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This paper theorizes the affective and moral grounding of "best practice" policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE's "Digital Citizenship Education Handbook" for the acquisition of digital citizenship competences. It is shown that the distribution of best practices creates a set of affective conditions--especially through cultivating certain affective skills/competences and ethics/morals--that govern the ways in/though which best practices ought to be appropriately materialized. The paper discusses two implications of this analysis for education policymaking and policymakers. The first implication suggests that there needs to be work informing policymakers how affect works to create regimes of best practice; the second implication emphasizes the importance of working with policymakers to explore how they could challenge affective regimes of best practice.

This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview. The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom.

This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which appreciate the situated nature of research. The empirical evidence for this comes from papers about ethnographic studies with children and adults in various educational spaces in Western Europe, originally a symposium on the practice of ethics in educational ethnography at ECER, 2017, now forming a book published by Routledge, 2019. The dialogic processes help researchers to carry out culturally-appropriate research with the demonstrable ethical integrity that participants and stakeholders reasonably expect. The authors argue that currently risk-averse Universities need to change their research cultures to support all research methodologies and fieldwork practices that have ethical integrity and create valuable research that is socially beneficial, to enhance their lustre.

Ethics and ethical behaviour are the fundamental pillars of a civilised society. The focus on ethical behaviour is indispensable in certain fields such as medicine, finance, or law. In fact, ethics gets precedence with anything that would include, affect, transform, or influence upon individuals, communities or any living creatures. Many institutions within Europe have set up their own committees to focus on or approve activities that have ethical impact. In contrast, lesser-developed countries (worldwide) are trying to set up these committees to govern their academia and research. As the first European consortium established to assist academic integrity, European Network for Academic Integrity (ENAI), we felt the importance of guiding those institutions and communities that are trying to conduct research with ethical principles. We have established an ethical advisory working group within ENAI with the aim to promote ethics within curriculum, research and institutional policies. We are constantly researching available data on this subject and committed to help the academia to convey and conduct ethical behaviour. Upon preliminary review and discussion, the group found a disparity in understanding, practice and teaching approaches to ethical applications of research projects among peers. Therefore, this short paper preliminarily aims to critically review the available information on ethics, the history behind establishing ethical principles and its international guidelines to govern research. The paper is based on the workshop conducted in the 5th International conference Plagiarism across Europe and Beyond, in Mykolas Romeris University, Lithuania in 2019. During the workshop, we have detailed: (1) basic needs of an ethical committee within an institution; (2) a typical ethical approval process (with examples from three different universities); and (3) the ways to obtain informed consent with some examples. These are summarised in this paper with some example comparisons of ethical approval processes from different universities. We believe this paper will provide guidelines on preparing and training both researchers and research students in appropriately upholding ethical practices through ethical approval processes.

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

This paper, based on the qualitative study of 100 in-depth interviews, examines the strategies employed by academics in Central and Eastern Europe to challenge the limitations in access to scholarly literature. The findings demonstrate that there are basically four strategies: the first is to use open-source material, the second to "poach" materials, the third to download papers through intermediaries, and the fourth to "pirate" them. An example of the latter is the use of Sci-Hub, which some people see as a form of resistance against academic capitalism and imperialism and at the same time a call to reform how global knowledge production is accessed.

Teaching Responsible Conduct of Research (RCR) has gained recognition in recent years, with various organizations emphasizing the need to take responsibility in training their researchers in RCR. However, differing perspectives on RCR education result in a variety of practices, making it unclear what approach is most effective. As part of two European projects on research integrity education, we have developed an empowerment perspective on RCR education and incorporated this in an online course design. This paper presents the design and qualitative evaluation of a Small Private Online Course (SPOC) that aims to empower participants towards RCR. Results show the course enhanced individual aspects of empowerment, but it proved difficult to stimulate social aspects of empowerment in researchers day-to-day work.

Situated within research and practice on intercultural communication education, this paper suggests an urgent inclusion of dialogism and ethics in the ways it is dealt with around the world. Supranational institutions such as the Organisation for Economic Co-operation and Development (OECD), and the Council of Europe, treat intercultural communication as a monological phenomenon with an emphasis on Self rather than on the hyphen between Self-Other. This paper calls for exploring 'peripheral' perspectives to enrich scholarship about the intercultural. The work of Russian philosopher and literary critic Mikhail Bakhtin [2012. "Sobranie sochinenij." (T.3). Teoriia romana (1930-1961 gg.). Edited by Sergey Georgievich Bocharov and Vadim Valer'janovich Kozhinov. Moskva: Jazyki slavianskikh kul'tur] is combined with Confucian ethics [e.g. Huang, Y. 2018. "Confucian Ethics: Altruistic? Egoistic? Both? Neither?" "Frontiers of Philosophy in China" 13 (2): 217-231] to propose a new analytical framework for interculturality. As an illustration, we then examine the descriptors of competences proposed by the Council of Europe [2018b. "Reference Framework for Democratic Culture: Volume Two: Descriptors of Competences for Democratic Culture." Strasbourg: Council of Europe] to show how some of the key descriptors seem to take into account these two aspects, while at the same time negate them.

