The document summarizes a workshop on paraphrasing and avoiding plagiarism. It discusses defining key terms like paraphrasing, summarizing, and direct quoting. It provides guidelines for effective paraphrasing, such as maintaining the overall meaning while changing the structure and words. The document also defines plagiarism and discusses finding your own voice to integrate others' ideas without passing them off as your own. Exercises are included to help students practice paraphrasing and identifying plagiarism.
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Multi-source connectivity as the driver of solar wind variability in the heli...Sérgio Sacani
The ambient solar wind that flls the heliosphere originates from multiple
sources in the solar corona and is highly structured. It is often described
as high-speed, relatively homogeneous, plasma streams from coronal
holes and slow-speed, highly variable, streams whose source regions are
under debate. A key goal of ESA/NASA’s Solar Orbiter mission is to identify
solar wind sources and understand what drives the complexity seen in the
heliosphere. By combining magnetic feld modelling and spectroscopic
techniques with high-resolution observations and measurements, we show
that the solar wind variability detected in situ by Solar Orbiter in March
2022 is driven by spatio-temporal changes in the magnetic connectivity to
multiple sources in the solar atmosphere. The magnetic feld footpoints
connected to the spacecraft moved from the boundaries of a coronal hole
to one active region (12961) and then across to another region (12957). This
is refected in the in situ measurements, which show the transition from fast
to highly Alfvénic then to slow solar wind that is disrupted by the arrival of
a coronal mass ejection. Our results describe solar wind variability at 0.5 au
but are applicable to near-Earth observatories.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
2. Objectives
• Define the terms
– Paraphrasing
– Direct Quoting
– Summarizing
• Discuss effective ways to summarize
• Identify appropriate transitional words
• Practice effective ways of paraphrasing
• Define plagiarism and identify it
• Discuss how to find your own voice and
avoid plagiarism
3. Exercise # 1
• In your own words and without consulting
a dictionary, write your definition of
– Paraphrasing
– Summarizing
– Direct quoting
4. I. Definitions
Paraphrasing involves:
• expressing the text in your own words.
• producing a slightly shorter version of the
original text.
• crediting the author for their intellectual
production.
Source:
http://owl.english.purdue.edu/owl/resource/563/1/
OWL University of Perdue Writing Lab
5. I. Definitions
Summarizing involves:
• placing only the author’s main idea(s) into your
own words.
• recognizing the author’s contribution by citing
him/her.
• making a significantly shorter version of the
text.
Source:
http://owl.english.purdue.edu/owl/resource/563/1/
OWL University of Perdue Writing Lab
6. I. Definitions
Direct quotations must:
• be a carbon copy of the original text.
• refer to a limited segment of the
source.
• give credit to the author.
Source:
http://owl.english.purdue.edu/owl/resource/563/1/
OWL University of Perdue Writing Lab
7. Exercise #2
• Summarizing
• Read handout #1 on Summarizing
Facts about summarizing
8. II. Transitional Words
Making logical transitions between ideas
• Alternative—some examples of alternative transitional words are: either, or,
nor, on the other hand, however, neither, and otherwise. They are used when you
can alternate between two concepts or expressions.
• Causal— include thus, then, unless, subsequently, therefore, because,
consequently, as a result, if, in order to/that, for, and so. They can be used when
referring to consequences or effects.
• Illustrative—phrases such as for example, for instance, to illustrate, and as an
example permit us to clarify an idea by connecting it to an example.
• Repetitive, reiterative— expressions such as include in other words, in short,
that is, stated simply, and to put it another way help add clarity through
meaningful repetition
• Spatial, physical—prepositions like the words under, beside, on top of, next to,
behind, point to a physical/spatial relationship between things mentioned in
two separate statements
• There are also transitional words to denote time (“first”), purpose (“to this end”),
summary (“without doubt”), and addition (“equally important”)
9. Paragraph model - transitional words
Studies show that there has been an
increase in the number of people who
support “medicide,” which happens when
people with terminal diseases choose to end
their lives, rahter than continue living. One
common argument for this growing support
is that people should not be forced to
continue living if they are in severe pain and
cannot live with this constant pain). A
second reason is that staying in the hospital
for a long time often causes a financial
burden on the family. Terminally ill people
often worry about the hardship that this will
cause their families. Finally, people who are
dying sometimes lose hope. Even if they are
alive, they can often only lie in bed, and for
some people, this is not “life.” While many
people believe that medicide is an “unnatural
way to die” and should remain illegal, sick
people should certainly have the right to end
their lives if they want.
(Topic sentence)
(Supporting sentence 1)
(Supporting sentence 2)
(Supporting sentence 3)
(Counterargument or
rebuttal)
• Source: Dr. José Santos “Module for INGL 3201” 2007
10. III. Effective Paraphrasing
6 Steps to Effective Paraphrasing
1. Re-read a selection until you fully understand it before
trying to paraphrase
2. Close the selection and paraphrase from memory
3. Give your paraphrase a topic title and write
yourself a footnote reminding you how you could use it in
the future
4. Compare your text with the author’s
5. Place borrowed terms or phrases in quotation marks
6. Jot down all bibliographic information for citation
http://owl.english.purdue.edu/owl/resource/563/2/
“Write it in Your Own Words” by Dana Lynn Driscoll and Allen Brizee, June 2010
11. III. How to Paraphrase
The University of New South Wales in Sydney Australia mention the same steps to
paraphrasing as Purdue but adds other important elements to consider.
