INYO 508
Mid-Term Case Study Project on Academic Integrity: Case #1
Introduction
Academic integrity can be described as an honest and responsible attitude towards your academia. Each school has their own academic honor code to set the guidelines for academic integrity. Academic honor code has no standard definition of structure (Pautler et al, 2013). However, in general it provides a process for student and faculties to address academic dishonesty (Pautler et al, 2013). George Mason University Honour code provides information on types of academic dishonesty, introduces the honor committee, process and resolution options as well as types of sanctions (Full Honor Code, 2017). This case study shows two students who have failed to follow the honor code during their final project. This paper will investigate problems found in the case and provide possible outcomes of the situation.
Violation of standards of academic integrity
Case one shows a Derrick who is having a hard time managing his courses. His class mate Pamela gives Derrick a copy of her notes from the interview she did for the final projects and they both use the same notes. In this case, both students have violated standards of academic integrity by cheating. First of all, Pamela should not have given him the notes even though she felt bad for her classmate. According to GMU honour code, cheating includes “unauthorized collaboration” (Full Honor Code, 2017). Although Pamela and Derrick didn’t write the paper together, they shared the same interview notes that Pamela wrote when it was clearly mentioned in the instructions that students should not collaborate with one another. It is suggested that in this case, it is enough to be considered as cheating.
Another problem found in this case is during their meeting with the professor. Pamela forgets to mention that she shared her interview notes with Derrick. Although it was not intentional, this could be considered lying. According to GMU honour code, lying includes “providing false information, including identifying information” (Full Honor Code, 2017). During the meeting with professor, Pamela did not give all the information about this problem enough to identify the situation and now professor is left with false information.
Alternative and support
It is suggested that in order to satisfy the standards of academic integrity, Pamela does not give a copy of notes to Derrick. By sharing her notes from the interview, they have both violated the honour code. Derrick is currently working part-time and participating in campus student organization. Out of class activities whether school related like student organizations and non school related such as work should never get in the way of keeping up with school work. If working part time and participating in student organizations are making Derrick stressed and struggle to manage his time, he should either decrease the hours he work or the time he spends participating in school organization. It is suggested that no activities should get in the way of his school work and he should learn to set his priorities.
Another change suggested in this case is that although they have both violated the honour code, Pamela should have told the professor about sharing of her noted with Derrick. If she was called in to a meeting like this case, she should have made sure that she tells him all the information she has on this issue. Although she may have just forgotten to tell him, now that the professor knows that Derrick used notes from one of his classmate’s interview she can be perceived as she was lying. She should tell the professor that she gave Derrick a copy of her notes from the interview and let professor know exactly what happened.
GMU learning services can be one of the resources to help Derrick in this situation. It was mentioned in the case that Derrick was struggling with managing his time. Learning services provide academic skills workshops for students in areas such as scheduling and time management, which can be helpful to Derrick with learning how to manage his time in order for him to not make the same mistakes again (Academic support, n.d). Another campus resource he can use is Counselling and Psychological Services (CAPS). They provide individual counselling for students struggling with personal and academic stress (Academic support, n.d). Since it was mentioned in the case that Derrick is going through a lot of stress from being involved with student organization, working part time as well as trying to achieve his GPA of 3.5. It is suggested that it will be helpful for him to talk to a counsellor instead of stressing out by himself, which will help him to deal with the situation better.
Honour Committee
The professor referred the case to the Office of Academic Integrity. Derrick and Pamela will first receive an email in their Mason email of notification that a referral has been received. They will then need to schedule a pre-hearing meeting with a staff member in the Office of Academic Integrity within a week in order to review the case materials and decide what will be the next course of action. During the pre-hearing meeting Derrick and Pamela will accept the responsibility and receive faculty recommended sanction (Full Honor Code, 2017).
Suggested sanction is “Zero for the Assignment” (Full Honor Code, 2017). The assignment instructions were clearly mentioned on blackboard. Students were not to collaborate with each other but Derrick and Pamela did not follow the instruction by sharing the interview notes that Pamela wrote. Since they used the same analysis tools to determine the strengths and weaknesses of the businesses, they ended up with same recommendations in their analysis. Both students did not follow the instructions and therefore violated the honour code by cheating. It is a problematic case and if students have violated honour code in the past, I believe that the level sanction should be heavier such as “Grade of F in the course” (Full Honor Code, 2017). However, although not mentioned in the case, it is believed that Derrick would not have a past violation record considering his high achievement at school and involvements at school. Therefore, it is suggested that both students should get a zero for this assignment as an outcome of this case.
