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in
g
u
n
aw
ar
e
o
f
wh
at
c
o
n
s
ti
tu
tes
p
l
ag
ia
r
is
m
[
7
]
,
[
1
4
]
.
T
h
is
g
ap
in
s
tu
d
en
ts
’
k
n
o
wl
e
d
g
e
m
a
y
c
o
n
tr
ib
u
t
e
to
t
h
e
h
ig
h
in
ci
d
e
n
c
e
o
f
p
la
g
i
ar
is
m
[
1
0
]
al
o
n
g
wi
t
h
t
h
e
p
o
s
s
ib
ili
ty
o
f
u
n
d
er
r
e
p
o
r
ti
n
g
o
f
t
h
is
a
ca
d
e
m
i
c
m
is
c
o
n
d
u
ct
[
1
5
]
.
T
h
e
u
n
d
er
s
tan
d
in
g
an
d
a
p
p
lic
atio
n
o
f
p
r
in
cip
les
r
eg
a
r
d
in
g
p
lag
iar
is
m
,
p
ar
ticu
lar
ly
am
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
,
is
cr
u
cial.
Giv
en
th
e
p
r
o
f
ess
io
n
’
s
em
p
h
asis
o
n
in
te
g
r
ity
,
ac
cu
r
ac
y
,
an
d
ac
c
o
u
n
ta
b
ilit
y
in
p
atien
t c
ar
e,
o
n
e
ca
n
a
n
ticip
ate
a
r
e
d
u
ce
d
o
cc
u
r
r
e
n
ce
o
f
s
u
ch
b
eh
av
io
r
s
am
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
[
1
6
]
.
M
o
r
eo
v
e
r
,
th
e
co
n
s
eq
u
en
ce
s
o
f
p
lag
ia
r
is
m
ca
n
ex
ten
d
b
e
y
o
n
d
ac
ad
e
m
ic
p
en
alties,
p
o
ten
tially
i
m
p
ac
tin
g
s
tu
d
e
n
ts
’
p
r
o
f
ess
io
n
a
l
in
teg
r
ity
a
n
d
p
ati
en
t
s
af
ety
in
th
e
h
ea
lth
ca
r
e
f
ield
[
1
7
]
.
I
t
is
co
n
ce
r
n
i
n
g
k
n
o
w
in
g
th
at
p
lag
iar
is
m
was
f
o
u
n
d
to
b
e
ass
o
ciate
d
wi
th
clin
ical
o
r
p
r
o
f
ess
io
n
al
m
is
co
n
d
u
ct
[
9
]
,
[
1
0
]
,
[
1
8
]
.
Nu
r
s
es
ar
e
en
tr
u
s
ted
with
th
e
well
-
b
ein
g
o
f
p
atien
ts
,
an
d
eth
ical
lap
s
es,
s
u
ch
as
p
lag
ia
r
is
m
,
ca
n
p
o
te
n
tially
er
o
d
e
tr
u
s
t
an
d
c
o
m
p
r
o
m
is
e
p
atien
t c
ar
e
[
1
9
]
.
Nev
e
r
th
eless
,
it is
ar
g
u
ed
th
at
th
er
e
ar
e
s
till
s
o
m
e
g
r
ey
a
r
ea
s
th
at
ca
n
p
o
s
e
eth
ical
ch
allen
g
es
f
o
r
s
tu
d
en
ts
,
as
lo
ca
l
r
u
les
an
d
co
d
es
m
ay
n
o
t
o
f
f
er
clea
r
g
u
id
an
ce
d
u
e
to
c
o
n
tex
tu
al
v
ar
iab
ilit
y
[
2
0
]
.
Fo
r
in
s
tan
ce
,
5
6
.
6
%
o
f
h
ea
lth
ca
r
e
s
cien
ce
s
tu
d
en
ts
b
eliev
e
th
at
s
elf
-
p
lag
iar
is
m
s
h
o
u
ld
n
o
t
w
ar
r
an
t
p
u
n
is
h
m
en
t
[
2
1
]
.
E
u
r
o
p
ea
n
n
u
r
s
in
g
s
tu
d
en
ts
s
tr
u
g
g
led
to
ac
cu
r
ately
id
en
tify
clea
r
in
s
tan
ce
s
o
f
m
is
co
n
d
u
ct
an
d
d
is
tin
g
u
is
h
th
e
m
f
r
o
m
q
u
esti
o
n
a
b
le
b
e
h
av
io
r
s
[
2
0
]
.
Als
o
,
s
tu
d
e
n
ts
a
r
e
m
o
r
e
in
clin
e
d
t
o
r
e
p
o
r
t
v
io
latio
n
s
r
elate
d
t
o
ac
ad
em
ic
in
teg
r
ity
if
th
ey
a
r
e
well
awa
r
e
o
f
wh
at
was c
o
n
s
id
er
ed
a
v
io
latio
n
[
2
2
]
.
Nu
r
s
in
g
ed
u
ca
tio
n
p
r
o
g
r
am
s
p
lay
a
cr
itical
r
o
le
in
f
o
s
ter
in
g
eth
ical
co
n
d
u
ct
am
o
n
g
f
u
tu
r
e
h
ea
lth
ca
r
e
p
r
o
f
ess
io
n
als.
