,besubjecttocondemn譴責check,censure,criticize,denounce,reprobatecommitment獻身，奉獻dedication,devotionsubscribed贊同，認同agreewithaccountable負有責任的，應負責任的responsible,answerable,obligatoryTask5Anotherkindofacademicdishonestyhappenssometimesamongresearcherswhentheyyieldtothetemptationofmakingaseriesofgreatdiscoveries.Sotheyinventfalseinformationtodeceiveothers,andthenpublishthem.Bouville(2010)heldthatthemajorreasonforthestudentstoavoidacademicdishonestywastoobeytherulesandescapepunishment.Cheatersmaygethighgradeswhichtheydonotdeserve,andthisunfairadvantagewilltemptthemtocontinuewiththisfraudulentbehaviour.Third,ineachdepartmentthereshouldbeexperiencedfacultymembers,actingasacademicintegritychairmen,whoareresponsibleforcontactingandofferinghelptotheirfellowcolleagues.Lastly,forfacultymemberswhohavetackledthecasesofacademicdishonestywell,publicthanksandadmirationshouldbegiventothemforwhattheyhavedone.Task6Mainidea:Studentsdevelopednewtechniquesofcheating,whiletheoldonesarestilldominantoncampus.Task7Intheareaofeducation,academicdishonestyisachronicproblem.Studentshavedevelopednewtechniquesofcheating,whiletheoldonesarestilldominantoncampus.Cheatersfollowdishonestpracticesbecauseofmanyreasons.Preventionofacademicdishonestydemandsjointeffortsfromstudents,teachersandadministrators,ofwhichthestudents’contributionisvitalfortheyaretheonestobesubjectedtothepenalties.Fortheteachers,theycanadoptfourstrategiestomaintainacademicintegrityandmeanwhilemakeeffortstomotivatethestudents.Fortheadministrators,theyshouldstriveinthecreationofahealthyacademicclimateandensuretheimplementationofthehonorcodes.Task8(omitted)Task9(omitted)Task10AcademicDishonestyAcademicdishonestyoccurswhenastudentusesorattemptstouseunauthorizedinformationinthetakingofanexam;orsubmitsashisorherownworkthemes,reports,drawings,laboratorynotes,orotherproductspreparedbyanotherperson;orknowinglyassistsanotherstudentinsuchactsorplagiarism.Suchbehaviorisabhorrenttotheuniversity,andstudentsfoundresponsibleforacademicdishonestyfaceexpulsion,suspension,conductprobation,orreprimand.Instancesofacademicdishonestyultimatelyaffectallstudentsandtheentireuniversitycommunitybydegradingthevalueofdiplomaswhensomeareobtaineddishonestly,andbyloweringthegradesofstudentsworkinghonestly.Examplesofspecificactsofacademicdishonestyincludebutarenotlimitedto:a)Obtainingunauthorizedinformation.Informationisobtaineddishonestly,forexample,bycopyinggradedhomeworkassignmentsfromanotherstudent,byworkingwithanotherstudentonatake-hometestorhomeworkwhennotspecificallypermittedtodosobytheinstructor,orbylookingatyournotesorotherwrittenworkduringanexaminationwhennotspecificallypermittedtodoso.b)Tenderingofinformation.Studentsmaynotgiveorselltheirworktoanotherpersonwhoplanstosubmititashisorherown.Thisincludesgivingtheirworktoanotherstudenttobecopied,givingsomeoneanswerstoexamquestionsduringtheexam,takinganexamanddiscussingitscontentswithstudentswhowillbetakingthesameexam,orgivingorsellingatermpapertoanotherstudent.c)Misrepresentation.Studentsmisrepresenttheirworkbyhandingintheworkofsomeoneelse.Thefollowingareexamples:purchasingapaperfromatermpaperservice;reproducinganotherperson’spaper(evenwithmodifications)andsubmittingitastheirown;havinganotherstudentdotheircomputerprogramorhavingsomeoneelsetaketheirexam.d)Bribery.Offeringmoneyoranyitemorservicetoafacultymemberoranyotherpersontogainacademicadvantageforyourselforanotherisdishonest.e)Plagiarism.Unacknowledgeduseoftheinformation,ideas,orphrasingofotherwritersisanoffensecomparablewiththeftandfraud,anditissorecognizedbythecopyrightandpatentlaws.Literaryoffensesofthiskindareknownasplagiarism.Oneisresponsibleforplagiarismwhen:theexactwordsofanotherwriterareusedwithoutusingquotationmarksandindicatingthesourceofthewords;thewordsofanotheraresummarizedorparaphrasedwithoutgivingthecreditthatisdue;theideasfromanotherwriterareborrowedwithoutproperlydocumentingtheirsource.Acknowledgingthesourcesofborrowedmaterialisasimple,straightforwardprocedurethatwillstrengthenthepaperandassuretheintegrityofthewriter.TheStudent’sGuidetoEnglish104—105,providesguidelinestoaidstudentsindocumentingmaterialborrowedfromothersources,asdoesalmosteveryhandbookonwritingstyle.Academicdishonestyisconsideredtobeaviolationofthebehaviorexpectedofastudentinanacademicsettingaswellasastudentconductviolation.Astudentfoundresponsibleforacademicdishonestyoracademicmisconductisthereforesubjecttotheappropriateacademicpenalty;tobedeterminedbytheinstructorofthecourse,aswellassanctionsundertheuniversityStudentDisciplinaryRegulations.Ifaninstructorbelievesthatastudenthasbehaveddishonestlyinacourse,thefollowingstepsaretobefollowed:1.Theinstructorshouldconfrontthestudentwiththechargeofdishonestyandarrangeameetingwiththestudenttodiscussthechargeandtohearthestudent’sexplanation.2.Ifthestudentadmitsresponsibilityforacademicmisconduct,theinstructorshallinformthestudent(a)ofthegradeontheworkinwhichthedishonestyoccurred,and(b)howthisincidentwillaffectsubsequentevaluationandthefinalgrade.BecauseacademicdishonestyisalsoastudentconductviolationunderSection4.2.1oftheStudentDisciplinaryRegulations,theinstructormustreporttheincidentinwritingtotheDeanofStudents.Afterinvestigatingtheincidentanddiscussingitwiththeinstructor,theDeanofStudents,orhis/herdesignee,willmeetwiththestudentanddependingontheseverityoftheoffenseaswellasonthestudent’spastconductrecord,mayhandlethematterthroughanadministrativehearingorscheduleahearingbeforetheAllUniversityJudiciary(AUJ).Thishearing,conductedaccordingtotheproceduresoutlinedintheStudentDisciplinaryRegulations,istodeterminethedisciplinaryactiontobetaken.Inanycase,thestudent’sacademicadviserwillbeinformedoftheincidentbutmaynotinsertanyrecordofitinthestudent’sacademicfile.3.Ifthestudentclaimstobenotresponsiblefortheallegedviolationofacademicmisconduct,theinstructormaynotassignthestudentagradefortheworkinquestionuntilthequestionofresponsibilityisresolved,unlesscircumstancesrequirethataninterimgradebeassigned.TheinstructorshallconsultwithhisorherdepartmentchairandreporttheincidentinwritingtotheDeanofStudents.TheDeanofStudentswillreferthecasetotheOfficeofJudicialAffairsforinvestigation.Afterreviewingthereportandcompletinganinvestigation,theOfficeofJudicialAffairswillfileaformalcomplaintagainstthestudentifitisdeterminedthatthereiscausetobelieveacademicmisconductoccurred.ThecasemaybeadjudicatedthroughanadministrativehearingorreferredtoahearingbeforetheAllUniversityJudiciary(AUJ)dependingonthenatureandseverityoftheviolationassetforthintheStudentDisciplinaryRegulations.IfthecaseisreferredtotheAUJboththestudentandinstructorwillbeinvitedtoattendanAUJhearingandpresentpertinentinformation.IftheAdministrativeHearingOfficer(inaminorcase)ortheAUJ(inamajorcase)findsthestudentresponsibleforthechargeofacademicmisconduct,theinstructorwillinformthestudent(a)ofthegradeontheworkinwhichthedishonestyoccurred,and(b)howthisincidentwillaffectsubsequentevaluationandthefinalgrade.TheAdministrativeHearingOfficerorAUJwilldeterminetheappropriatedisciplinaryactionwithrespecttothenatureoftheviolation.IftheAdministrativeHearingOfficerorAUJfindsthestudent“notresponsible”foracademicmisconduct,theinstructorwillgradethestudentaccordinglyontheworkinquestionandthestudent’sgradeinthecoursewillnotbeadverselyaffected.Ifthestudentisfoundresponsiblethestudent’sadviserwillbeinformedofthedecisionbutshallnotinsertanyrecordoftheactioninthestudent’sacademicfile.4.IfastudenteitheradmitsdishonestbehaviororisfoundresponsibleforacademicmisconductbytheAUJ,theOfficeofJudicialAffairs(OJA)orAUJmayimposeanyofthefollowingsanctions:a)DisciplinaryReprimand:Anofficialwrittennoticetothestudentthathis/herconductisinviolationofuniversityrulesandregulations.b)ConductProbation:Amoreseveresanctionthanadisciplinaryreprimand,toincludeaperiodofreviewandobservationduringwhichthestudentmustdemonstratetheabilitytocomplywithuniversityrules,regulations,andotherrequirementsstipulatedfortheprobationperiod.c)Suspension/DeferredSuspension:Thesuspensionisdeferredsubjecttoadefiniteorindefiniteperiodofobservationandreview.IfastudentisfoundresponsibleforafurtherviolationoftheuniversityStudentDisciplinaryRegulationsoranorderofajudiciarybody,suspensionwilltakeplaceimmediately.Def?initeThestudentisdroppedfromtheuniversityforaspecificlengthoftime.Thissuspensioncannotbeforlessthanonesemesterormorethantwoyears.Indef?inite:TheStudentisdroppedfromtheuniversityindefinitely.ReinstatementmaybecontingentuponmeetingthewrittenrequirementsoftheAUJspecifiedatthetimethesanctionwasimposed.Normally,astudentwhoissuspendedindefinitelymaynotbereinstatedforaminimumoftwoyears.d)Expulsion:Thestudentispermanentlydeprivedoftheopportunitytocontinueattheuniversityinanystatus.5.Astudentaccusedofacademicmisconducthastheoptiontostayintheclassortodroptheclassifthedropismadewithintheapprovedtimeperiodsandaccordingtotheregulationsestablishedbytheuniversity.Ifthestudentchoosestodroptheclass,thestudentwillberequiredtosignastatementofunderstandingthatifthestudentislaterfoundresponsibleforacademicmisconduct,thenthestudentwillreceiveanFforthecourse.6.ProceduresforappealofeithertheAllUniversityJudiciary’sconductdecisionortheinstructor’sgradeareoutlinedintheStudentInformationHandbook.7.IninstancesinwhichthestudentadmitsresponsibilityorisjudgedtoberesponsiblebyOJAortheAUJ,astaffmemberoftheDeanofStudentsOfficewillcounselthestudentinanefforttodeteranyfurthersuchincidents.8.StudentrecordsconcerningacademicdishonestyaremaintainedintheDeanofStudentsOfficeforaperiodofsevenyears,afterwhichthefilerecordsarepurged.Thesestudentrecordsareconfidential;nothingfromthemappearsonastudent’sacademictranscript.9.Intheeventthataninstructorisuncertainhowtohandleanincidentofsuspectedacademicdishonesty,theDeanofStudentsisavailableatanytimetoprovideadviceandassistancetotheinstructorindecidingapropercourseofactiontobetaken.10.StudentsenrolledintheCollegeofVeterinaryMedicineareboundbyanhonorcode.AchargeofacademicdishonestymaybemadebyastudentorinstructortotheInterclassHonorBoardchairpersonaccordingtotheproceduresoutlinedintheHonorCode,ortheinstructormayfollowproceduresoutlinedabove.TheInterclassHonorBoardfunctionsasthejudiciaryoftheCollegeofVeterinaryMedicinefortheallegationspresentedtoit.Otherviolationsrelatedtoacademicmisconductmayincludesubsection4.1.11MisuseofComputersandsubsection4.2.20UnauthorizedSaleofOthers’IntellectualWorks.ThesesubsectionsarelocatedintheIowaStateUniversityStudentDisciplinaryRegulationsundersection4oftheConductCode.</~catalog/2005-07/geninfo/dishonesty.html>ShortreportAcademicdishonestyoccurswhenastudentusesorattemptstouseunauthorizedinformationinthetakingofanexam;orsubmitsashisorherownworkthemes,reports,drawings,laboratorynotes,orotherproductspreparedbyanotherperson;orknowinglyassistsanotherstudentinsuchactsorplagiarism.Suchbehaviorisabhorrenttotheuniversity,andstudentsfoundresponsibleforacademicdishonestyfaceexpulsion,suspension,conductprobation,orreprimand.Instancesofacademicdishonestyultimatelyaffectallstudentsandtheentireuniversitycommunitybydegradingthevalueofdiplomaswhensomeareobtaineddishonestly,andbyloweringthegradesofstudentsworkinghonestly.Examplesofspecificactsofacademicdishonestyincludeobtainingunauthorizedinformation,tenderingofinformation,misrepresentation,bribery,plagiarism,etc.Academicdishonestyisconsideredtobeaviolationofthebehaviorexpectedofastudentinanacademicsettingaswellasastudentconductviolation.InIowaStateUniversity,astudentfoundresponsibleforacademicdishonestyoracademicmisconductisthereforesubjecttoappropriateacademicpenaltyortobedeterminedbytheinstructorofthecourse,aswellassanctionsundertheuniversityStudentDisciplinaryRegulations.Ifaninstructorbelievesthatastudenthasbehaveddishonestlyinacourse,tenstepsaretobefollowedtohandletheproblem.ThecaseofIowaStateUniversityResearchPaperWritingTask1Backgroundpart:TheintroductionObjective:Togiveanoverviewofvariousformsofacademicdishonesty,studentresponsestoacademicdishonestywhenitoccursandthemeasurestakenbythefacultyandinstitutionaladministratortopreventitsoccurrenceintheirinstitutions.Synthesisofdifferentviewsonaparticularfield:Forexample,inthesection“FormsofAcademicDishonesty,”inPara.B,thereareopinionsofbothJonsonandMartin(2005)andPetress(2003),whichareorganizedbytransitionalwords,suchas“Petressnotedofotherformsofacademicdishonesty...”Similaritiesordifferencesofoutsidesources:Forexample,inthesection“FacultyandAcademicDishonesty”,whenitcomestowhatthefacultyshoulddotoreduceacademicdishonesty,therearevariousopinionsfromParaJtoL.Perress(2003)holdsthattheyshouldsetrolemodelsforthestudentsandimplementthemeasuresthatwillhelppreventacademicdishonesty.WhitleyandKeith-Spiegelbelievethattheyshouldbeencouragedtoformastatementconcerningacademicintegrityintheirsyllabiandtodiscussintegrityconcernsintheirclassrooms.Kiblernotesfourstrategiestohelpthefacultytoimplementacademicintegrity.ColeandKisssuggestthatmoreeffortsshouldbemadetomotivatethestudentsbytheteachers.Task2a.Theformsofcheating.Text3dealswithstudents’newandoldtechniquesofcheating,togetherwithresearchers’practicesofacademicdishonesty.Reading1focusesonacademicdishonestyinonlinecourses.Reading1givesmoreupdatedandreliableinformation.b.Thereasonsthatstudentsofferfortheircheating.InText3thereasonsthestudentsusetojustifytheircheatinginclude:lackoftime,poverty,uncaringinstructors,laziness,peerpressure,poorrolemodels,fearoffailureandtechnologythathasallowedcheatingtobedoneeasily.