Conclusion
Case review in this paper showed two students who violated the academic honor code during their final project. Although not intended, two students failed to follow the instructions provided by sharing information for their project, resulting in a very similar results in their analysis. It was suggested that two students are both equally guilty in this situation and suggested sanction was “Zero for the assignment” (Full Honor Code, 2017). Derrick, who was the student provided with help from his classmate Pamela was struggling to manage his time and was stressing out due to overload of outside activities. It is suggested that as a possible solution, he reduces the time spend involved with outside activities and attend workshops and counselling provided by school. Academic integrity can be considered as a principle to academia (Løkse et al, 2017). Academic dishonesty is a huge problem across the world and it is important that students fully understand the responsibility of academic integrity (Pautler et al, 2013).
Reflection
I decided use this as a sample of my academic work from INYO 508 because I believe that this is a work that demonstrates what I have learnt in this class. This was a mid term assignment, which was one of the big project that was done in a group. The focus of this assignment was on academic integrity where each group was given with a case study where parts of the case was analysed following the academic honour code followed at George Mason University. Parts of this assignment included a group presentation and paper presented above. It required a lot of time working with my teammates trying to a power point together, preparing a speech and writing a paper. However, I believe that it was a very meaningful assignment that helped all of us to learn how to work with others as well as learning to present in front of other people. It was also a good opportunity for students who were not familiar with academic integrity in the US to learn and understand the education system.
EAP 504
Analytical summary on ‘Differential cognitive effects of energy drink ingredients: caffeine, taurine, and glucose’.
Summary of article
‘Differential cognitive effects of energy drink ingredients: caffeine, taurine and glucose’ is a primary research article written by Grace Giles, Caroline Mahoney, Tad Brunye, Aaron Gardony, Holly Taylor and Robin Kanarek in 2012. Energy drink is a very popular drink among adolescents expecting effects such as counteract sleepiness, increase of energy and staying alert during studying and driving. There are few studies focusing on energy drink as a whole but not many researches focused on different components of the energy drink (Giles et al, 2012 p.569). The article focuses on cognitive performance and mood effected by energy drink as a whole compared to main components of energy drink: caffeine, taurine and glucose individually as well as combined in different ways to examine the possible synergy effects (p.569). Suggested readers of this article is researchers in the same field of study, to understand the results found from this experiment and to possibly take it further to future case of studies.
The object of this research is to study the different cognitive effects of energy drink components: caffeine, taurine and glucose (p.569). Three key concepts found are ‘cognitive effect of caffeine and taurine alone and together’, ‘impact of glucose alone and in combination with caffeine and taurine’ and ‘effect of energy drink’. The experiment was conducted using a randomized, double-blind and mixed factor design method. 48 participants were randomly selected with 8 different cross over mixed factor treatments; 1) 0mg caffeine, 0mg taurine, 50g Stevia, 2) 0mg caffeine, 0mg taurine, 50g glucose, 3) 0mg caffeine, 2000mg taurine, 50g Stevia, 4) 0mg caffeine, 2000mg taurine, 50g glucose, 5) 200mg caffeine, 0mg taurine, 50g Stevia, 6) 200mg caffeine, 0mg taurine, 50g glucose, 7) 200mg caffeine, 2000mg taurine, 50g Stevia and 8) 200mg caffeine, 2000mg taurine, 50g glucose. The values chosen were based on commonly consumed energy drink. Participants were evaluated using questionnaires, Attention Network Task (ANT), N-back task (NB), Reaction time task (RTT) and measure of salivary cortisol and heart rate. All measurements were analyzed with ANOVA (p.571).
This research is one of the very few studies that has evaluated the separate and mixed components of energy drinks. The study is able to evaluate different physical effects of each component in the energy drinks on people as well as identifying the substance that had the most effect on participants. However, the research does not separate participants into different groups following their caffeine consumption. This suggests that each participant can have different caffeine tolerance level depending on their usual consumptions, possibly making the results of the study inaccurate. This limitation is suggested to be taken into further case of studies, to conduct research with all participants who have no tolerance level in caffeine. Another suggestion for further studies mentioned in the research is the interval between intake and measurements. Measurements were taken after 30 minutes of intake. Caffeine and glucose reach their peak plasma concentration at 30 minutes. However, it takes 60 minutes for taurine to reach their peak plasma (p.576). This can mean that the results with taurine consumption can be inaccurate and this should be taken into the consideration in further studies.
Focused analysis of key concept ‘effect of energy drink’
One of the key concept ‘effect of energy drink’ is used in this research to introduce and provide general information of the research before going into deep details for readers’ better understanding. This key concept is narrowed down by key term ’improved memory and attention’ (p.569). This key term can define the effect of energy drink, providing an information that other key concepts can either be related to or compared to as the basis of this research, such as comparing the results of each components to the effect of energy drink as a whole.
The phrase “most common reasons for energy drink consumption” is followed by the effects of energy drinks that are expected by consumers (p.569). This provide readers what effects are to be looked for in the results in order to define a component to be considered ‘effective’. Providing results from past similar cases of studies and comparing the results provide what has been known as the ‘effect of energy drink’ until now. This information is used to compare the results gained from this research and to identify the main component that is driving the reactions of energy drink.