Educational research, and research in the Social Sciences more generally, has experienced a growth in the introduction of ethical review boards since the 1990s. Increasingly, universities have set up ethics review procedures that require researchers to submit applications seeking approval to conduct research. Review boards and the rules and conditions under which they operate have been criticised as obstructive, unnecessarily bureaucratic, and even unethical. At the same time, review boards and their procedures have been acknowledged as contributing to consideration of the ethical conduct of research. This paper explores the issues related to ethical review and examines the wider ethical considerations that may arise during the research process. The paper concludes that a purely administrative process of review is inadequate to ensure the ethical conduct of research, especially qualitative research. Rather, it is argued that ethical research entails the resolution of a potential series of ethical dilemmas as they arise during research. As such, the ethical conduct of research is a matter of researcher formation and development.

In 2015, the European Educational Research Association (EERA) initiated a study to examine education researchers' experiences with and attitudes towards research ethics reviews. This paper is not a result of this study; nevertheless, it is related to it while critically reflecting upon the issue of research ethics reviews. It starts with an analysis of observations and comments provided by the interviewees in their questionnaire replies. In them, some key dilemmas can be identified, which have been discussed in various academic circles in recent decades. The main part of the paper is intended to review these discussions and to determine their relevance for the debate in the specific field of education research. In the conclusion, attention is drawn to a gradual shift from the sphere of legitimacy to the sphere of legality, resulting from the current attempts of regulating research ethics, while pointing to a potential conflict between the two key research principles, which are also key academic values: ethical conduct in research and academic freedom.

This paper considers the role and responsibilities of a scientific association in promoting and supporting high quality research, particularly with regard to providing guidance on research ethics. The paper reports on a survey-based study commissioned by the European Educational Research Association in 2015 which focused on educational researchers' experiences with, and attitudes toward, the research ethics review scope and practice. The study provides insight into the role and activities of the European Educational Research Association in fostering high quality educational research. The analysis reveals the perception of academics that the European Educational Research Association might further high quality educational research for the benefit of education and society in the following ways: (i) leading the development of guidelines on ethical education research that are applicable across Europe whilst recognizing varied transnational contexts; (ii) promoting free, open dialogue and critical discussion on ethics in educational research; (iii) taking a comprehensive and interdisciplinary approach to ethics in educational research; (iv) informing the public about current developments in educational research; (v) developing practices of reviewing educational research in the context of research ethics; and (vi) promoting debate on ethics in the academic field of educational research. The paper concludes with some recommendations for the European Educational Research Association related to its role and responsibilities in fostering quality research.

This paper addresses three central themes that run through the contributions to this special issue. The first of these is what it argues to be an inescapable connection between research and what might in some sense be regarded as the pursuit of truth, or at least of beliefs that are more deserving of belief and our confidence than others. Even forms of research like ethnography and phenomenography, those for which the pursuit of justice is the primary concern and those that seek to deconstruct the texts and discourses promoted by others -- all rest on forms of inquiry driven in one way or another by this same commitment. The second theme is the relationship between research and discipline where discipline is seen as the set of rules and principles that serve to make a community of arguers possible, but also to support the processes that thought and experience indicate provide the best assurance of opinions deserving our belief. And since there is clearly available to us in the academy and elsewhere more than one way of providing such assurance, each with some distinctive logical and procedural features, we need to consider the disciplines that might serve such purpose, not just the generic principle of discipline. Finally, the paper engages with the terrain of 'alternative epistemologies' -- terrain rendered more complex because, as described here, the term seems to encompass some rather different claims of a more or less problematic nature.

In comparison to a vast literature on Soviet education little is known about Ukrainian pedagogical sciences apart from a mounting critique about the issues of academic dishonesty and plagiarism, which relates to all higher education disciplines, the absence of an empirical tradition in education research, a poor record of publication in peer-reviewed journals, and the dominance of a positivist approach, which seeks to discover 'laws' rather than reach 'understanding'. This paper offers a thematic analysis of four 'Pedagogy' textbooks -- three textbooks for under-graduate studies and one textbook for post-graduate study. The textbook analysis demonstrates that Ukrainian pedagogical sciences as a research tradition is deeply rooted in its own conceptual apparatus with no apparent relation to the current debates about teaching and learning in a wider Europe. The key proposition of the paper is that Ukrainian pedagogical sciences represent a mixture of Herbatianism and dialectical materialism, with more recent developments that emphasise 'acme' or 'perfectionism' that could be compared to debates on virtue ethics in education. Alongside these narratives the discourse of 'Kozak pedagogy' contributes to the nation-building narrative in education. The paper calls for a review of the content of 'pedagogy' textbooks currently used in higher education institutions in Ukraine and envisages that the newly established Ukrainian Educational Research Association can provide a platform for this important undertaking.

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students' understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations. In this paper we report findings from a survey of European upper secondary students' views on issues relating to academic integrity. We relate these findings to the students' training about academic integrity, self-reported level of questionable behavior and country of study. A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgment. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students' level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge.

This paper is on the paradox of a right, the right to education that is almost universally declared as compulsory. The reason for the compulsion seems to be in its nature as a right. Within a Hohfeldian framework, any claim-right has a corresponding duty. Given that making education compulsory equates to establishing a duty, the possible candidates to the duty generating right-bearers are considered. The rationales for compulsion from the points of view of positive (for one's own good), negative (no compulsion at all), and republican liberty (society right) are analyzed, and the conclusion is reached that none of the three can produce sufficient justification for compulsion. The main conclusion is that education is a right, not an obligation. Therefore, neither the children nor their families can be legally forced to an unrestricted exercise of this right without even being heard. The law must reflect, in its progressive flexibility, the growing possibilities of choice for right-holders who are adults 'in fieri'.

Engineering accreditation bodies express a strong consensus that in addition to technical and scientific skills, engineering education also needs to promote the development of professional skills. In general, team-based projects are considered to be valuable approaches to develop such skills and have been extensively added to engineering curricula. Yet, it remains unclear which skills and to what extent students learn from these interventions. The challenge of assessing the development of those skills is an important factor in this gap. In this paper, we used a standardised self-reporting questionnaire to evaluate the development of students' self-efficacy beliefs through in-course and capstone projects. Results suggest that students only marginally develop these skills when they are not explicitly addressed as part of the project, showing ways to more effectively support student learning of professional skills. The questionnaire also proved to be an effective and scalable way to assess large classes.

Despite the near global consensus on the importance of ethics education in public affairs programs, a lot of challenges are faced in implementation. The aim of the current research paper is to identify the perception of faculty in public affairs programs about why, what and how they teach ethics in their programs, the hurdles they meet, and their suggestions for improvement. An online survey targeting a purposive sample of faculty in different continents is implemented, and successfully manages to receive responses from 73 faculties in 23 different countries, divided amongst Africa, North America, Asia and Europe. Amongst the findings of the research are that the most important goals of ethics education are perceived to be creating awareness about ethical issues and helping students develop their moral reasoning and analytical abilities. Some faculty prefer to have a stand-alone course dedicated to ethics education, others integrate it in different courses, and the majority prefer the option of having both modalities. Case studies and discussions are much preferred methods of teaching ethics compared to lectures and field visits. Some of the challenges related to offering a separate course on ethics include: that there are already too many course requirements and a lack of availability of qualified instructors. Some context-specific challenges to teaching ethics include perceived sensitivity of the topic, occasional lack of students' interest and a perceived divide between theory and reality. To improve on teaching ethics, amongst the main recommendations are: linking theory to practice, using more case studies and utilizing teaching methods geared more to open discussions and debates.

The engineering graduate of today will engage in a career which will span the middle of the twenty-first century, and beyond. They will work in a world which is increasingly more complex and uncertain than at any time before. This will require an integrated combination of technical knowledge and transferable skills and values, to a greater extent than ever before. This paper highlights the need for the contemporary engineering graduate to develop capacity to deal with increased uncertainty and complexity. It seeks to demonstrate how this can be achieved through developing key graduate attributes. These attributes may be promoted through suitable exposure to progressively more open-ended problems and activities across the programme. A number of exemplars are provided from two European chemical engineering programmes.

This article argues that crucial elements of the three most important theoretical models of twentieth-century education can be traced back to three Protestant denominations that were developed in Europe in the sixteenth and seventeenth centuries. First, rather than to look in depth at the Protestant Reformers' own educational ideas, the paper examines their perceptions of how the social or political order should be governed as appropriate for salvation. It then shows how educational models became possible in the context of the three Protestant denominations as they morphed across time and space: German Lutheranism and how it eventually gave rise to the theory of "Bildung," which goes hand in hand with the dual world view of Lutheranism; the political theology of Zwinglianism and how it was developed into the Congregational religious order in England and led to the ideal of the virtuous and cooperative citizen in American pragmatism; and Geneva Calvinism and how it was transformed into Presbyterianism in Scotland, its principles of governance, and how it contributed to a certain idea of school organisation that is to be regulated by test psychology and experts.