Ho
wev
er
,
p
la
g
i
ar
is
m
en
d
an
g
er
s
n
u
r
s
in
g
ed
u
ca
tio
n
’
s
s
tan
d
in
g
in
ac
ad
em
ic
an
d
s
o
cial
cir
cles
[
1
1
]
.
W
h
ile
s
ev
er
al
s
tu
d
ies
h
av
e
b
ee
n
co
n
d
u
cted
in
o
th
er
c
o
n
tex
ts
o
n
s
tu
d
en
ts
’
awa
r
en
es
s
o
f
p
lag
iar
is
m
an
d
th
eir
b
eh
av
io
r
s
,
th
er
e
ar
e
s
till
p
alp
ab
le
g
ap
s
in
s
tu
d
en
ts
’
k
n
o
wled
g
e
o
f
p
lag
iar
is
m
co
n
ce
p
ts
an
d
th
eir
ad
h
er
en
ce
t
o
eth
ical
ac
ad
em
i
c
p
r
ac
tices
war
r
an
tin
g
f
u
r
th
e
r
in
v
esti
g
atio
n
.
I
n
ad
d
itio
n
,
r
esear
ch
ex
am
in
in
g
p
lag
iar
is
m
k
n
o
wled
g
e
,
p
r
ac
tic
e,
r
ea
s
o
n
s
,
an
d
co
n
s
eq
u
e
n
ce
s
am
o
n
g
Fil
ip
in
o
n
u
r
s
in
g
s
tu
d
e
n
ts
r
em
ain
s
lim
ited
.
Un
d
er
s
tan
d
in
g
p
lag
iar
is
m
b
e
h
av
io
r
s
an
d
th
e
r
ea
s
o
n
s
b
e
h
in
d
th
em
with
in
th
e
Fil
ip
in
o
n
u
r
s
in
g
s
tu
d
e
n
t
p
o
p
u
latio
n
is
ess
en
tial
f
o
r
t
ailo
r
in
g
in
te
r
v
en
tio
n
s
to
a
d
d
r
ess
s
p
ec
if
ic
ch
allen
g
es
an
d
p
r
o
m
o
te
ac
a
d
em
ic
in
teg
r
it
y
.
T
h
is
s
tu
d
y
ass
ess
ed
p
lag
iar
is
m
k
n
o
wled
g
e,
p
r
ac
t
ice,
r
ea
s
o
n
s
,
an
d
co
n
s
eq
u
en
c
es
am
o
n
g
Fil
ip
in
o
n
u
r
s
in
g
s
tu
d
e
n
ts
in
W
ester
n
Ph
ilip
p
in
es.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
pa
rt
icipa
nts
T
h
is
s
t
u
d
y
em
p
l
o
y
e
d
a
q
u
an
t
ita
ti
v
e
,
d
es
c
r
i
p
ti
v
e
-
c
o
r
r
el
at
io
n
al
,
c
r
o
s
s
-
s
ec
ti
o
n
a
l
r
es
ea
r
c
h
d
esi
g
n
.
Nu
r
s
i
n
g
s
t
u
d
e
n
ts
f
r
o
m
o
n
e
u
n
i
v
e
r
s
it
y
in
t
h
e
W
es
te
r
n
Ph
ili
p
p
i
n
es
we
r
e
s
u
r
v
e
y
e
d
.
W
it
h
a
p
o
p
u
lat
io
n
o
f
4
1
7
a
n
d
cr
i
te
r
ia
f
o
r
5
%
p
r
e
cisi
o
n
,
9
5
%
c
o
n
f
i
d
e
n
ce
le
v
e
l,
a
n
d
m
a
x
i
m
u
m
v
ar
i
a
b
ili
ty
o
f
0
.
5
,
t
h
e
i
d
e
al
s
a
m
p
le
s
ize
w
as
ca
l
cu
lat
ed
u
s
in
g
a
s
a
m
p
le
s
iz
e
ca
l
cu
lat
o
r
a
t
2
0
1
.
Al
l
s
t
u
d
e
n
ts
we
r
e
i
n
v
it
e
d
t
o
a
n
s
w
er
t
h
e
s
u
r
v
e
y
f
o
r
t
h
is
s
tu
d
y
,
b
u
t
o
n
l
y
3
0
4
r
es
p
o
n
d
ed
.
Ne
v
e
r
th
e
less
,
th
e
r
es
p
o
n
s
es
r
ec
ei
v
e
d
(
n
=
3
0
4
)
s
a
tis
f
ie
d
t
h
e
s
a
m
p
le
s
ize
r
e
q
u
ir
em
en
t.
2
.
2
.
Da
t
a
c
o
ll
ec
t
io
n t
o
o
l
T
h
e
d
ata
wer
e
g
ath
er
e
d
u
s
in
g
a
s
u
r
v
ey
q
u
esti
o
n
n
air
e
with
s
ev
er
al
s
ec
tio
n
s
an
d
p
ar
ts
.
T
h
e
s
tu
d
en
ts
’
p
r
o
f
iles
wer
e
co
llected
(
ac
a
d
em
ic
y
ea
r
lev
el,
g
en
d
er
,
a
n
d
ag
e)
.
T
h
e
f
o
llo
win
g
s
ec
tio
n
was
an
item
q
u
esti
o
n
n
air
e
b
ased
o
n
t
h
e
wo
r
k
s
o
f
ea
r
lier
s
ch
o
lar
s
[
4
]
,
[
1
5
]
,
[
2
3
]
,
an
d
o
n
lin
e
p
lag
iar
is
m
q
u
izze
s
.