(Para.C)InReading1,thereasonsaremultifoldbecauseopinionsvary.Someofthereasonsarebasedonastudent’sindividualcharacteristics(Gerdeman2001),somearerelevanttopeerinfluenceorpeers’acceptabilityofcheating(Stephens,2007),whileothershavesomethingtodowiththeexistenceofanhonorcode(McCabe,2002).Meanwhile,thereareothercommonreasonsbyChieslandBunn,ofwhichseeingotherstudentscheatandtheperceptionofthepercentageofstudentswhocheatarethemostsignificant.(Para.I,J,K)Reading1givesmoreupdatedandreliableinformation.c.Thedefinitionofacademicdishonesty.InText3,thereisnospecificdefinitionofacademicdishonesty.InReading1,theauthorbelievesthatdefinitionsofacademicdishonestyacrossstudiestendtobeaboutthesame.UsingthescaleofDonMcCabe(2002),theauthordefinesacademicdishonestyfromeightaspects.Otherstudiesdifferentiateplannedandpaniccheating,e.g.,Bunn,CaudillandGropper(1992).Inacomparativestudyofonlineversuson-groundacademicdishonesty,Stuber-McEwen,Wisely,andHoggat(2009)believethattherearesevenforms.Stephens,Young,andCalabrese(2007)examinedvariousformsofconventionalanddigitalcheating.Withregardtoe-learning,Underwood(2003)andRogers(2000)definethetermrespectively,whileHowelletal(2009)reviewsvariousformsoftechnologicalcheating.(Para.B,C,D,E,F,G)Reading1Task31)Seriousandformal2)Angryandbitter3)Angryandironical4)Angryandironical5)Ironical6)Ironical7)Angryandironical8)Angry9)Ironical10)Tranquilandformal11)Tranquil12)Tranquilandformal13)Formalandserious14)Formalandserious15)Expressingthespeaker’ssurpriseandattitudeagainstthis16)Tranquil17)Expressingsurprise,Ironical18)Appealingtothereaders’emotionsbytheuseofquestions,Ironical19)Appealingtothereaders’emotionsbytheuseofquestions,Angryandironical20)“You”isusedinthesentencetoindicatepeopleingeneraltoappealtotheiremotions,whichshortensthedistancebetweenthespeakerandthereaders21)Appealingtothereaders’emotionsbytheuseofquestions22)Appealingtothereaders’emotionsbytheuseoffactsandquestions.Expressingthespeaker’sdisagreementTask41)Whichoneisastand-aloneliteraturereviewandwhichoneisaliteraturereviewasapartofthepaper?Text3andReading1:stand-aloneliteraturereviewReading2:literaturereviewasapartofthepaper2)Whatsimilaritiesanddifferencescharacterizethethreepapersintermsofwritingstyle?Similarities:Allofthemfollowalmostthesamepattern,i.e.,introduction,body,andconclusion.Differences:Text3andreading1synthesizeotherpeople’sresearchandfindingstodrawtheconclusion,whileReading2usestheauthor’sownresearchandfindings.Therefore,inReading2thereisthepartof“Methods”,whichexplainsindetailtheparticipants,materials,anddesignandprocedure.Thefirst-personnarrationisusedtodescribetheprocess,whichmakesitlessformalthantheothertwopapers.3)Whataretheobjectivesofthethreepapersrespectively? Text3:Togiveanoverviewofvariousformsofacademicdishonesty,studentresponsestoacademicdishonestywhenitoccursandthemeasurestakenbythefacultyandinstitutionaladministratortopreventitsoccurrenceintheirinstitutions.Reading1:Examineperceptionsofacademicdishonestyinonlineandface-to-facecourses,anddiscussmethodstoreduceacademicdishonestyinonlinecourses.Reading2:Toinvestigateparticipants’attitudestowardcheatingandtheeffectsofacademicmotivation,self-efficacy,andacademicintegrityoncheatingbehaviors.4)Howmanyaspectsorsectionsdothetwostand-aloneliteraturereviewcontainrespectively?Whatarethey?ThreeIntroduction,body,andconclusion5)Istheorderofthoseaspectsineachliteraturereviewlogical?Andwhat’stherelationship?Yes.Theliteraturereviewconsistsofthreeaspects:anintroduction,abody,andaconclusion.Theintroductionpartmaytellthereasononeiswritingareview;thesignificanceofthetopic;thescopeofthereview;theorganizationalpatternofthereview.Thebodywillhaveaclearclassificationandsynthesisofone’sreviewedreadingsintermsofchronologicalorderorimportanceorder.Theconclusionshouldhaveasummaryofthemainagreementsanddisagreementsintheliteratureandthenanygapsorareasforfurtherresearch.Atlastone’soverallperspectiveonthetopicshouldbedealtwith.6)Howdothetwoauthorsillustratetheirargumentsineachsection?Dotheyusetheirownresearchandf?indingsorsynthesizeotherpeople’sresearchandf?indings?Bysynthesizingotherpeople’sresearchandfindings.No.Reading2Task51)indicate,is,identified,tend,willbe2)predicted,was,havesuggested,are,showed,appeared,were,wereTask6Achimeraisanindividualcomposedofcellswithdifferentembryonicorigins.Thesuccessfulisolationoffivehumanembryonicstemcell(HESC)linesin1998increasedscientists’abilitytocreatehuman/non-humanchimerasandpromptedextensivebioethicsdiscussion,resultinginwhathasbeendubbed“theotherstemcelldebate”(Shreeve2005).Thedebateaboutchimerashasfocusedonfivemainarguments.TheUnnaturalnessArgumentexplorestheethicsofviolatingnaturalspeciesboundaries.TheMoralConfusionArgumentallegesthattheexistenceofentitiesthatcannotbedefinitivelyclassifiedaseitherhumanornon-humanwillcausemoralconfusionthatwillunderminevaluablesocialandculturalpractices.TheBorderline-PersonhoodArgumentfocusesongreatapesandconcludesthattheirborderline-personhoodconfersahighenoughdegreeofmoralstatustomakemost,ifnotall,chimericresearchonthemimpermissible.TheHumanDignityArgumentclaimsthatitisanaffronttohumandignitytogiveanindividual“trapped”inthebodyofanon-humananimalthecapacitiesassociatedwithhumandignity.Finally,theMoralStatusFrameworkmaintainsthatresearchinwhichanon-humananimal’smoralstatusisenhancedtothatofanormaladulthumanisimpermissibleunlessreasonableassurancesareinplacethatitsnewmoralstatuswillberespected,whichisunlikelygiventhemotivationsforchimericresearchandtheoversightlikelytobeprovided.Theseargumentsprovidedifferentrationalesforrestrictingchimericresearchandhavedifferentimplicationsfortherangeofchimericresearchthatwillbedeemedunethical.</entries/chimeras/#Int>Task71)Whichsentencesprovidethebackgroundofthepaper?Academicdishonestyisaproblemthathasbeenplaguingcollegesanduniversitiesforgenerations.Aninvestigationofanyinstitutiontodaywillcertainlyrevealsomeformsofacademicdishonesty.2)Whichsentencesformtheliteraturereview?Researchersofacademicdishonestyvaryintheirreportsofhowmanystudentscheatincollege.3)Whatisthemainlimitationoftheprevi