For the past 14 years the Social Ecological Responsibility in Science and Engineering Education (SERSEE) Network has discussed the challenging but necessary task of teaching social and ecological responsibility to science and engineering students. Identifying, sharing and developing best practices, pedagogical materials and tools as well as a strategy for promoting it at universities can aid and promote this endeavour. This paper presents the central concepts and pedagogical methods that have emerged during the informal network's meetings, and compares these concepts and methods to trends in the research literature.

Vocational education and training (VET) remain overlooked in learning analytics (LA) research. This systematic literature review, using four databases and other sources, was carried out by analyzing selected 60 articles (2012-2017) to study the levels and stages of education that the reviewed LA literature examined. The review indicated that most of the analyzed papers focused on the course level, followed by student and institution levels in higher education. Few empirical studies have addressed LA use during the VET stage, particularly at the governmental level. We also considered ethical concerns and recommendations for further LA development in VET. It is suggested to use LA in knowledge transfer and integration between the classroom and workplace.

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The integration of those topics within the current ICT engineering curricula, adapted to the European Higher Education Area framework, has significantly improved. It reaches all of our students, as the programs include compulsory courses which focus on ethical and social issues, and these topics have to be considered when carrying out the Final Year Project. A holistic and comprehensive approach is being implemented, with a broad view of professional responsibility and sustainability. Appropriate contents, teaching methodologies and assessment methods have been aligned in order to make our students' training more effective. The result is an example of both bottom-up and top-down approach. It has been positively influenced by the European Higher Education Area framework and some external recommendations. However, the significant contribution regarding motivation, drive and previous experience of the teachers involved has been essential.

Purpose: Graduate admission has become a critical process for quality assurance in tertiary education. Hitherto, most research has investigated the validity of admissions instruments. However, surprisingly little work has been conducted on the overall organization of admission, which often remains "informal, ad hoc, and lacking in continuity." The purpose of this paper is to investigate how to systematically design an admissions process for effectiveness, fairness, and the ability to continually improve, and determine how to condense and analyze the massive amount of data available from student records to obtain high-value feedback for admissions decision making. Design/methodology/approach: An admissions process was systematically designed based on results from process management theory. Tenets of decision theory were applied to the organization of decision making and validity theory was utilized for validating admissions instruments. Performance of the implemented process was evaluated via student records covering a seven-year period. Findings: The authors have designed a four-phase admissions process that ensures high quality through screening, scoping, selection, and evaluation/feedback. The last phase introduces closed-loop control and facilitates stabilization and continual improvement. Additionally, the authors have established a three-stage decision-making hierarchy that promotes consistency and equal treatment in admissions. The evaluations of undergraduate achievements and GRE® General Test scores indicate that both are valid admissions instruments in the European context. Finally, the evaluation of the implemented process provides evidence that decision making has effectively improved over the years and has become more consistent. Originality/value: The systematic design of the admissions process presented generalizes well and is a significant contribution to the organization of decentralized graduate admission.

Almost half of Europe's region is rural. There is also a dearth in essential services along with an aging population. There is an ethical obligation by society to reflect on how the older person is facilitated to engage with communities. Family structures in Europe are changing, moving from rural to urban areas with increasing numbers of older people living alone. This has consequences for the role of communities and public policy to ensure that the older person remains socially connected. The aim of this review paper is an attempt to explore some important concepts in relation to the older person and their engagement with communities. It is not an ultimate review. The objective is an attempt to reflect on ethical considerations that necessitates consideration in relation to the older person and their self- determination with regards to reducing loneliness and assisting them to live in age friendly communities. Methodology utilised a snapshot of various ideologies in relation to the older person and their unique attributes that may improve their quality of life. Conclusion: The older person is growing in population, throughout the globe. Their enormous contribution to society is at times undermined. Empowerment of the older person to enable them to express their wishes is vital. An ethical model for enabling the older person to make decisions is vital. This model must also include components with expertise from various technologies in relation to the older person. This review will place emphasis on communities to ensure that the older person is included in societal affairs and facilitate them to make their contribution. This review will help to understand how important it is to ensure that the older person gets opportunities to get involved in communities so that loneliness and social isolation is minimised. [ABSTRACT FROM AUTHOR]