Elements to consider:
– Meaning: maintain the same ideas and the same relationship between
them
– Words: Use synonyms except for specialized subject vocabulary
C. Phrases: If you want to retain unique or specialist phrases, use quotation
marks (“ “)
D. Structure: Do not maintain the same grammatical or sentence structure as
the author. (Vary sentence length, change from active to passive voice, or
use adjectives instead of nouns)
D. Order: Change the order in which the text is presented without altering the
ideas
E. Attitude: Reflect the author’s attitude in your version of the text (ex. critical,
confident, etc.)
Source: http://www.lc.unsw.edu.au/onlib/sumpara.html
12. Exercise #3
• Read handout #2 entitled:
Paraphrasing and documentation
• If the hyperlink does not work, refer to the
document I attached along with the
presentation.
13. Exercise #4
• Now that you have read an example of a
paraphrase, complete the following
exercise by evaluating the quality of 3
paraphrased versions of a test. Handout
#3 contains the exercise.
Compare paraphrases
14. Exercise #5
• Now you will practice paraphrasing 5
passages by completing handout #4
Paraphrasing exercises
16. Define Plagiarism
• Plagiarism is
– taking another person’s ideas and pretending
they are yours
– a type of intellectual theft
– the result of ignorance or deliberate intention
• Plagiarism has serious consequences
17. Example of Plagiarism
• “Zakaria apologized “unreservedly” to Jill Lapore for cribbing a passage from her New Yorker
piece, but he was suspended nonetheless. (From left: Jason Andrew / Contour by Getty Images;
no credit; Amy Sussman / Getty Images-New Yorker)” Taken from the Daily Beast.
• http://www.thedailybeast.com/newsweek/2012/08/19/plagiarism-and-the-lynch-mob.html
18. Example of Plagiarism
“A la derecha, Janet Marilyn Hernández, una publicista venezolana, a la izquierda, el doctor Iván
Ríos Hernández, profesor de publicidad.” Note: Taken from Noticel at
http://www.noticel.com/noticia/130247
19. Clarification of Term
• Take the plagiarism quiz
http://www.lc.unsw.edu.au/plagiarism/plag
quiz.html
20. How Does Plagiarism Happen?
“Intellectual insecurity related to using your own
words
The Problem: It’s a Paradox
• Contradictions about academic writing:
You are expected to: 1. refer to experts, and
2. produce 'original' work
How can you do both?
• Solution:
– Develop arguments or views based on research.
– Come to your own conclusions based on your research.
• http://www.lc.unsw.edu.au/plagiarism/how_1.html
21. How Does Plagiarism Happen?
The Solution
• Find your voice and incorporate it into your own writing.
• In assignments synthesize answers from the opinions of others.
• Be like a DJ - draw information from many sources and show it in a
new light –YOUR LIGHT, YOUR PERSPECTIVE
• Finding your own voice = producing something of your own from the
ideas/research of others
• http://www.lc.unsw.edu.au/plagiarism/how_1.html
22. Four Steps to Finding Your Own Voice
• Overt
• Original Research
• Organization
• Integration
23. Four Steps to Finding Your Own
Voice
1. Overt
One way is to write yourself into the essay (use first person)
– For example: 'I will argue that …’
– 'In this essay I argue that... '’
– From our investigations we conclude that …
– The researchers of this study concludes…
– One can conclude from this investigation…
2. 'Original' Research
go beyond the material presented in class
reading more widely
construct a different argument from other students, show
your individuality
http://www.lc.unsw.edu.au/plagiarism/voice.html
24. Four Steps to Finding Your Own Voice
3. Organization
“The way you put your essays together may give them
a distinctive quality.”
“The order of the paragraphs is your choice.”
“Impose your framework over the question, and don't
let your sources dictate the structure of your essay
either.”
4. Integration
choosing the right words
“What transition signals and reporting verbs (states,
argues, asserts, writes etc.) do you use?”
http://www.lc.unsw.edu.au/plagiarism/voice.html
25. Using the Correct Words
Evans states that 'the sky is red'
(2001:8).
states' indicates that you have a
largely neutral stance toward the
idea expressed.
Evans argues that 'the sky is red'
(Evans, 2001:8)
'argues' indicates that you think that
Evans supports his opinion with
argument & evidence
Evans asserts that 'the sky is red'
(Evans, 2001:8
‘asserts' indicates that you think that
Evans does not fully support his idea
Evans claims that 'the sky is red'
(Evans, 2001:8)
'claims' indicates that you think that
Evans does not support his idea at all
Evans rightly argues that 'the sky is
red' (2001:8)
'rightly argues' indicates that you
agree strongly with the view
Evans wrongly argues that 'the sky
is red' (2001:8
'wrongly argues' indicates that you
disagree with conclusion that Evans
has drawn
Evans is partially correct when he
argues that 'the sky is red' (200 1: 8)
'partially correct' suggests that you
agree with some, but not all, of Evans'
26. Exercise #6
• In the next seminar assignment paraphrase a
passage from it.
• Summarize the content of the seminar.
• Include a direct quote in your summary