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Access to the Internet and digital technologies has become the primary source of information used in academic papers, and, according to numerous studies, is therefore accountable for the greatest number of cases of cyber-plagiarism. The aim of this study is to determine whether the type of format used by university students for their academic papers (paper/electronic) has an influence on plagiarism or cyber-plagiarism. The research is based on a quantitative methodology, and it is characterized as exploratory, descriptive, and explanatory, using the questionnaire as a tool for data collection. Purposive non-probability convenience sampling provided a sample of 8,943 students from the Autonomous Community of Galicia. The findings show a preference for the use of the electronic format for submitting academic work. Exceptions are made in several cases in which statistically significant differences are observed both in the acts of plagiarism that are initiated and in the main reasons given to justify such acts. A discussion of the findings correlates the findings of the research with the analysis of previous studies in this area, and the conclusions focus on the need to train students in informational skills so as not to commit plagiarism when using the Internet as an academic source.

This paper presents an analysis of the socio-scientific dimensions which 46 11th graders, enrolled in the subject scientific culture, consider to justify their COVID-19 vaccination decision and how they managed to combine and integrate these dimensions before and after working on a sequence of activities aimed at learning about argumentation in science. Although almost all the students intended to be vaccinated against COVID-19, the results show that before the sequence, they used one or two dimensions to justify their decision, while after it, some combined up to five dimensions. The ethical and social-cultural dimensions were two of the most frequently used. The scientific dimension was infrequent in the initial argument but was, however, the most used dimension in the final argument, after the intervention. Working on socioscientific issues encourages the development of argumentation skills, and, in this specific case, health education skills as well.

Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas's philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic format. First, Levinas' philosophy is presented as our ethical position, focusing on subjectivity as hospitality. Secondly, methodological aspects regarding hermeneutics are addressed. Finally, the testimonies of social educators are presented in an evocative way, exploring uncertainty and three different tensions regarding human relations in their practices: physical spaces, affection, and embodiment.

Qualitative research has been strongly affected by the COVID-19 pandemic, highlighting the possibilities that Voice over Internet Protocol (VoIP) technologies such as Skype, WhatsApp, and Zoom offer to qualitative scholars. Based on the experience of using such technologies to collect qualitative data for our PhD studies, we present how we dealt with the challenges of this interview mode. Precisely, we discuss problems related to rapport, technology, digital exclusion, and ethics frequently pointed out in the methodological literature on online interviews. Thereby we put forward strategies and techniques that helped us to 1) build a rapport, 2) manage technical difficulties, 3) reflect on risks of digital exclusion, and 4) comply with the ethical standards of our institution. In doing so, we draw on our qualitative data to support the arguments. The aim of this paper is, thus, to deepen the methodological debate on online interviews in social sciences.