Mobile applications for digital contact tracing have been developed and introduced around the world in response to the COVID-19 pandemic. Proposed as a tool to support 'traditional' forms of contact-tracing carried out to monitor contagion, these apps have triggered an intense debate with respect to their legal and ethical permissibility, social desirability and general feasibility. Based on a large-scale study including qualitative data from 349 interviews conducted in nine European countries (Austria, Belgium, France, Germany, Ireland, Italy, the Netherlands, German-speaking Switzerland, the United Kingdom), this paper shows that the binary framing often found in surveys and polls, which contrasts privacy concerns with the usefulness of these interventions for public health, does not capture the depth, breadth, and nuances of people's positions towards COVID-19 contact-tracing apps. The paper provides a detailed account of how people arrive at certain normative positions by analysing the argumentative patterns, tropes and (moral) repertoires underpinning people's perspectives on digital contact-tracing. Specifically, we identified a spectrum comprising five normative positions towards the use of COVID-19 contact-tracing apps: opposition, scepticism of feasibility, pondered deliberation, resignation, and support. We describe these stances and analyse the diversity of assumptions and values that underlie the normative orientations of our interviewees. We conclude by arguing that policy attempts to develop and implement these and other digital responses to the pandemic should move beyond the reiteration of binary framings, and instead cater to the variety of values, concerns and expectations that citizens voice in discussions about these types of public health interventions. [ABSTRACT FROM AUTHOR]

Between 1947 and 1953 Australia accepted over 172,000 refugees from post-war Europe. Many of these displaced persons are now deceased and have left little record outside of their official presence in the archive. Although their life stories may live on within families, and occasionally in often unpublished memoirs, as individuals they are apt to disappear from the historian's gaze. As an academic historian I increasingly find myself using family history methods to inform my broader historical research, reconstructing life stories of refugees and migrants, to fill the gaps and silences that exist once the archival record ends. Using examples from my research I will examine how family history methods help to provide a deeper understanding of the longer-term experiences of this migration and the policies which governed it. Furthermore, the use of family history websites for academic research is becoming increasingly popular and yet the legal and ethical constraints, to date, have received very little scholarly attention. This paper will also consider these, both from the point of view of the academic researcher, and from a personal perspective given that even those with public online family trees may not welcome our intrusion into what is ultimately, a very private space. [ABSTRACT FROM AUTHOR]

This paper examines the policy of austerity in three European welfare regimes with differing levels of social spending and fiscal balance: Italy; Sweden; and the UK. In spite of significant material differences between the three countries, the paper begins by illustrating that there is ultimately convergence in their responses to the economic crisis. These welfare regimes have justified the terms of austerity by suggesting that economic and welfare reforms address questions of ‘need’, ‘fairness’ and ‘sustainability’. Contrary to dominant political and policy rationale, the paper demonstrates that austerity measures in each country fail to meet policy objectives given their own conceptions of social and distributive justice. The three welfare regimes lack cogent strategies to safeguard their financial sustainability and this results in a neo-liberal paradigm that compromises the ethical and internal coherence of austerity. [ABSTRACT FROM PUBLISHER]

This paper presents a comparative analysis of three American (Enron, WorldCom and HealthSouth) and three European (Parmalat, Royal Ahold and Vivendi Universal) corporate failures. The first part of the analysis is based on a theoretical framework including six areas of ethical climate; tone at the top; bubble economy and market pressure; fraudulent financial reporting; accountability, control, auditing, and governance; and management compensation. The second and third parts consider the analysis of these cases from fraud perspective and in terms of firm-specific characteristics (ownership structure) and environmental context (coverage in media and academic literature, regulatory and corporate governance frameworks). The research analyses shed light on the fact that, despite major differences between Europe and U.S. in terms of political institutions, laws and regulations as well as managerial practices, there are significant similarities between six groups. The analysis also demonstrates that, the ethical dilemma has been coupled with ineffective boards, inefficient corporate governance and control mechanisms, distorted incentive schemes, accounting irregularities, failure of auditors, dominant CEOs, dysfunctional management behavior and the lack of a sound ethical tone at the top. Significant similarities were also observed in the analysis from the fraud triangle perspective. However, there are several major differences between the six corporate failure cases particularly with regard to ownership structure, coverage in media, and legal, regulatory and governance frameworks. This research study may have several academic and practical contributions, particularly because of multidisciplinary, international features, and comparative analyses used in the paper. [ABSTRACT FROM AUTHOR]