I
t
c
o
n
s
is
ts
o
f
a
2
0
-
item
q
u
esti
o
n
n
air
e
r
e
g
ar
d
in
g
th
e
c
o
n
ce
p
t
o
f
p
lag
ia
r
is
m
.
T
h
e
p
a
r
ticip
an
ts
an
s
wer
ed
b
y
tick
in
g
eith
er
tr
u
e
o
r
f
alse.
On
e
p
o
in
t
was
g
iv
en
f
o
r
e
v
er
y
co
r
r
ec
t
an
s
wer
an
d
ze
r
o
f
o
r
in
co
r
r
ec
t
an
s
wer
s
.
I
n
th
is
s
tu
d
y
,
a
co
r
r
ec
t
r
esp
o
n
s
e
r
ate
b
elo
w
5
0
%
was
class
if
ied
as
lo
w
k
n
o
wled
g
e,
wh
ile
a
r
ate
b
etwe
en
5
0
%
an
d
7
4
%
was
co
n
s
id
er
ed
m
o
d
er
ate,
an
d
a
r
ate
o
f
7
5
%
to
1
0
0
%
was
d
ee
m
ed
h
ig
h
k
n
o
wled
g
e.
T
h
e
p
r
ac
tice
o
f
p
lag
iar
is
m
was
m
ea
s
u
r
ed
u
s
in
g
a
6
-
item
in
s
tr
u
m
en
t
ad
ap
te
d
f
r
o
m
p
r
io
r
r
esear
ch
[
1
6
]
,
[
2
3
]
.
T
h
e
p
ar
ti
cip
an
ts
wer
e
ask
ed
to
r
esp
o
n
d
to
a
5
-
p
o
in
t
L
ik
e
r
t scale
with
ch
o
ices
r
an
g
in
g
f
r
o
m
“a
lm
o
s
t
n
e
v
er
(
1
)
”
to
“a
lm
o
s
t
alwa
y
s
(
5
)
”.
T
h
e
f
o
llo
win
g
s
c
ale
o
f
m
ea
n
s
was
u
s
ed
to
in
ter
p
r
et
th
e
s
tu
d
y
r
esu
lts
:
1
.
0
0
-
2
.
3
3
f
o
r
lo
w,
2
.
3
-
3
.
6
6
f
o
r
m
o
d
e
r
ate,
an
d
3
.
6
7
-
5
.
0
0
f
o
r
h
ig
h
lev
el
o
f
p
r
ac
tice.
T
h
e
r
ea
s
o
n
f
o
r
p
la
g
iar
izin
g
was
an
a
d
o
p
ted
to
o
l
[
2
4
]
.
I
t
in
clu
d
es
1
6
item
s
,
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
with
ch
o
ices
r
a
n
g
in
g
f
r
o
m
“stro
n
g
l
y
d
is
ag
r
e
e
(
1
)
”
to
“stro
n
g
ly
ag
r
ee
(
5
)
.
”
T
h
e
last
s
ec
tio
n
was
u
s
ed
to
a
s
s
es
s
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
o
f
th
e
co
n
s
eq
u
en
ce
s
o
f
p
lag
iar
is
m
,
wh
ich
was a
ls
o
an
ad
o
p
ted
in
s
tr
u
m
en
t [
2
4
]
.
I
t
was
m
ad
e
u
p
o
f
eig
h
t item
s
,
m
ea
s
u
r
ed
o
n
a
5
-
po
in
t L
ik
e
r
t scale
with
ch
o
ices
r
an
g
i
n
g
f
r
o
m
“st
r
o
n
g
ly
d
is
ag
r
ee
(
1
)
”
to
“stro
n
g
ly
ag
r
ee
(
5
)
.
”
Per
m
is
s
io
n
f
r
o
m
th
e
au
th
o
r
s
o
f
th
e
two
ad
o
p
te
d
in
s
tr
u
m
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ts
was
s
ec
u
r
ed
.
T
h
e
ad
ap
ted
r
esear
ch
in
s
tr
u
m
e
n
ts
wer
e
co
n
ten
t
v
alid
ated
b
y
th
r
ee
ex
p
er
ts
(
o
n
e
n
u
r
s
e
ed
u
ca
to
r
,
o
n
e
licen
s
ed
lib
r
a
r
ian
,
a
n
d
o
n
e
n
u
r
s
e
-
lawy
er
)
.
T
h
e
in
s
tr
u
m
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t
was
p
ilo
t
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test
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o
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3
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n
t
n
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r
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test
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o
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ter
n
al
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eliab
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h
e
r
eliab
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al
y
s
is
r
ev
ea
led
Ku
d
e
r
-
R
ich
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=0
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o
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th
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k
n
o
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q
u
esti
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n
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air
e
an
d
C
r
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n
b
ac
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’
s
alp
h
a
o
f
0
.
7
4
f
o
r
t
h
e
p
r
ac
tice
s
ca
le.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
2
2
-
3630
3624
2
.
3
.