Purpose: Academic institutions have the power to generate positive change by implementing sustainable development initiatives. This study aims to make a holistic assessment of the universities' sustainability practices by explicitly focusing on equality and communication and by providing a general model for a university sustainability structure. In this context, the following questions were taken as references: How are the sustainability management mechanisms of universities? What are universities' practices regarding "gender equality and equal opportunities"? How do universities integrate education, training, R&D and community development activities into their systems to be sustainable and how do they manage sustainability communication? This study aims to present an exemplary model for universities planning to develop a sustainability system and integrate the sustainable development goals (SDGs) into their ordinary work structures. It draws an exhaustive picture of what a sustainable structure and equality practices for universities look like by providing data about basic development areas regarding sustainability and social development. Design/methodology/approach: This paper examines universities' general sustainability system from a holistic standpoint to illustrate the implementation of sustainability practices within the universities' plans and structure. In this qualitative research, the descriptive case study method is used. For this purpose, purposive sampling method is used where Jaume I University (Universitat Jaume I [UJI]) is selected as the sample due to its higher rankings despite its young age and its commitment to sustainability and equality. UJI is a public higher education and research university established in 1991 and is located in Castellón de la Plana in Valencia region of Spain. Its vision is to be a leading institution contributing to the social, cultural and economic aspects of sustainable development and to promote innovation, entrepreneurism, internationalization and social responsibility. It also has an non-governmental organization (NGO) working on equality. Three main data collection methods of descriptive research are used: (1) analysis of academic literature on sustainability in higher education institutions (HEIs); (2) document review: this review includes the systematic analysis of the case study university's documents such as strategic plans, workflow charts, procedures and protocols of the related units. These documents were analyzed in a multidimensional way, and all related reports were examined comparatively. (3) Observation and semistructured interview notes: The interviews were conducted with nine unit managers and some academics working on this issue to obtain details surrounding the collected data. With this method, it became possible to obtain detailed data about the strategy and practices of the institution and identify the relationship between them. The research was conducted between April 2022 and September 2022. Findings: According to the data, the main topics within the sustainability structure can be classified as (1) "sustainability in teaching system", (2) "sustainability in research, development and innovation research, development and innovation (R&D&I) activities", (3) "sustainability in management structure", (3.1) governance, (3.2) ethics, (3.3) equality, (3.4) social responsibility and sustainability management and (3.5.) "networks and collaborations", (4) "sustainability communication" and (5) "community development." Each main heading includes subitems. In this context, 12 s subheadings and a total of 51 indicators under them have emerged. In addition to these, additional recommendations have been developed as a result of the analysis. This study's findings reveal that sustainability is related to each unit of the university and that every unit engages in practices for sustainability. However, for holistic sustainability management, all practices should be coordinated and integrated according to a strategic goal. The current situation and strategic goals related to sustainability should also be defined in line with the university's priority issues and stakeholders. Moreover, to achieve greater success and visibility, effective communication plays an important role. As such, alongside the conventional communication systems of academic units, it is crucial to establish a dedicated sustainability communication system as a distinct department. Research limitations/implications: This research is based on a case study method and is limited to the case of Jaume I University. Originality/value: To the best of the authors' knowledge, this research is an original study designed in line with the in-depth analysis of all systems of a university and also the data obtained through face-to-face interview methods.

Purpose: This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach: ESD is analysed from the students' learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings: The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value: This paper analyses ESD from the student's perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

In European universities, teaching ethics has acquired special relevance with the Bologna Process and changes in curriculum. In Spain, the White Book of the Degree in Information and Documentation incorporates ethics as a specific competence, through the combination of ethical, social, and legal content, as a transversal competence. In this context, this study aimed to detect whether changes in attitude toward ethical values occur in a group of LIS students as a consequence of the training received and to test a qualitative approach to identify these changes. A questionnaire based on the vignette technique was used, presenting students with cases of conflict or ethical dilemmas, in most cases in the context of an information unit. For each vignette, they were asked to assess the performance of the information professional and to explain what they would have done if they were in their place, before and after they received the training. The results obtained showed that the attitude of the students who received training changed from individual ethics to professional ethics. We can consider that the content used for the training was correct, although the knowledge about the different ethical theories and ethical reasoning models for decision making should have been deepened. To the theoretical content, we must add a teaching methodology based on the effective study of cases and scenarios in our work. On the other hand, the application of the vignette technique and content analysis as a methodological approach to the students' discourse is very useful, since it was decisive in identifying the reasons that helped the students make a certain decision, before and after the training session, for checking to see whether this decision was made following their individual ethics or guided by normative ethics, and for knowing the degree of acceptance and depth of the training session.

Purpose: This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020. Design/methodology/approach: The bibliometric method has been employed to review prior empirical research on higher education social responsibility topics. Findings: These synthesis results confirmed that USR initiatives as an excellent tool to attain sustainability and enhance university performance worldwide. Universities in developed nations underline paying more attention to the core values in the long-term; meanwhile, their counterparts in transitional countries to pay more attention to short-term activities by focusing on stakeholders. Research limitations/implications: The notable limitation is that in terms of the number of empirical papers employed as the data to analyze in this manuscript. Practical implications: This paper's findings have described the USR implementations and how well to define USR adoption from the empirical studies globally. Thus, it has theoretical implications in enriching the USR knowledge and providing useful guidance for universities, then recommend new research directions in the future for other scholars. Originality/value: This research is an initial attempt to systematize studies on USR implementation in universities between developed countries and developing nations.

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate's future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society-environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.