Copyright of Farmacia is the property of Societatea de Stiinte Farmaceutice Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aims and objectives: To explore the role that Donor Transplant Co‐ordinators have played and the future potential of Specialist Nurses for Organ Donation (SN‐ODs), within organ donation strategies in the UK and other countries. Background: Organ donation and transplantation rates vary extensively around the world. However, there is a universal shortage of deceased donors, prompting different approaches to increase transplantation rates. Within the UK, the Clinical Lead for Organ Donation and Specialist Nurse in Organ Donation undertake a key role in the implementation of the Organ Donation Strategy. The Human Transplantation (Wales) Act 2015 is a recent development which facilities a deemed (presumed) consent approach to organ donation, the Specialist Nurse in Organ Donation undertakes a major role identifying the potential donor in this situation by confirming the deemed consent status of the donor and supporting bereaved relatives. UK governments in England and Scotland are currently seeking legislative changes to an opt‐out system of organ donation, in line with the Wales change. Design: This discursive paper explores the role from Donor Transplant Co‐ordinator to Specialist Nurse in Organ Donation (SN‐OD) within organ donation policy in different settings, but with a specific focus on the UK. The paper clarifies the current and future potential of nurses working with bereaved families when requesting authorisation for donation. Implications for nursing: The current scope and future potential of Donor Transplant Co‐ordinator and Specialist Nurse in Organ Donation roles need better recognition. Little empirical data exist about the key role that these nurses play in the organ donation process, especially in relation to gaining authorisation to proceed to donation. Conclusion: There is a need to clarify the role of the Specialist Nurse in Organ Donation and their impact on improving rates of organ donation. [ABSTRACT FROM AUTHOR]

In Krisis, and in many of the preparatory papers for his last published work, Edmund Husserl repeatedly declares his allegiance to the Enlightenment, but, at the same time, always expresses his misgivings about its concrete purport. Like Horkheimer and Adorno, but for somewhat different reasons, he thus succumbs to what Ferrone has termed the philosopher's conception of the Enlightenment, as opposed to that of the historian of ideas. No doubt Husserl is explicit about not aiming to write a history of ideas, but in so doing he misses the essential thrust of the Enlightenment as being a part of what he himself describes as the European tradition. In accordance with his own notion of generativity, the Enlightenment must be seen as going well beyond the Greek beginnings by epitomizing, in the 18th century, the idea of human rights, as well as that of universal critique. Indeed, it is the discovery of the (rights of the) Other which justifies Husserl's claim for Europe being the bearer of a universal meaning. These days, however, Enlightenment values, by means of a genuine dialectics, have been brought, in the guise of the so-called Social Justice Theory, to enter into contradiction with themselves, one of the victims of which is Husserl's notion of Europe. Since the new struggle for Enlightenment, like the classical one, has to be fought out in the Public Sphere, we need to develop a novel Ethics of communication. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ethics and ethical behaviour are the fundamental pillars of a civilised society. The focus on ethical behaviour is indispensable in certain fields such as medicine, finance, or law. In fact, ethics gets precedence with anything that would include, affect, transform, or influence upon individuals, communities or any living creatures. Many institutions within Europe have set up their own committees to focus on or approve activities that have ethical impact. In contrast, lesser-developed countries (worldwide) are trying to set up these committees to govern their academia and research. As the first European consortium established to assist academic integrity, European Network for Academic Integrity (ENAI), we felt the importance of guiding those institutions and communities that are trying to conduct research with ethical principles. We have established an ethical advisory working group within ENAI with the aim to promote ethics within curriculum, research and institutional policies. We are constantly researching available data on this subject and committed to help the academia to convey and conduct ethical behaviour. Upon preliminary review and discussion, the group found a disparity in understanding, practice and teaching approaches to ethical applications of research projects among peers. Therefore, this short paper preliminarily aims to critically review the available information on ethics, the history behind establishing ethical principles and its international guidelines to govern research. The paper is based on the workshop conducted in the 5th International conference Plagiarism across Europe and Beyond, in Mykolas Romeris University, Lithuania in 2019. During the workshop, we have detailed a) basic needs of an ethical committee within an institution; b) a typical ethical approval process (with examples from three different universities); and c) the ways to obtain informed consent with some examples. These are summarised in this paper with some example comparisons of ethical approval processes from different universities. We believe this paper will provide guidelines on preparing and training both researchers and research students in appropriately upholding ethical practices through ethical approval processes. [ABSTRACT FROM AUTHOR]

This paper presents and discusses an arts-based project, carried out by the first-year students in the classroom, at the Department of Social Work, in Athens, Greece. The project was designed for raising ethical awareness and knowledge of the 2015 Europe's refugee crisis among social work students. The purpose of this project was three-fold: (1) to help students to better understand the refugee crisis as an emerging problem in Europe and in the rest of the world; (2) to help students raise their ethical awareness about the plight of refugees and to learn how to avoid discrimination and racism and (3) to improve student's abilities to work effectively with refugee populations. The project used art-based activities (drawing, writing, photos, etc.) as a powerful pedagogical tool for teaching students and supporting their learning in the classroom. As the literature has shown, the use of arts in social work education helps student to learn through an artistic and creative way and provides a secure base, from which they can explore real-life situations and try to give meaning to them. [ABSTRACT FROM AUTHOR]

A response from the author of an article on euthanasia and physician-assisted suicide in a 2016 issue is presented.