Da
t
a
g
a
t
hering
pro
ce
du
re
Per
m
is
s
io
n
to
co
n
d
u
ct
th
e
en
ti
r
e
s
u
r
v
e
y
was
o
b
tain
e
d
f
r
o
m
th
e
I
n
s
titu
tio
n
al
E
th
ics
R
ev
iew
B
o
ar
d
o
f
th
e
Un
iv
er
s
ity
wh
e
r
e
th
e
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tu
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y
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co
n
d
u
cted
.
T
h
e
r
esear
c
h
er
s
th
en
s
en
t
letter
s
f
o
r
ap
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r
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n
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e
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2
0
2
1
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h
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ail
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n
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Me
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.
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y
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s
tr
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cted
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o
s
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li
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k
to
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ch
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s
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g
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u
p
p
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h
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ts
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r
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ates
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ate.
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in
f
o
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m
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c
o
n
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en
t
in
clu
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ed
d
etails
o
n
th
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s
tu
d
y
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tr
o
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ctio
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,
p
u
r
p
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e,
p
ar
ticip
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t
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m
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d
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ails
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wh
o
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lu
n
tar
ily
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to
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t
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ld
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ly
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r
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icate
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tto
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em
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e
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ch
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m
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t.
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d
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ts
with
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n
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ab
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t
th
e
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ch
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icate
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e
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h
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g
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th
e
c
o
n
tact
in
f
o
r
m
atio
n
p
r
o
v
id
ed
.
T
h
e
p
a
r
ticip
an
ts
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e
g
i
v
en
two
wee
k
s
to
co
m
p
lete
th
e
r
esear
ch
in
s
tr
u
m
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t.
T
h
e
r
esp
o
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es
wer
e
th
en
m
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ito
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n
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t.
2
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4
.
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a
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a
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is
Data
f
o
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th
is
s
tu
d
y
wer
e
p
r
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c
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s
in
g
I
B
M
SPSS
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er
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n
2
6
.
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ateg
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ata
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s
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d
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r
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eter
m
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s
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s
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s
c
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r
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d
th
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n
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ce
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RE
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ly
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r
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m
ea
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s
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r
e
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f
1
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r
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3
,
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n
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g
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r
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m
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t
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e.
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p
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o
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o
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1
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Pro
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ts
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P
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4
4
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1
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3
9
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l
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6
1
A
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Th
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r
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r
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3
3
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5
S
e
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o
n
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y
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r
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6
3
4
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8
7
F
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r
st
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r
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3
1
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T
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2
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e
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d
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r
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k
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n
d
p
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tice
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Le
v
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K
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w
l
e
d
g
e
[
M
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1
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.
7
2
(
SD
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1
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6
6
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]
P
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c
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c
e
[
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1
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6
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4
5
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f
P
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P
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8
9
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t
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32
1
0
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5
18
5
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9
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w
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8
6
9
4
.
1
N
o
t
e
:
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
=
0
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0
1
7
,
p
=
0
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7
6
3
As
s
h
o
wn
in
T
ab
le
4
,
th
e
to
p
th
r
ee
r
ep
o
r
ted
r
ea
s
o
n
s
f
o
r
p
lag
iar
izin
g
wer
e
th
at
m
an
y
ass
ig
n
m
en
ts
h
av
e
to
b
e
s
u
b
m
itted
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v
er
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s
h
o
r
t
p
e
r
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d
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f
tim
e
(
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2
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6
8
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SD=1
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3
0
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,
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en
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er
y
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licated
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6
6
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.
2
6
)
,
an
d
lack
o
f
tim
e
(
M=
2
.
6
0
,
SD=1
.
2
8
)
.
On
th
e
o
th
e
r
h
an
d
,
th
e
least
co
m
m
o
n
r
ea
s
o
n
was
th
at
th
e
u
n
iv
er
s
ity
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o
es
n
o
t
h
av
e
a
p
lag
iar
is
m
p
o
licy
(
M
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.
3
8
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SD
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7
0
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.
I
t
ca
n
b
e
g
lean
ed
f
r
o
m
T
ab
le
5
th
at
th
e
to
p
co
n
s
eq
u
e
n
ce
s
if
s
o
m
eo
n
e
i
s
ca
u
g
h
t
p
lag
iar
izin
g
,
k
n
o
wn
b
y
n
u
r
s
in
g
s
tu
d
en
ts
,
wer
e
f
ac
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
la
g
ia
r
is
m
kn
o
w
led
g
e,
p
r
a
cti
ce
,
r
ea
s
o
n
s
,
a
n
d
co
n
s
eq
u
e
n
ce
s
:
a
cro
s
s
-
… (
Tr
ixie
C
a
mille
R
.
F
err
a
r
iz
)
3625
s
ev
er
e
s
etb
ac
k
s
in
t
h
eir
p
r
o
f
ess
io
n
al
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r
ee
r
(
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7
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s
e
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,
a
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d
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]
.
De
s
p
ite
th
is
s
tu
d
y
’
s
r
elativ
ely
h
i
g
h
k
n
o
wled
g
e
o
f
p
lag
iar
is
m
r
esu
lts
,
co
n
tin
u
o
u
s
ed
u
ca
tio
n
o
f
s
tu
d
en
ts
ab
o
u
t
a
ca
d
em
ic
d
is
h
o
n
esty
a
n
d
p
la
g
iar
is
m
is
s
till
d
ee
m
ed
n
ec
ess
ar
y
,
esp
ec
ially
am
o
n
g
th
o
s
e
with
in
ad
eq
u
ate
k
n
o
wle
d
g
e
an
d
wh
o
ten
d
to
c
o
m
m
it p
lag
iar
is
m
.
