Just as it is important to consider cultural and regional areas when considering informed consent, it is also important to be informed of the cultural context of a study when determining plagiarism. In some cultural contexts, the concept of intellectual property is not understood and plagiarism is therefore difficult to understand (Evering & Moorman, 2012). In other regions, such as the United States, it is a clearly understood concept in the same way society understands the need for copyrights and patents. Discussion/Results Professional and ethical conduct in research seems logical. Yet numerous studies indicate that unethical practices still exist and that certain practices, including plagiarism, are more prevalent than ever. Most researchers may understand that the safety and well-being of individuals are very important and would not deliberately cause harm to anyone. However, many people, especially those who grew up in the technological age, may not fully understand how plagiarism can harm someone. Since the information is easily available on the Internet, it is very easy to access it and copy and paste it into a document or report. Many young students fail to understand that information found on the Internet, while easily accessible, is not entirely in the public domain and is not authored. Information remains the intellectual property of an individual and the individual must be credited. In the field of education, it seems that teachers can sometimes plagiarize in a roundabout way, as it is a common practice (even sometimes suggested by nationally known speakers like Harry Wong) that a teacher can "beg, borrow or steal” another teacher’s idea to implement in their own classroom. In fac...... middle of article......Administration & Management (CCEAM)), 40(2), 99-114.Evering, L., & Moorman, G. (2012). Rethinking plagiarism in the digital age. Journal of Adolescent and Adult Literacy, 56(1), 35-44. doi:10.1002/JAAL.00100Estow, S., Lawrence, E.K., & Adams, K.A. (2011). Practice makes perfect: Improving students' skills to understand and avoid plagiarism through a thematic methods course. Teaching Psychology, 38(4), 255-258. doi:10.1177/0098628311421323Franke, A. and Arvidsson, B. (2011). The different ways in which research directors experience supervising doctoral students. Studies in Higher Education, 36(1), 7-19. doi:10.1080/03075070903402151Shamim, F. and Qureshi, R., (2013) Informed consent in educational research in the South: tensions and accommodations, Compare: A Journal of Comparative and International Education, 43:4, 464-482, DOI: 10.1080/03057925.2013.797729