Copyright of Scientific Papers of Silesian University of Technology. Organization & Management / Zeszyty Naukowe Politechniki Slaskiej. Seria Organizacji i Zarzadzanie is the property of Silesian Technical University, Organisation & Management Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper describes the European regulatory framework as it relates to the developers and manufacturers of assistive technologies. It uses the context of a UK-based collaborative healthcare technology co-operative "Devices for Dignity" to provide three representative case studies to aid understanding of, and routes through, the regulatory systems. It discusses when and which European Directives apply to assistive technologies, recent changes to the medical devices directive, where to find information on standards, and ethical and regulatory influences on user-centred design. Despite the hurdles, the paper concludes that in the main, the regulatory framework is enabling for the users and manufacturers of assistive technologies rather than being disabling. [ABSTRACT FROM AUTHOR]

Summary: Health claims for food products in Europe are permitted if the nutrient has been shown to have a beneficial nutritional or physiological effect. This paper defines health claims related to bone health and provides guidelines for the design and the methodology of clinical studies to support claims. Introduction: Regulation (EC) no. 1924/2006 on nutrition and health claims targeting food products was introduced in Europe stating that health claims shall only be permitted if the substance in respect of which the claim is made has been shown to have a beneficial nutritional or physiological effect. The objective of this paper is to define health claims related to bone health and to provide guidelines for the design and the methodology of clinical studies which need to be adopted to assert such health claims. Methods: Literature review followed by a consensus discussion during two 1-day meetings organized by the Group for the Respect of Ethics and Excellence in Science (GREES). Results: The GREES identified six acceptable health claims related to bone health based on the potential of food products to show an effect on either the bioavailability of calcium or osteoclast regulatory proteins or bone turnover markers or bone mineral density or bone structure or fracture incidence. The GREES considers that well-designed human randomized controlled trial on a relevant outcome is the best design to assess health claims. The substantiation of health claim could also be supported by animal studies showing either an improvement in bone strength with the food product or showing the relationship between changes induced by the food product on a surrogate marker and changes in bone strength. Conclusion: The consensus reached is that the level of health claim may differ according to the surrogate endpoint used and on additional animal studies provided to support the claim. [ABSTRACT FROM AUTHOR]

The reality of an ageing Europe has called attention to the importance of e-inclusion for a growing population of senior citizens. For some, this may mean closing the digital divide by providing access and support to technologies that increase citizen participation; for others, e-inclusion means access to assistive technologies to facilitate and extend their living independently. These initiatives address a social need and provide economic opportunities for European industry. While undoubtedly desirable, and supported by European Union initiatives, several cultural assumptions or issues related to the initiatives could benefit from fuller examination, as could their practical and ethical implications. This paper begins to consider these theoretical and practical concerns. The first part of the paper examines cultural issues and assumptions relevant to adopting e-technologies, and the ethical principles applied to them. These include (1) the persistence of ageism, even in e-inclusion; (2) different approaches to, and implications of independent living; and (3) the values associated with different ethical principles, given their implications for accountability to older users. The paper then discusses practical issues and ethical concerns that have been raised by the use of smart home and monitoring technologies with older persons. Understanding these assumptions and their implications will allow for more informed choices in promoting ethical application of e-solutions for older persons. [ABSTRACT FROM AUTHOR]

Seaweed resources play an increasingly important role in European Blue Growth and Bioeconomy strategies and European production is anticipated to increase dramatically with the continued up-swing of global market interests in seaweed resources. As a consequence, there is a need to ensure the environmental sustainability of future aquaculture activities, as reported in the PEGASUS white paper. The present article summarizes the published PEGASUS guidelines developed in the framework of the COST Action Phycomorph, for the future development of this sector. This includes the advances made in this important arena of applied phycology taking into account scientific, technical, environmental, legal and socioeconomic dimensions. Challenges, bottlenecks and risks are identified and presented with a special focus on production issues regarding productivity, breeding, choice of appropriate cultivars, disease and pests and also the risk of using non-indigenous and invasive species as candidates for cultivation. The barriers for long-term, sustainable exploitation are also examined including harmony with the European "Nutrition and Health Regulations" necessary in order to ensure food safety. The PEGASUS guidelines provide scientific recommendations required to address the above issues and to provide science-based advice to policymakers, managers and industries for the sustainable development of industrial-scale seaweed aquaculture in Europe and beyond. [ABSTRACT FROM AUTHOR]