No
tab
ly
,
th
is
cu
r
r
en
t
s
tu
d
y
f
o
u
n
d
lo
w
p
la
g
iar
is
m
p
r
ac
tice
s
a
m
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
,
an
d
s
tu
d
en
ts
v
iewe
d
f
ac
in
g
s
ev
er
e
s
etb
ac
k
s
,
s
er
io
u
s
co
n
s
eq
u
e
n
ce
s
,
an
d
th
e
r
is
k
o
f
g
ettin
g
ca
u
g
h
t a
s
p
o
te
n
tial c
o
n
s
eq
u
en
ce
s
o
f
p
lag
iar
is
m
.
Prio
r
r
esear
ch
,
h
o
wev
er
,
d
is
clo
s
ed
a
r
elativ
el
y
h
ig
h
p
r
ev
alen
ce
o
f
p
lag
iar
is
m
am
o
n
g
n
u
r
s
in
g
an
d
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
e
m
ajo
r
ity
o
f
n
u
r
s
in
g
s
tu
d
en
t
s
in
Ma
lay
s
ia
s
tu
d
y
in
g
at
a
p
u
b
lic
u
n
iv
er
s
ity
co
m
m
itted
p
lag
iar
is
m
[
1
6
]
.
L
ik
ewise,
th
e
r
ep
o
r
ted
p
r
ev
a
len
ce
o
f
p
lag
iar
is
m
in
I
r
aq
am
o
n
g
n
u
r
s
in
g
an
d
m
ed
ical
s
tu
d
en
ts
was
also
h
ig
h
[
7
]
.
O
v
er
t
h
r
ee
-
f
o
u
r
th
s
o
f
p
o
s
tg
r
ad
u
ate
s
tu
d
en
ts
in
My
an
m
ar
[
3
]
an
d
p
ar
ticip
an
ts
in
a
r
esear
c
h
tr
ai
n
in
g
[
2
4
]
ac
k
n
o
wled
g
ed
t
h
ey
h
ad
co
m
m
itted
p
lag
iar
is
m
d
u
r
in
g
th
eir
e
d
u
ca
tio
n
an
d
wer
e
n
o
t
r
esp
ec
ted
o
r
s
ee
n
p
o
s
itiv
ely
as
a
co
n
s
eq
u
en
ce
o
f
g
ettin
g
ca
u
g
h
t.
Nu
r
s
in
g
s
tu
d
en
ts
in
Au
s
tr
ali
a
claim
ed
to
p
r
ac
tice
p
lag
iar
is
m
m
o
r
e
th
an
an
y
ty
p
e
o
f
m
is
co
n
d
u
ct
[
9
]
.
T
h
e
r
esear
ch
er
s
,
h
o
wev
er
,
war
r
an
t
ca
u
tio
n
th
at
d
ir
ec
t
c
o
m
p
ar
is
o
n
s
b
etwe
en
th
is
s
tu
d
y
an
d
th
o
s
e
f
o
u
n
d
in
th
e
liter
atu
r
e
m
ay
n
o
t
b
e
ac
c
u
r
ate
b
ec
au
s
e
o
f
th
e
v
ar
iab
ilit
y
o
f
h
o
w
th
is
s
tu
d
y
a
n
d
t
h
o
s
e
in
o
th
er
s
tu
d
ies
m
ea
s
u
r
ed
p
lag
iar
is
m
b
eh
a
v
io
r
s
.
Fu
r
t
h
er
m
u
ltico
u
n
ty
a
n
d
m
u
lti
-
u
n
iv
e
r
s
ity
s
u
r
v
ey
s
m
ay
b
e
co
n
d
u
cted
in
th
e
f
u
tu
r
e.
Me
an
wh
ile,
wh
ile
p
lag
iar
is
m
b
eh
av
io
r
in
th
is
s
tu
d
y
was
r
elativ
ely
lo
w,
p
lag
iar
is
m
m
ay
v
ar
y
b
y
th
e
f
o
r
m
o
r
ty
p
e
o
f
p
lag
ia
r
is
m
p
er
f
o
r
m
ed
o
r
ca
r
r
ied
o
u
t.
Fu
r
th
er
m
o
r
e,
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
d
o
n
o
t
m
ea
n
t
h
at
n
u
r
s
in
g
s
tu
d
e
n
ts
h
av
e
n
ev
er
e
n
g
ag
ed
in
p
lag
iar
is
m
.
Su
r
p
r
is
in
g
ly
,
t
h
e
an
aly
s
is
o
f
ea
ch
ite
m
in
th
e
in
s
tr
u
m
en
t
r
ev
ea
led
th
at
ab
o
u
t
o
n
e
-
f
o
u
r
th
o
f
th
e
s
am
p
le
in
th
is
s
tu
d
y
co
p
ied
an
d
p
asted
with
o
u
t
p
r
o
p
e
r
ac
k
n
o
wled
g
m
en
t
o
f
th
e
s
o
u
r
ce
.
Par
a
p
h
r
asin
g
with
o
u
t
p
r
o
p
er
r
ef
er
e
n
cin
g
was
th
e
m
o
s
t
co
m
m
o
n
ly
e
m
p
lo
y
ed
m
eth
o
d
o
f
p
lag
iar
is
m
,
as
n
o
ted
in
a
s
y
s
t
em
atic
r
ev
iew
[
1
0
]
.