The quality of the online resources for parents offering access to open knowledge has hardly received attention despite their increasing number. This paper provides a framework to examine the ethical and content quality of parenting resources. The ethical criteria were based on "the Health on the Net" (HON) framework whereas the content criteria were based on the Positive Parenting framework and the effectiveness of the learning materials used. The criteria were applied to a survey of international websites (n = 100) for Spanish-speaking parents. Chi-square analyses showed that websites from Spain, official companies sites and information sites, as compared to South American, parents' and interactive sites, scored higher in the ethical criteria of privacy, authority, justifiability and financial disclosure. Hierarchical cluster analysis applied to content criteria showed that the High quality websites, unlike the Low quality ones, valued gender equality, a positive parental role, modeled a variety of parenting practices, educational contents with multimedia formats, and made use of experiential, academic and technical information. Privacy, financial disclosure and justifiability were more likely to be found in the High and Medium quality content clusters. In conclusion, the study illustrates some of the challenges of open knowledge and sets out the priority areas for quality improvement for website designers and for professionals who want to help parents develop effective skills for searching for trustworthy sources.

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 paper analyzes the extent to which sustainability is present in the curricula of the 16 Education Degree programs belonging to the EDINSOST project: 6 Early Childhood Education Degrees, 7 Primary Education Degrees, 2 Pedagogy Degrees and 1 Social Education Degree. The results obtained suggest that sustainability is present in all Degrees, but not uniformly so. A great disparity is observed in the number of subjects that develop sustainability, with an average of 22.63 subjects per Degree. The competency most present is the 'Application of ethical principles related to the values of sustainability in personal and professional behaviors,' while the least present is 'Sustainable use of resources and prevention of negative impacts on the natural and social environment.' Sustainability is not developed uniformly in the different universities either. Three universities (UAM, UCA and UIC) develop sustainability competencies at 100%, while others such as the USAL do so at only 50%.

As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on institutional higher education approaches. This paper reflects on the need to extend these ethical frameworks to cover other approaches to LA; more concretely, small-scale classroom-oriented approaches that aim to support teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied. We see this effort as a first step towards the wider objective of providing a more comprehensive and adapted ethical framework to learning analytics that is able to address the needs of different learning analytics approaches and educational contexts.

Individuals who reside in a country without regular authorisation generally find it difficult to access public medical services beyond emergency treatment. Even in countries with universal healthcare, there is often a gap between rights on paper and their implementation. Civil society organisations (CSOs) fill this gap by providing medical services to vulnerable populations, including irregular migrants. What, if any, are the ethical dilemmas that arise for CSO staff when delivering such services in countries with universal healthcare? Under what conditions do these dilemmas arise? And what strategies do CSO staff use to mitigate them? We answer these questions using 40 semi-structured interviews with CSO staff working in two European countries with high levels of irregularity, universal healthcare provisions on paper, and significant differences in approaches and availability of public services for irregular migrants: Italy and Spain. We show that CSO staff providing medical services to irregular migrants in places with universal healthcare coverage face a fundamental dilemma between humanitarianism and equity. CSO staff respond to the humanitarian belief in the value of taking all possible steps to prevent or alleviate human suffering, thus promoting a decent quality of life that includes access to both emergency and non-emergency care. In doing so, however, they run the risk of substituting rather than complementing public provisions, thereby preventing governments from assuming responsibility for these services in the long term. Individuals who acknowledge the existence of this dilemma generally oppose the creation of parallel structures; that is, services specifically developed for irregular migrants outside the public system; while those who ignore it essentially subscribe to a tiered system, giving up on considerations of equity. We argue that CSOs involved in the provision of healthcare to irregular migrants do not simply provide services; they also play an inherently political role. [ABSTRACT FROM AUTHOR]

A significant section of the alternative food initiative (AFI) literature has expressed concerns about the predisposition of some research to assume neoliberal outcomes from particular AFI practices. As a counterpoint to this, there has been a call for analysis tools that will allow for a more nuanced understanding of the complexities and contradictions of AFI practices. In this paper, I explore the ethical dimension of AFI practices. By interrogating the relationship and interplay between ethics and their correlative ethical practices, new learning and knowledge are generated in both a lay and an academic context. Drawing on Derrida's concept of aporetic ethics, I argue that what allows for such learning to happen is a non-foundational understanding of ethics and ethical practices. When we consider ethics, ethical practices and the relationship between the two as dynamic, fluid and emergent, we develop a disposition that foregrounds reflexivity and learning as key components for 'eating in the anthropocene'. With such a disposition and the learning it generates, researchers, both lay and academic, are in a stronger position to understand the complexities of AFI practices. I offer an illustration of such non-foundational ethics through research on food sovereignty collectives in northern Spain. The collectives demonstrate an understanding of the non-foundational nature of ethics and they employ practices to manage the productive discomfort that comes from destabilising ethics, contesting decisions, reflecting on approaches and using ethics as a process to learn how to care for others.