BACKGROUND: The paper is a research review focusing on occupational safety in the construction industry. OBJECTIVE: The purpose is to present research that highlights the areas of occupational safety and risks and to identify areas where research is lacking. METHODS: 146 articles from scientific journals, mainly covering the construction industry in Europe, Canada, USA, Australia and Japan have been studied. The findings are presented under 11 categories: accident statistics; individual factors; legislation and regulations; ethical considerations; risk management; leadership, management, organization; competence; safety design; cost-benefit calculations; programs and models; and technical solutions. RESULTS: The research is dominated by initiatives from researchers and government authorities, while the construction industry only appears as the object for the research. There is a scarcity of research on integrated systems encompassing subcontractors, as well as a lack of research with sociological perspectives on accidents. Furthermore, only a few studies have applied a gender perspective on safety in construction, i.e. there is a need of further research in this particular area. CONCLUSIONS: A range of initiatives have been taken to increase safety in the construction industry and the initiatives are mainly reported to be successful. There are some cultural differences, but basically researchers present similar results regardless of country. [ABSTRACT FROM AUTHOR]

Non-consensual sterilisation is not only a historic abuse. Cases of unethical treatment of women around the time of a pregnancy continue in the Twenty-First Century in five continents. Sterilisation is being carried out by some healthcare professionals at the time of delivery, or soon afterwards, without valid consent. A range of contemporary examples of such practices is given. Respecting women's autonomy should be the touchstone of the consent process. Avoidance of force, duress, deception and manipulation should go without saying. Ethnic minority communities and women living with HIV, in particular, are being targeted for this kind of abuse. Attempts have been made in various countries and by international professional organisations to introduce clinical guidelines to steer health professionals away from this malpractice. Survivors have sought justice in domestic and international courts. This paper critically assesses the evidence on the practical, ethical and legal issues around the handling of consent for these procedures. Suggestions are made about possible regulatory responses that address abuse, whilst maintaining access for those individuals who freely elect to undergo these procedures. [ABSTRACT FROM AUTHOR]

This essay reviews the Symposium on Secondary Analysis in Qualitative Research--Utopia and Perspectives. The Symposium, which was held in November 2005, was the first academic meeting in France to focus on qualitative research, mainly through secondary analysis and archiving. Researchers from various European countries, academic fields and working contexts discussed their practices in qualitative research and secondary analysis. As secondary analysis is almost nonexistent in France, this Symposium has offered researchers an opportunity to become familiar with this method, to meet European experts, and to engage in constructive dialogues. This paper initially places qualitative research, secondary analysis and archiving in an international perspective. It then relates these practices to the current situation in France and introduces the organization of the Symposium. Next it describes scholars' contributions and areas of study under reflection throughout this event. In addition, it discusses several directions the field of secondary analysis is currently moving in, as well as qualitative methods. The main contributions of this Symposium deal with the issues of cumulative knowledge, the need to take an epistemological turn, the institutionalization of qualitative research in France, as well as academic disciplines' growing need to reflect on the traditions and standards of qualitative research. [ABSTRACT FROM AUTHOR]

This paper describes and analyses various perspectives on participatory rural appraisal and the relationship between its rhetoric and practice, particularly regarding its claims to give voice to the marginalised and contribution to development needs. Drawing on relevant literature that both critiques and provides examples of practice, the paper analyses two case studies to explore what lessons we can learn about the approach and its applicability as a methodology for marginalised social groups in European contexts. [ABSTRACT FROM AUTHOR]

The European Biomedical Ethics Practitioner Education Project (EBEPE), funded by the BIOMED programme of the European Commission, is a five-nation partnership to produce open learning materials for healthcare ethics education. Papers and case studies from a series of twelve conferences throughout the European Union, reflecting the 'burning issues' in the participants' healthcare systems, have been collected by a team based at Imperial College, London, where they are now being edited into a series of seven activity-based workbooks for individual or group study. These draft workbooks are now being read by a network of critical readers across Europe, whose comments will be incorporated into the final versions of the workbooks. The result will be the first European-wide and Europe-centred resource for teaching students, practitioners, and members of ethics committees. Topics covered include: Resource allocation and rationing The rights of children and young people Long-term care of the elderly Mental health and mental illness Autonomy and patient choice Decisions at the end of life A study guide to using the workbooks. The collaborative nature of the project has highlighted differentiated national approaches in medical ethics. Against the British and Dutch rights-orientated approach have emerged two other alternative models: the Nordic preference for administrative resolution of entitlement disputes, and the southern European emphasis on deontological codes. A genuinely European reconstruction of autonomy and rights, using hermeneutic, feminist and narrative approaches to counterbalance individualistic models, is emerging across the workbooks. The programme has also uncovered national differences in how ethics should be taught, with the workbooks' style being an experiential approach. Thus the EBEPE project is developing new models in both substantive and pedagogic senses, about both what should be taught and how it should be presented. [ABSTRACT FROM AUTHOR]