C
o
p
y
in
g
f
r
o
m
th
e
i
n
ter
n
et
with
o
u
t
p
r
o
p
er
attr
ib
u
tio
n
was
als
o
a
co
m
m
o
n
f
o
r
m
o
f
ac
a
d
e
m
ic
d
is
h
o
n
esty
am
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
in
Sau
d
ia
Ar
ab
ia
[
8
]
.
T
h
is
“c
o
p
y
an
d
p
aste”
co
m
m
o
n
p
r
ac
tice
am
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
was
also
n
o
ted
am
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
in
I
r
aq
[
7
]
a
n
d
Ma
lay
s
ia
[
1
6
]
.
T
h
is
s
tu
d
y
also
d
em
o
n
s
tr
ate
d
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
k
n
o
wled
g
e
an
d
p
r
ac
tice
o
f
p
lag
iar
is
m
.
Desp
ite
b
ein
g
k
n
o
wled
g
ea
b
le
ab
o
u
t
p
lag
iar
is
m
,
th
is
m
ay
n
o
t
r
ea
d
ily
tr
an
s
late
to
av
o
id
an
ce
o
f
d
o
in
g
it.
Am
o
n
g
E
u
r
o
p
ea
n
n
u
r
s
in
g
s
tu
d
en
ts
,
d
esp
ite
h
ig
h
co
n
f
id
en
ce
in
th
eir
o
wn
k
n
o
wled
g
e,
th
ey
o
f
ten
s
tr
u
g
g
led
to
ac
cu
r
ately
d
is
ce
r
n
b
latan
t
in
s
tan
ce
s
o
f
m
is
co
n
d
u
ct
f
r
o
m
q
u
esti
o
n
ab
le
p
r
ac
tices
[
2
0
]
.
T
h
is
f
in
d
in
g
o
f
n
o
c
o
r
r
elatio
n
b
etwe
en
k
n
o
wled
g
e
an
d
p
r
ac
tice
co
r
r
o
b
o
r
a
tes
th
e
s
tu
d
y
am
o
n
g
h
ea
lth
s
cien
ce
s
tu
d
en
ts
[
2
1
]
.
T
h
e
au
th
o
r
s
f
u
r
th
er
s
h
ar
e
d
th
at
wh
ile
m
o
s
t
s
tu
d
en
ts
ac
k
n
o
wled
g
ed
u
n
d
er
s
tan
d
in
g
i
n
s
tan
ce
s
o
f
p
lag
iar
is
m
,
ar
o
u
n
d
o
n
e
-
th
ir
d
c
o
u
ld
n
o
t
a
cc
u
r
ately
id
en
tify
s
p
ec
if
ic
ex
am
p
les
o
r
in
s
tan
ce
s
.
An
o
th
er
s
tu
d
y
d
is
clo
s
ed
n
o
co
r
r
elatio
n
b
etwe
en
p
lag
ia
r
is
m
awa
r
en
ess
an
d
p
lag
iar
is
m
r
ate
[
2
7
]
.
No
ass
o
ciatio
n
w
as
also
n
o
ted
b
etwe
en
th
e
lev
el
o
f
k
n
o
wled
g
e
an
d
ab
ilit
y
to
r
ec
o
g
n
ize
p
lag
iar
is
tic
wr
itin
g
[
5
]
.
Desp
ite
k
n
o
win
g
p
lag
iar
is
m
is
ac
ad
em
ically
d
is
h
o
n
est,
th
is
awa
r
en
ess
h
as
n
o
t
d
eter
r
ed
m
an
y
f
r
o
m
en
g
a
g
in
g
in
p
lag
i
ar
is
m
[
2
8
]
.
An
o
th
e
r
r
esear
ch
r
e
v
ea
led
t
h
at
alth
o
u
g
h
p
o
s
tg
r
ad
u
ate
s
tu
d
en
ts
clai
m
ed
to
g
r
asp
th
e
co
n
ce
p
t
o
f
p
lag
iar
is
m
,
m
o
s
t
ad
m
itted
to
in
ten
tio
n
al
an
d
u
n
i
n
ten
tio
n
al
in
s
tan
ce
s
o
f
p
lag
iar
is
m
[
2
9
]
.
I
n
th
is
s
t
u
d
y
,
g
iv
en
th
at
k
n
o
wle
d
g
e
was
n
o
t
f
o
u
n
d
t
o
b
e
a
f
a
ct
o
r
in
th
e
e
x
t
en
t
o
f
t
h
e
p
r
ac
tic
e
o
f
p
la
g
i
a
r
is
m
,
s
e
v
e
r
al
o
t
h
e
r
r
ea
s
o
n
s
w
er
e
c
o
n
s
id
er
e
d
.
C
o
m
m
o
n
r
ea
s
o
n
s
m
e
n
t
io
n
e
d
b
y
n
u
r
s
i
n
g
s
tu
d
en
ts
f
o
r
p
la
g
i
a
r
izi
n
g
w
er
e
t
h
at
m
a
n
y
a
s
s
ig
n
m
en
ts
h
a
d
to
b
e
s
u
b
m
itt
e
d
q
u
ic
k
l
y
,
t
h
e
ass
ig
n
m
e
n
t
t
o
b
e
d
o
n
e
was
v
e
r
y
co
m
p
lic
at
ed
,
a
n
d
t
h
e
r
e
w
as
a
l
ac
k
o
f
ti
m
e
.