Spain has followed the lead of other Western countries by establishing new citizenship requirements for immigrants. In 2015, the "Real Decreto" 1004/2015 was passed, making both knowledge of culture and history of Spain and knowledge of Spanish language a requisite for immigrants wishing to become citizens. In order to fulfill this legal requirement, immigrants need to take two exams: the Conocimientos Constitucionales y Socioculturales de España and the Diplomas de Español como Lengua Extranjera (DELE), which are both administered by the Instituto Cervantes. This paper analyses some of the discourses that surrounded the introduction of the new testing regime. Given the complex socio-political and historical context of Spain, establishing a requirement in Spanish for new citizens reinforces the subordination of other co-official languages such as Galician, Basque and Catalan. Beyond the ideological forces at play, we also highlight the monetization of compulsory tests and its benefits for test administrators. Furthermore, we bring attention to the fact that the DELE, a language test that was originally designed for other purposes and pre-dates the new citizenship legislation, is now being employed for high-stakes immigration, subverting the original purpose of the test. We highlight the problems this causes in terms of test effect, validity and ethics. Finally, we caution that greater reflection is required regarding the need for such tests, including more research on individuals experiencing the new naturalization process.

This paper presents and analyses the main characteristics of successful experiences of Development Education (DE) introduced in two major Spanish Technical Universities (Technical University of Catalonia, TUC, and Technical University of Valencia, TUV) during the nineties and the beginning of the twenty-first century. In this paper, after a brief presentation of DE concept evolution and its links with sustainable development and education for sustainability, a classification of different instruments that the University uses to push DE activities is presented. This proposal is based on the conclusion of the Spanish Committee of University Co-operation for Development (CEURI), re-elaborated by the authors of this paper. After the overview of instruments, the main characteristics of four strategies developed in the two Universities referred to above are presented and discussed. These initiatives illustrate the feasibility and great potential of DE activities for introducing non-technical issues in engineering education. The initiatives highlighted are: Ethical codes such as the Ethical Code of the School of Industrial Engineers of the Technical University of Valencia; Training of faculty/lecturers and teaching innovation groups such the GREVOL group of Technical University of Valencia and the Interest Group of Collaborative Learning of the Technical University of Catalonia; Free elective courses in bachelor/master studies dedicated to international development aid and technology for human development as well as promotion of end of grade works and projects in the three universities; Student mobility programmes in coordination with technological-focused Non-Governmental Development Organisations, such as Engineering without Borders Spanish groups, which are present in the two universities.

The purpose of this paper is to describe and analyze the presence of intersubjective asymmetries as an ethical, epistemological, and social challenge in a school. We explore various aspects of interaction between teacher, students, and researcher in school during a music room. A workshop of audiovisual narratives that has been made with teenagers in a Spain school with the aim that young people themselves documented their own musical practices through tools and narratives that are common outside of school (audio, photography, video, etc.). We based our work on the principles of participatory research, participants showed those meanings that they had music in their life, all aimed to all the work that serve to modify practices and musical activities at school that were taking place. Some of the obstacles found in workshop are described as barriers that relate to the processes of delegitimization of musical culture of youth reported previously and their knowledge in the school. This project began founding the presence of those intersubjective asymmetries as a challenge to constituting a community of practice and learning, where a pedagogical transformation was waited, new forms of teachers and students participation.

With the establishment of the European higher education area (EHEA), the ethical learning of students is a matter of central importance in European universities. This paper examines the current state of ethical learning of students in the Spanish university system. We present the results of a descriptive survey, which used a training model for university students and examined their ethical development in three categories: the construction of self, learning in fellowship and socio-moral reflection. The results of the survey reflect the current situation of ethical training among Spanish students and enable us to propose certain measures for consolidating and enhancing ethical development with the Spanish universities of the EHEA.

Most ethical considerations related to the activities of the professions, including that of social education, have been put forward using a set of professional ethics that are frequently associated with principles and imperatives that aspire to be universal but have little connection to real and specific situations. In this paper, we offer an interpretation of the ethics associated with the profession of social educator from positions that are less transcendent, more immanent. Such an interpretation is based on and built from professional practice, from actual, relational situations that social educators have experienced in the real contexts in which they work. Following a discussion on the usefulness of reflecting about the ethical dimensions of educational activity, we look at situations in which social educators, immersed in relationships, put their skills and competencies to use, and we propose some guidelines for an ethical practice of the educational relationships in this field.