Personal interest and further studies
The most interesting section for me was discussion where authors mentioned the limitations of the research. The participants in this study were not separated intro groups with different tolerance levels, which can significantly change the results due to the different level of measurements shown from each individual. The research question of this study was “to examine the relative effects of caffeine, taurine, and their combination of measures of attention, working memory and reaction time.” (p.570). In order to accurately define this research question, the participants should have been separated into groups depending on their tolerance level, or participants should all have been individuals with no tolerance to any of the components since it will show pure reaction which is not effected by any factors.
Reading through the research made me wonder if the tolerance level in individuals is something that they’re born with or something that can be obtained by consumption of the substances. If it’s something that they are born with, methodology can include to separate individuals with different tolerance level by measuring the identifying factors such as heart rate, plasma epinephrine level and blood pressure level from substance consumption. If it’s something that can be obtained from consumption over time, participants can be divided depending on the frequency of their consumption.
I believe adding this step to methodology can exclude the limitation and will be able to make the results more accurate and reliable. This will also help to come up with a conclusion identifying if commonly expected effects of energy drink comes from the consumption of energy drink itself or if it is due to an over consumption of a substance in the energy drink past consumer’s tolerance level.
Reflection
I decided to use this work as a sample of my EAP 504 class because it was one of the assignment that I personally think help me the most. The task of this assignment was to read and analyse an academic journal we found to be helpful towards the literature review we will be writing. My project is focused on energy drink and I found a paper that was focused on identification of driving component in energy drink. Analysing a research paper following the instruction that I learnt in class helped me look at papers in a different way. I believe that it helped me understand the research better and to find the information in the research faster than I was able to before. It was one of the assignment that I was told to have done a steady work on and I believe that I will continue to use the method I learnt in class to analyse other papers I will be reading in the future.
NUTR 295
Primary Prevention of Cardiovascular Disease with a Mediterranean Diet
1) What is the authors’ rationale or purpose for conducting the study?
The study was conducted to test the efficiency of two Mediterranean diets, which were one supplemented with extra-virgin olive oil and the other with nuts compared with control diet which was a low-fat diet on primary cardiovascular prevention.
2) Research design
a. What type of research design was used in this study? (Hint: refer to Figure 1-4 and Table 1-7 in your textbook, and the International Food Information Council handout.)
The study was an experimental research using Intervention study with two experimental groups and one control group.
b. Describe, in your own words, the research methodology of this study. Refer to the International Food Information Council handout for help.
Sample
Size: 7447 participants
Sampling method: Men of 55 to 80 years of age and women of 60 to 80 years of age with no cardiovascular disease at enrolment who had either type 2 diabetes mellitus or at least three of major risk factors including smoking, hypertension, elevated low-density lipoprotein cholesterol levels, low high-density lipoprotein cholesterol levels, overweight or obesity, or a family history of premature coronary heart disease.
Study Groups
Number of groups: Three different groups: Mediterranean diet supplemented with extra-virgin olive oil, Mediterranean diet supplemented with nuts or control diet.
Assignment to groups: Groups were assigned following a computer generated random-number sequence.
Study setting: Individual homes
Variables
Mediterranean diet groups received either approximately one litre of extra-virgin olive oil per week or 30g of mixed nuts per day. They attended dietary training sessions individually and as groups ran by dieticians at the baseline visit and quarterly thereafter to assess adherence to the Mediterranean diet using 14 item dietary screener. They were provided with personalized advice if necessary.
Control groups were provided with small non-food gifts with no total calorie restriction and no promoting of physical activities. They received the same dietary training about Mediterranean diet. After, they were provided with leaflet with explanations on low-fat diet on a yearly basis. However, it was suggested that infrequent visit and less support compare to Mediterranean diet groups could limit the trial. Therefore, control group received training sessions in the same frequency as Mediterranean diet groups using separate 9-item dietary screener.
Primary end point was a composite of myocardial infarction, stroke and death from cardio vascular causes. Secondary end points were stroke, myocardial infarction, death from cardiovascular causes and death from any cause. Four sources of information were used to identify end points including repeated contacts with participants, contacts with family physicians, a yearly review of medical records and consultation of the National Death Index.
Treatment
Participants were administered with general medical questionnaire, a 137-item validated food-frequency questionnaire and the Minnesota Leisure-Time Physical Activity questionnaire every year to calculate intake of energy and nutrients. Weight, height and waist circumference were directly measured. Urinary hydroxytyrosol levels and plasma alpha-linoletic acid levels were measured on random subsamples of participants at 1, 3 and 5 years to confirm the Mediterranean diet group with extra-virgin olive oil and nuts.