P
r
i
o
r
s
t
u
d
i
es
als
o
n
o
te
d
p
r
ess
u
r
e
a
n
d
v
o
l
u
m
e
o
f
wo
r
k
[
1
6
]
,
p
r
ess
u
r
e
to
m
e
et
d
ea
d
li
n
es
,
a
n
d
c
u
lt
u
r
a
l
r
ea
s
o
n
s
[
7
]
,
l
ac
k
o
f
ti
m
e
t
o
s
tu
d
y
a
n
d
w
o
r
k
o
n
ass
i
g
n
m
e
n
ts
d
u
e
t
o
t
h
e
n
u
m
b
e
r
o
f
tas
k
s
ass
i
g
n
e
d
[
2
4
]
,
[
2
8
]
,
[
3
0
]
,
[
3
1
]
,
h
ea
v
y
a
ca
d
e
m
i
c
w
o
r
k
lo
a
d
[
7
]
,
[
3
2
]
,
an
d
p
r
ess
u
r
e
to
s
u
c
ce
ed
a
n
d
g
et
a
g
r
a
d
e
[
2
9
]
,
[
3
0
]
,
[
3
2
]
,
ea
s
e
o
f
ac
ce
s
s
t
o
i
n
f
o
r
m
ati
o
n
a
n
d
t
h
e
i
n
t
er
n
et
[
3
0
]
,
[
3
3
]
,
l
az
in
ess
,
a
n
d
p
o
o
r
tim
e
m
a
n
a
g
e
m
e
n
t
[
2
9
]
,
[
3
0
]
,
[
3
3
]
,
l
ac
k
o
f
c
le
ar
u
n
d
er
s
ta
n
d
i
n
g
an
d
aw
a
r
e
n
ess
o
f
p
l
a
g
ia
r
is
m
[
1
4
]
,
[
3
3
]
a
n
d
p
o
o
r
ac
a
d
e
m
i
c
w
r
it
in
g
s
k
i
lls
[
2
9
]
,
[
3
0
]
we
r
e
th
e
co
n
t
r
i
b
u
t
o
r
y
r
e
a
s
o
n
s
w
h
y
s
t
u
d
e
n
ts
p
l
ag
ia
r
iz
e.
T
h
ese
c
o
n
tr
i
b
u
ti
n
g
in
f
l
u
e
n
c
es
ca
n
b
e
c
ate
g
o
r
iz
ed
as a
ca
d
e
m
i
c,
p
er
s
o
n
a
l,
te
ch
n
o
l
o
g
ic
al,
i
n
s
ti
tu
ti
o
n
al
,
an
d
c
u
lt
u
r
al
f
a
ct
o
r
s
[
3
]
.
W
h
en
s
tu
d
e
n
ts
w
er
e
as
k
e
d
h
o
w
to
a
v
o
i
d
p
l
a
g
ia
r
is
m
,
m
o
s
t
f
elt
t
h
e
y
s
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[
2
6
]
.
T
h
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f
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in
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s
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f
t
h
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s
t
u
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y
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n
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t
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en
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h
at
wh
ile
n
u
r
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i
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t
u
d
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ts
m
a
y
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e
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f
p
l
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r
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m
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d
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s
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h
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y
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n
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t
r
a
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ed
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y
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e
co
u
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e
’
s
ac
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p
r
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u
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s
t
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an
d
d
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al
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tr
ess
i
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u
r
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g
e
d
u
c
ati
o
n
[
3
4
]
,
a
n
d
s
u
c
h
co
n
f
li
ct
m
a
y
co
n
t
r
i
b
u
te
t
o
s
t
u
d
e
n
ts
’
m
o
r
al
d
is
t
r
ess
.
W
h
il
e
i
t
m
a
y
b
e
p
o
s
s
ib
le
th
at
s
tu
d
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ts
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ay
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g
a
g
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d
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o
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est
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ct
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g
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in
t
h
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ir
ac
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m
ic
en
d
ea
v
o
r
s
[
3
5
]
,
it
m
a
y
als
o
b
e
o
t
h
e
r
wis
e.
St
u
d
e
n
ts
m
ig
h
t
b
e
awa
r
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o
f
t
h
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e
th
ic
al
im
p
e
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ati
v
e
n
o
t
t
o
p
l
ag
ia
r
iz
e,
y
et
i
n
s
t
it
u
t
io
n
al
p
r
ess
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r
es
s
u
ch
as
a
ca
d
e
m
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c
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e
m
a
n
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s
o
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te
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d
e
r
i
t
d
i
f
f
ic
u
lt
f
o
r
th
em
t
o
a
d
h
e
r
e
t
o
t
h
is
p
r
i
n
ci
p
le
.
T
h
e
f
i
n
d
i
n
g
s
o
f
t
h
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tu
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y
s
u
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est
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r
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tit
u
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p
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ct
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,
ad
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r
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t
h
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p
r
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a
n
d
p
r
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p
p
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m
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ai
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r
it
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esp
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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ti
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s
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asy
[
3
6
]
.
H
o
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v
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l
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[
3
7
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.