Conversations regarding moral values are increasingly becoming a pivotal dimension of public discourse. This paper presents a new approach to unacceptable discourse. Drawing on René Girard's cultural anthropology and Luciano Elizalde's dissent management theory, this work develops a scale of situations of dissent, such as controversy, polemic and public discourse scandal. It offers a detailed study of the polemic raised by the book Marry Him and Be Submissive, a process of dissent which was generated in Spain in November 2013 on the occasion of the publication of this Italian bestseller and lasted until January 2014. The book was written by the Italian journalist Costanza Miriano and translated and edited by the Archdiocese of Granada. The case study uses a triangular approach to discourse analysis, which aims to comprehend the enunciator's legitimacy and social positioning, the communication context in which the debate takes place, and the characteristics of the public discourse. A central element regards how reactions are organized around the signifier 'submissive' and the different frames of interpretation assigned to this word, in what will be called 'feminist' and 'post-feminist' paradigms. Mechanisms of dissent and consensus are explained, and takeaways and actors' strategies are discussed. [ABSTRACT FROM AUTHOR]

Final degree dissertations in cooperation and development (FDDCD) can be a suitable tool for raising the awareness of the university community. In this paper the paradigmatic actions made in this frame in the University of Extremadura for the last five years have been analysed with the aim of elucidating the possible ways to improve the teaching-learning process. For this target, FDDCDs have to be included in a learning project that is designed according to the needs and circumstances of each student. In this way, both the ethics and technical knowledge of future professionals are enhanced. (Contains 3 tables.)

Introduction: In this paper we present a comparative analysis of three samples of teachers from Coimbra, Barcelona and Murcia that provides insight into the importance teachers attach to disruptive behavior and how different perspectives and values affect their daily work. Method: This research is framed within a quantitative empirical-analytic design. It is a descriptive study that compares the data obtained from applying a questionnaire to a sample of 146 school teachers from primary and secondary education in three European cities: Barcelona, Murcia and Coimbra. This unobtrusive questionnaire was developed by the authors to minimize language distortions. Results: Results consistently confirm the trend proposed in the study's hypothesis. In general, inappropriate social behaviors receive stronger ratings than behaviors that hinder instruction, except in the case of disobedience, which receives the highest score. Male teachers tend to assign higher scores to instruction-related behaviors than do their female colleagues, and there is a trend toward stronger ratings for instruction-related behaviors with increasing years of teaching experience. Discussion and Conclusion: The teachers sampled in this study show greater concern for the general social transgressions that occur in the class group, relegating disruptive behaviors to positions of lesser importance, despite their rigorously-demonstrated implications in teaching-learning processes. Moreover, the variable years of experience appears to exert a moderating effect on the concern for inappropriate social behaviors, nearly equating their seriousness with that of instruction-related behaviors. This leveling effect is observed more strongly with male teachers than with their female colleagues. (Contains 1 table, 1 figure, 5 charts and 1 footnote.)

This article examines the innovative regulations, methodologies, and institutions involved in the development of the European Higher Education Area and their implications for teaching, research, and management of University Programs for Older People. It also identifies the main tendencies, creative dimensions, and ethical commitments implicit in the objective of educating older people as European citizens. Finally, the paper proposes avenues of research to be pursued for the quality evaluation of university programs for older people in Spain and the European Union.

This paper discusses the European Higher Education Area (EHEA), its creation, its guidelines, and its inherently innovative potential. It looks closely at the theoretical proposals, the innovative regulations and institutional practices in the process of academic change that relate to teaching, research and management. It also describes the emergence of creative processes in quality assurance and methodological renewal. These bring new professional challenges and educational opportunities to the fore; challenges which raise ethical issues for those involved in these approaches to universities in Spain and the European Union. (Contains 33 notes.)

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Accessible Summary: What is known on the subject?: Mechanical restraint is a common practice in mental healthcare settings in Spain, despite controversy.Mechanical restraint is perceived as a negative experience for nurses and service users.Mechanical restraint damages the nurse–patient therapeutic relationship, which is essential in providing quality care and promoting recovery. What the paper adds to existing knowledge?: The negative experiences of service users and mental health nurses arising from use of mechanical restraint affects both parties involved and results in trauma.Using mechanical restraint can provoke a moral injury in mental health nurses which can negatively impact on the establishment of trust within the therapeutic nurse–patient relationship. What are the implications for practice?: Nurses must be aware of the negative effects that mechanical restraint use has on both their practice and their day‐to‐day lives.Post‐mechanical restraint debriefing is required to repair the damage to the trust aspect of the nurse–patient relationship.Involving service users in co‐producing a debriefing framework may be a way to rebuild trust through constructive dialogue. Introduction: Mechanical restraint is an intervention that causes harm to service users and nurses, yet continues to be used in many countries, including Spain. However, there is a lack of research exploring Spanish mental health nurses' experiences of using mechanical restraint. Aim: To describe the experiences of mental health nurses who have used mechanical restraint in practice. Methods: A qualitative descriptive methodology was used and a purposive sample of 10 Spanish mental health nurses were interviewed about their experiences of using mechanical restraint. Thematic analysis was then employed to analyse interview data. Results: Participants' experiences of using mechanical restraint were mostly negative. Three main themes arose from the analysis of interview transcripts, (i) symmetrical trauma, (ii) moral injury and (iii) broken trust. Discussion: The use of restrictive practices, which can be perceived as counter‐therapeutic, exposes nurses to risks such as moral injury and service users to broken trust in the therapeutic nurse patient relationship. Avoiding empathy in order to use mechanical restraint is counterproductive, in the understanding that empathy is key to reducing this intervention. Implications for practice: Reducing or eliminating use of mechanical restraints should be a policy and practice priority due to the symmetrical harms it causes both nurses and service users. The trust aspect of the therapeutic nurse–patient relationship is a significant casualty when mechanical restraint is used, therefore involving service users in co‐production of post‐mechanical restraint debriefing can be an avenue for restoring this trust through dialogue. [ABSTRACT FROM AUTHOR]

This paper is based on the analysis of the importance given to neutrality in the intervention of mediators, with special emphasis on the legislation and codes of conduct followed by mediators in Spain and Chile. For this purpose, a review of the literature on neutrality has been carried out using various scientific databases and an analysis of the legislation in these countries. The aim of this analysis was to highlight the research carried out by mediation professionals on this issue and to propose possible solutions. Among the results achieved is the affirmation that neutrality is in the mediation process and not in the mediator. This reality is not reflected in ethical codes of conduct or in legislation. Therefore, it is proposed the need to elaborate a universal and accredited code of ethics, which would help to consolidate the current polyphony of voices on mediator neutrality in the countries where mediation is used. As mediation as a profession becomes more and more established, it is essential that the principle of neutrality be understood unambiguously. In contrast to the rules that appear in current legislation and in certain codes of conduct, mediators should not be subject to the constraints of achieving personal neutrality. [ABSTRACT FROM AUTHOR]

Amid austerity policies that have retracted welfare programmes and have affected the livelihood of people in Spain, this paper describes how various local practices of care among members of the PAH (Platform for People Affected by Mortgages) work to recuperate social relations morally and practically. I seek to understand the relationship between people's perceptions of social justice and notions of fairness on the one hand and ideas about deservingness on the other. I am interested in exploring who gets to choose and allocate, and how people in the PAH use the collective notion of care to justify their choice. I analyse the conundrums of a movement that struggles to find a balance between individual judgments and the collective good; I aim to show the dilemmas and contradictions of the struggle for social justice. [ABSTRACT FROM AUTHOR]

This paper is a consideration of the role that ethics must play in accounting education followed by a set of implementation proposals. It is based on the lack of response by the profession in Spain, as in some other European countries, to the crisis produced by recent financial scandals, both at a national and international level. Three proposals are made in the paper to reintroduce ethics into accounting education. Firstly, a case is made for a more contextual learning of accounting standards. This would help to avoid teachers and future professionals becoming passive and blind adopters of accounting rules. Secondly, the paper advocates the introduction of ethical reasoning in all accounting courses, as the best way for students to understand that there is more to the preparation of accounts than just following accounting standards. Thirdly, the paper points critically to the lack of accountability by professionals who prepare financial statements in corporations and supports them being made more responsible for their actions. This set of proposals is seen to be consistent with the notion of an accounting profession that is ethical at an individual level and responsible at a social level. [ABSTRACT FROM AUTHOR]

