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Guan H, Mei Y, Mi Y, et al. Onco Targets Ther. 2018;11:4893-4899. We, the Editor and Publisher of the journal OncoTargets and Therapy have retracted the published article. Following publication of the article, concerns were raised about the duplication of images from Figure 4 with images from an unrelated article. Specifically, The images for Figure 4B, NC and si-ANRIL, have been duplicated with images for Figure 2C, NC and miR-183, 48h, respectively from Sun X, Xu Y, Zhang S, et al. (2018). MicroRNA‑183 suppresses the vitality, invasion and migration of human osteosarcoma cells by targeting metastasis‑associated protein 110.3892/etm.2021.10947. Experimental and Therapeutic Medicine. 2018;15:5058-5064. https://doi.org/10.3892/etm.2018.6068. In addition, the images for Figure 4A, NC and si-ANRIL, 0h and 4A, Blank and NC, 12h, have been duplicated. The corresponding author did not respond to our queries and was unable to provide a satisfactory explanation for how the images came to be duplicated or provide satisfactory original data for the study. As verifying the validity of published work is core to the integrity of the scholarly record, the Publisher and Editor requested to retract the article and the corresponding author was notified of this. We have been informed in our decision-making by our editorial policies and COPE guidelines. The retracted article will remain online to maintain the scholarly record, but it will be digitally watermarked on each page as “Retracted”.

This paper has been retracted. Guan H, Mei Y, Mi Y, et al. Onco Targets Ther. 2018;11:4893-4899. We, the Editor and Publisher of the journal OncoTargets and Therapy have retracted the published article. Following publication of the article, concerns were raised about the duplication of images from Figure 4 with images from an unrelated article. Specifically, The images for Figure 4B, NC and si-ANRIL, have been duplicated with images for Figure 2C, NC and miR-183, 48h, respectively from Sun X, Xu Y, Zhang S, et al. (2018). MicroRNA‑183 suppresses the vitality, invasion and migration of human osteosarcoma cells by targeting metastasis‑associated protein 110.3892/etm.2021.10947. Experimental and Therapeutic Medicine. 2018;15:5058-5064. https://doi.org/10.3892/etm.2018.6068. In addition, the images for Figure 4A, NC and si-ANRIL, 0h and 4A, Blank and NC, 12h, have been duplicated. The corresponding author did not respond to our queries and was unable to provide a satisfactory explanation for how the images came to be duplicated or provide satisfactory original data for the study. As verifying the validity of published work is core to the integrity of the scholarly record, the Publisher and Editor requested to retract the article and the corresponding author was notified of this. We have been informed in our decision-making by our editorial policies and COPE guidelines. The retracted article will remain online to maintain the scholarly record, but it will be digitally watermarked on each page as “Retracted”.

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.., El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio..

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.., El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio..

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.., El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio..

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.., El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio..

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.., El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio..

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.., El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio..

Nanoscale zerovalent iron (nZVI) has demonstrated high efficacy for treating nitrate or cadmium (Cd) contamination, but its efficiency for simultaneous removal of nitrate and Cd has not been investigated. This study evaluated the reactivity of nZVI to the co-contaminants and by-product formation, employed different catalysts to reduce nitrite yield from nitrate, and examined the transformation of nZVI after reaction. Nitrate reduction resulted in high solution pH, negatively charged surface of nZVI, formation of Fe3O4 (a stable transformation of nZVI), and no release of ionic iron. Increased pH and negative charge contributed to significant increase in Cd(II) removal capacity (from 40 mg/g to 188 mg/g) with nitrate present. In addition, nitrate reduction by nZVI could be catalyzed by Cd(II): while 30% of nitrate was reduced by nZVI within 2 h in the absence of Cd(II), complete nitrate reduction was observed in the presence of 40 mg-Cd/L due to the formation of Cd islands (Cd(0) and CdO) on the nZVI particles. While nitrate was reduced mostly to ammonium when Cd(II) was not present or at Cd(II) concentrations ≥ 40 mg/L, up to 20% of the initial nitrate was reduced to nitrite at Cd(II) concentrations < 40 mg/L. Among nZVI particles doped with 1 wt. % Cu, Ag, or Au, nZVI deposited with 1 wt. % Au reduced nitrite yield to less than 3% of the initial nitrate, while maintaining a high Cd(II) removal capacity.

Nanoscale zerovalent iron (nZVI) has demonstrated high efficacy for treating nitrate or cadmium (Cd) contamination, but its efficiency for simultaneous removal of nitrate and Cd has not been investigated. This study evaluated the reactivity of nZVI to the co-contaminants and by-product formation, employed different catalysts to reduce nitrite yield from nitrate, and examined the transformation of nZVI after reaction. Nitrate reduction resulted in high solution pH, negatively charged surface of nZVI, formation of Fe3O4 (a stable transformation of nZVI), and no release of ionic iron. Increased pH and negative charge contributed to significant increase in Cd(II) removal capacity (from 40 mg/g to 188 mg/g) with nitrate present. In addition, nitrate reduction by nZVI could be catalyzed by Cd(II): while 30% of nitrate was reduced by nZVI within 2 h in the absence of Cd(II), complete nitrate reduction was observed in the presence of 40 mg-Cd/L due to the formation of Cd islands (Cd(0) and CdO) on the nZVI particles. While nitrate was reduced mostly to ammonium when Cd(II) was not present or at Cd(II) concentrations ≥ 40 mg/L, up to 20% of the initial nitrate was reduced to nitrite at Cd(II) concentrations < 40 mg/L. Among nZVI particles doped with 1 wt. % Cu, Ag, or Au, nZVI deposited with 1 wt. % Au reduced nitrite yield to less than 3% of the initial nitrate, while maintaining a high Cd(II) removal capacity.