Als
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a
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g
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a
v
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o
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am
o
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g
s
t
u
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n
ts
[
3
8
]
.
T
h
is
s
tu
d
y
o
f
f
er
s
v
alu
a
b
le
in
s
ig
h
ts
in
to
p
lag
iar
is
m
am
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
,
c
o
n
tr
ib
u
tin
g
t
o
ex
is
tin
g
liter
atu
r
e
an
d
th
e
o
n
g
o
in
g
d
i
s
co
u
r
s
e
o
n
p
lag
iar
is
m
awa
r
e
n
ess
an
d
ac
ad
em
ic
in
teg
r
ity
.
No
n
eth
eless
,
it
h
as
n
o
tab
le
lim
itatio
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s
.
Firstl
y
,
it
was
co
n
d
u
cted
s
o
lely
in
a
s
in
g
le
p
u
b
lic
u
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iv
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r
s
ity
in
th
e
Ph
ilip
p
in
es,
lim
itin
g
th
e
g
en
e
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aliza
b
ilit
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o
f
f
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d
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to
o
th
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s
titu
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lo
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lly
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d
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atio
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ally
.
A
d
d
itio
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ally
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a
cr
o
s
s
-
s
ec
tio
n
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tu
d
y
,
d
ata
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o
llectio
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o
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r
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ed
at
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g
le
tim
e
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o
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t,
im
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o
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te
m
p
o
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al
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s
tr
ain
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.
Fu
r
th
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m
o
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p
lo
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i
n
g
a
s
u
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v
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q
u
esti
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n
n
air
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co
u
ld
in
tr
o
d
u
ce
s
elf
-
r
ep
o
r
t
an
d
s
o
ci
al
d
esira
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ilit
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b
iases
,
p
o
ten
tially
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in
g
to
u
n
d
er
r
e
p
o
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tin
g
p
la
g
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is
m
in
cid
en
ts
.
Giv
en
th
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co
n
s
tr
ain
ts
,
ca
u
ti
o
n
is
war
r
an
ted
wh
en
in
ter
p
r
etin
g
t
h
e
f
in
d
i
n
g
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
s
u
g
g
ests
a
p
o
ten
tial
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ap
b
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d
er
s
tan
d
in
g
th
e
co
n
ce
p
t
o
f
p
lag
i
ar
i
s
m
an
d
im
p
lem
en
tin
g
et
h
ical
ac
ad
em
ic
p
r
ac
tices.
W
h
ile
n
u
r
s
in
g
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
im
p
o
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tan
ce
o
f
a
v
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g
p
lag
iar
is
m
f
r
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m
an
et
h
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s
tan
d
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t,
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em
a
n
d
s
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eir
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m
en
t
cr
ea
te
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ig
n
if
ican
t
ch
allen
g
es
th
at
h
in
d
er
th
eir
a
b
ilit
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to
u
p
h
o
ld
t
h
is
p
r
in
cip
le
co
n
s
is
ten
tly
.
T
h
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
th
e
ac
ad
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ic
co
m
m
u
n
ity
to
t
ac
k
le
n
o
t
ju
s
t
p
lag
iar
is
m
s
te
m
m
in
g
f
r
o
m
ig
n
o
r
a
n
ce
o
r
lac
k
o
f
k
n
o
wled
g
e
b
u
t
also
th
e
s
tr
ess
an
d
p
r
ess
u
r
e
o
n
s
tu
d
en
ts
f
r
o
m
ac
ad
em
ic
d
e
m
a
n
d
s
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
m
ay
f
o
cu
s
n
o
t
o
n
ly
o
n
im
p
ar
tin
g
k
n
o
wled
g
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ab
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u
t
p
lag
iar
is
m
b
u
t
also
o
n
d
ev
el
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p
in
g
s
tr
ateg
ies
to
ad
d
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th
e
u
n
d
er
ly
in
g
f
ac
to
r
s
co
n
tr
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tin
g
to
u
n
eth
ical
ac
ad
em
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b
eh
av
io
r
s
,
s
u
ch
as
im
p
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g
in
ter
v
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tio
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s
to
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iate
tim
e
p
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ess
u
r
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d
p
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g
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g
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tim
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to
ac
co
m
p
lis
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co
m
p
lex
ass
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n
m
en
t
task
s
to
p
r
o
m
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ac
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m
ic
in
teg
r
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cu
ltu
r
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an
d
f
o
s
ter
eth
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ac
a
d
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p
r
ac
tices a
n
d
r
esp
o
n
s
ib
le
ac
ad
e
m
ic
wr
itin
g
am
o
n
g
n
u
r
s
in
g
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tu
d
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ts
.
ACK
NO
WL
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DG
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h
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p
a
r
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o
n
p
lag
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m
am
o
n
g
n
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r
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in
g
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tu
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r
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else
wh
er
e.
T
h
e
au
th
o
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s
wo
u
ld
lik
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to
th
a
n
k
th
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p
ar
ticip
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ts
wh
o
v
o
lu
n
tar
ily
an
s
wer
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th
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s
u
r
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.
F
UNDING
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NF
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M
A
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was c
o
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with
o
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t th
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u
p
p
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t
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f
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x
ter
n
al
o
r
in
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titu
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f
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AUTHO
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
2
2
-
3630
3628
CO
NF
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Evaluation Warning : The document was created with Spire.PDF for Python.