Copyright of Anales de la Cátedra Francisco Suárez is the property of Anales de la Catedra Francisco Suarez 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 purpose of this paper is to investigate the attitudes and orientations of Hispanic business students regarding ethical and unethical actions as well as what rewards or punishments are considered appropriate for specific scenarios. A survey was developed using a 2 × 2 randomized experimental design to measure students’ ethical orientations and 38 items were developed to measure students’ attitudes regarding factors that can influence the decision to cheat or not to cheat. The results suggest that Hispanic business students are predominantly concerned with the ethical dimension of an act relative to the outcome of the act. Also, contrary to previous studies findings, some Hispanic business students are likely to cheat on any type of graded work based on the reason for cheating rather than the type of graded work. The paper utilizes an established framework for measuring ethical attitudes and orientations. The study offers a preliminary inductive path towards a more in depth understanding of Hispanic business students which is a rapidly growing population segment whose influence will become more widespread in the coming decades. Some of the findings are not consistent with previous research that examined student bodies as a whole. This might suggest that student ethics researchers may be missing valuable information regarding differences between student body segments that can further inform our understanding of students’ ethical views. Further, this insight may provide an avenue for a more effective approach to guiding the ethical development of students. [ABSTRACT FROM AUTHOR]

Should CSR be approached only on a voluntary basis or should it be complemented with a compulsory regulatory framework? What type of government intervention is more effective in fostering CSR among companies? This paper is an attempt to answer these questions, reviewing the debate between proponents of the voluntary case and the obligatory case for CSR, and critically analysing current international government-led initiatives to foster CSR among companies, and national government-led initiatives in the EU area. Finally, the paper focuses on the Spanish case, as an example of the failure of an exclusively voluntary approach. Despite the rapid uprise of CSR. Spain is still for behind late in CSR promotion strategies. Most action has been undertaken by companies themselves with no common guidelines, governmental support, or independent verification. The lack of a regulatory framework for CSR or ethical investment issues and the virtual absence of other indirect incentives, explains the misbalance between private, public and Third Sector initiatives. Based on the Spanish context which is quite similar to other non-OECD countries, the authors call for a more pro- active government position in CSR related issues. The conclusions of the paper detail tile features of this regulatory framework and other policies to promote CSR in Spain as well as in other OECD countries. [ABSTRACT FROM AUTHOR]

Empirical evidence supports the simultaneous relationship between parental warmth and child-to-parent violence (CPV). However, no studies analyze the lagged effects of perceived parental warmth and the potential impact of cognitive mechanisms legitimizing immoral behavior on this relationship. This study aimed to examine the mediating role of moral disengagement strategies (reconstruction of immoral behavior, obscuring personal responsibility, misrepresenting injurious consequences, and blaming the victim) in the relationship between the perceived paternal and maternal warmth dimensions (warmth-communication and criticism-rejection) during childhood and CPV towards the father and mother. The sample included 2122 Spanish adolescents (57.7% female) aged 13 to 18 years. The Child-to-Parent Violence Questionnaire (CPV-Q), the Mechanisms of Moral Disengagement Scale (MMDS-S), and the Warmth Scale were used as assessment instruments. The results indicate that paternal and maternal warmth-communication is negatively associated with CPV, whereas paternal and maternal criticism-rejection and moral disengagement strategies are positively related to CPV. The mediation models show that the reconstruction of immoral behavior plays a crucial mediation role in the relationship between paternal and maternal warmth-communication and CPV as well as in the relationship between maternal criticism-rejection and CPV. The results emphasize the necessity of early prevention programs for parents promoting positive parenting practices, including parental warmth, to foster children's adaptive socio-cognitive development. In addition, addressing moral disengagement in adolescents could help prevent or stop a pattern of violent behavior toward parents. [ABSTRACT FROM AUTHOR]

This paper explores alternative understandings of the attitude behavior gap, a well documented phenomenon, both in ethical consumer behavior and social research in general. A multi-method, qualitative approach is adopted, aiming at greater internal validity of data. The findings broaden current knowledge on the attitude behavior gap, showing how ethically minded consumers rationalize their inconsistent behavior. The last section of the paper integrates existing knowledge on the attitude behavior gap with the empirical findings of the present study into a conceptual model. Relevant implications for marketers are also discussed. [ABSTRACT FROM AUTHOR]