Analysis
Sample of 7400 participants were used to analyse the result. All primary analyses were performed on an intention-to-treat basis by two independent analysts. Cox models with two dummy variables for each Mediterranean diets were used to analyse time-to events data to obtain two hazard ratios used to compare the variables. Cox regression models were used to adjust for sex, age and baseline risk factors. Proportionality of hazards were tested using time-varying independent variables. All analyses were classified according to the centre. Pre-specified subgroup analyses were conducted according to sex, age, body-mass index (BMI), cardiovascular risk factor status and baseline adherence to the Mediterranean diet. Sensitivity analyses were conducted under assumptions of imputation of data for missing values and participants who dropped out.
- Does the research design fit the authors’ rationale for conducting the study? Why or why not? [In other words, can this research design (questions 2a and 2b) answer the questions the authors wanted to answer (question 1)?]
I believe that this research design fits the authors’ rationale for conducting the study. Low fat diet is commonly advised to avoid cardiovascular disease. Two Mediterranean diets were compared with low fat diet, which I believe is a good control group to compare to variables since the result will be able to show if Mediterranean diets are actually beneficial for preventing cardiovascular disease compared to what is already known to be a suitable diet for cardiovascular disease prevention.
3) Research results
a. In your own words, summarize the authors’ conclusions about their research.
The research showed a significant benefits of Mediterranean diet. Comparing the results to the control group, both Mediterranean groups showed significant reduction of risk factors suggesting that prevention of cardiovascular disease with Mediterranean diet is supported by the results of this study.
b. Are these conclusions supported by the data? (Please describe.)
Both Mediterranean diet groups resulted risk reduction of 3 major cardio vascular events per 1000 person-years for a relative risk reduction of approximately 30% according to the Kaplan-Meier Estimates using cox model. In statistical analysis, results showed a significant reduction in cardiovascular end point and stroke.
c. What, in your opinion, is the real impact of these results? (For example, imagine a study that shows organic orange juice contains 1 gram of sugar per liter more than conventionally-grown orange juice. While this difference between the two juices may be statistically significant and very real, this difference is so small that it probably won’t have a big effect on our health anyway!)
I believe it can be a real impact for people who have a high risk of cardiovascular disease. If there is a person who are in their older age and have several risk factors that can cause cardiovascular disease, trying Mediterranean diet can be very effective for them. The results showed a significant difference between low-fat diet and two Mediterranean diets. If someone is already in the risk of cardiovascular disease, they are probably already on a low-fat diet, trying a Mediterranean diet can be very helpful for them.
d. Do you think these results will apply to other populations that were not directly studied in this paper? (For example, if the study population was middle-aged women, do you think the results apply to other age groups and men?)
The subjects of this study were men and women in the age range of 55 to 80 years. Participants were also living in a Mediterranean country who were already in a high risk of cardiovascular disease. Since this study was designed to study prevention of cardiovascular disease on subjects with high risks, this result will not apply to other populations who are younger and do not have risks of cardiovascular diseases.
4) Research limitations
a. What are some of the limitations of this research study as stated by the authors?
Protocol for the control group was changed half way through the paper.
Had losses to follow-up.
All study participants lived in a Mediterranean country and were at high risk of cardiovascular disease.
b. What other limits do you see in this research that are not mentioned by the authors?
The study was a long-term study conducted outside of the laboratory. Although all factors were designed to be controlled, each participant was not individually observed everyday suggesting that the results could have been effected by this factor.
c. What changes to the research methodology would be necessary to address the limitations noted in 4a and 4b? Comment on the feasibility of making these changes, due to things like cost and ethical treatment of human subjects. (If it is not possible to completely address each limitation, please say so.)
I believe that the protocols for each group should be designed as close as possible, so that the only difference is the variable which in this study is the diet. This will eliminate other factors that can cause any errors and make the results more accurate.
The study will be easier to control if participants were to live in a controlled and observable environment such as a dormitory. However, due to the subjects age and the length of the study I believe this would be a hard methodology.
Various ranges of subjects should participate in the study. Participants from other countries should participate in order to make the applying population wider as well as different age groups and people without high risk factors.
Reflection
I decided to use this work as a sample of my NUTR 295 because I believe that it was an assignment that helped me understand the basic knowledge of scientific research in a way that was enjoyable. The task of the assignment was to answer the questions provided by reading choice of one research paper out of three that was given. My paper was focused on cardiovascular disease and I learnt a lot of information that I never knew before by reading the research. The assignment helped to read and analyse the research paper I chose and by trying to answer the questions, I had to do more than just reading. I had to come up with limitations I found on my own and identify methodologies used in the study by reading and researching the study I was reading. I believe that it was an assignment that helped me understand the concept of scientific research better which will be very useful for me as I go into the Master’s program.