چکیده:
Nowadays, the acceptable standard in referencing and citation is that 'whenever in doubt, cite.' Therefore, an author must show their indebtedness by citing in all cases where they have learned something from others. This measure can be used and can be a determining factor in examining the quality and credibility of research works. However, there are exceptions to this, one of which is 'general knowledge.' General knowledge consists of passages that, although the author does not consider them their own discovery, do not require citation due to their characteristics—such as repetition in numerous texts and being well-known. Nevertheless, determining the exact characteristics of this knowledge and obtaining guidance for decision-making regarding its instances requires further investigation. What follows are considerations in this regard.
خلاصه ماشینی:
Keywords Plagiarism, academic theft, common knowledge, research ethics Translator's Introduction Research ethics focuses on examining specific ethical issues raised in the field of research.
Another website says: Facts can be considered common knowledge if people generally know them and confirm them.
Even though this Canadian website considers matters related to Canadian geography to be common knowledge, an American student in their classroom must cite this information.
Determining whether to cite for a specific audience is difficult and complex; especially when common knowledge is defined based on the student's situation rather than based on a set of agreed-upon terms.
In explaining this, students will realize that: "Common knowledge": facts that are found in many places [and not just in certain specific works] and that probably many people know them.
Of course, it is not unlikely that students will read this matter that "President Bush's relations with the Congress regarding the approval of the family compact have been delayed" in more than one source, but if students have newly entered their fields, how should they know that this sentence is an interpretation, while its result can be considered a factual matter – as common knowledge?
The University of Oregon document27 attempts to find solutions for this issue: Hairston28 and Ruszkiewicz29 (1993) define common knowledge as follows: 'Facts, dates, events, information, and concepts that generally belong to the educated community.
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