<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><rec-number>5224</rec-number><ref-type>Case Study </ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">The Under-Prepared Student</style></title></titles><taxonomies><taxonomy><style  face="normal" font="default" size="100%">Academic Ethics</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Education</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Chemistry</style></taxonomy></taxonomies><pubtype><style  face="normal" font="default" size="100%">Case Study </style></pubtype><audience-level><style  face="normal" font="default" size="100%">ug</style></audience-level><dates><year><style  face="normal" font="default" size="100%">2002</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.onlineethics.org/Resources/Cases/underprepared.aspx</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">National Academy of Engineering, Online Ethics Center </style></publisher><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Dr. Franklin, a profession teaching Quantative Analysis questions what he should do for a student who is working very hard in his class, but lacks a basic understanding of algebra. He fears that while the student is likely to pass the test, he is unlikely to come out of the course with the level of understanding that would be expected of a chemistry major.  What should he tell the student?</style></abstract><notes><style face="normal" font="default" size="100%">Brian Schrag, ed., Research Ethics: Cases and Commentaries, Volume 6, Bloomington, Indiana: Association for Practical and Professional Ethics, 2002</style></notes></record></records></xml>