In this paper we present the main results of a pilot study undertaken in the Autonomous Region of Valencia, Spain, on the implementation of ethics and Corporate Social Responsibility (CSR) in small shops. The study's basic hypothesis is that CSR can become one of the distinctive features of small shops as well as an important value in terms of differentiation from their main competitors, namely, big chains and department stores. The study results confirm the original hypothesis. It shows that the specific features of small shops (their small size, community interaction, knowledge of the neighbourhood, proximity to clients and workers, etc.) can be regarded as sources of potential for making CSR a distinctive feature of small or traditional shops. We could also come to view CSR as a basic value for forging a common shop identity, which they currently lack. This paper presents: a working hypothesis, a perception study of CSR, their main results and conclusions. It also shows Small shops' potential for introducing CSR and offers recommendations for future CSR implementation: training, expanding the concept of quality to include social quality, improving visibility of good practices and, last but not least, boosting rapport with local administrations in order to forge a citizen trade alliance that recognises Small shops as valid actors in the development of the city model. [ABSTRACT FROM AUTHOR]

This paper explores the role of NGOs in corporate social responsibility (CSR) through an analysis of various stakeholders’ perceptions and of NGOs’ self-perceptions. In the course of qualitative research based in Spain, we found that the perceptions of the role of NGOs fall into four categories: recognition of NGOs as drivers of CSR; concerns about their legitimacy; difficulties in the mutual understanding between NGOs and trade unions; the self-confidence of NGOs as important players in CSR. Each of these categories comprises the various elements analysed in the paper. We found some discrepancies between the perception of others and the self-perceptions of NGOs, which explains why their role is often controversial. The research confirms that secondary stakeholders, such as NGOs, are key players in CSR, but their role is still regarded as controversial and their legitimacy contested. Deep-seated misunderstandings and mistrust among various stakeholder groups (particularly between NGOs and trade unions) are a possible hurdle to the integration of social and environmental concerns in business activity and corporate governance in Spain. The study finds that business managers need to take a less firm-centric and a more contextual approach, and look more closely into the relationship with and among stakeholder groups. For NGO managers, the research shows that NGOs are not always aware of the stereotypes they generate and the problems caused mainly by what is seen as ambivalent roles: critic and counsellor, accuser and judge, idealist and fund raiser. [ABSTRACT FROM AUTHOR]

Managing the relationship with nongovernmental organizations (NGOs) is a key capability for most companies, because dialogue with stakeholders is a requested feature of Corporate Social Responsibility (CSR). This paper analyses the relationship between businesses and NGOs in Spain. By applying grounded theory, the authors summarize this relationship in the dynamics of conflict and cooperation. NGOs' strategies vis-à-vis companies are categorized and the variables explaining different approaches on both companies' and NGOs' side are examined. The paper concludes by placing the private relationship with NGOs in a wider context (the public arena), dominated by the approach-withdrawal dynamics between firms and NGOs. Finally, this paper presents the theory that results from this research. [ABSTRACT FROM AUTHOR]

This paper situates contemporary evaluations of the 'success' of Spain's Mondragon cooperative complex within a tradition of debate about the politics of economic transformation. It traces the long-standing suspicion of worker cooperatives among political and social analysts on the left, revisiting both the revolutionary and gradualist socialist critiques of cooperativism. Taking the set of problems identified by Beatrice and Sidney Webb as leading to the inevitable failure of producer cooperatives, the paper examines Mondragon for evidence of 'degeneration.' The ethical decisions made by Mondragon cooperators with respect to product, pay, profit, innovation, management, disputes and membership are discussed with a particular focus on the management of surplus production, appropriation and distribution. The paper calls for more sophisticated analyses of the economics of surplus distribution and the centrality of ethical debate to the construction of diverse economies and non-capitalist economic subjects. [ABSTRACT FROM AUTHOR]

Copyright of Tiempos Modernos is the property of Tiempos Modernos 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.)

This study analyses the representation of immigrants in four Spanish national newspapers,El País,El Mundo,La RazónandABC, between 1 June 2013 and 31 June 2014. Seven days per month were randomly selected, each corresponding to a different day of the week; 91 editions of each paper, 364 in total, were analysed. Of the 289 items relating to immigrants, 179 in which one or more photographs appeared in addition to text were chosen for analysis. Among the main results, two stand out: first, immigrants do not usually have an opportunity to communicate directly with readers and, secondly, the treatment of news items on immigration by the four Spanish newspapers is variable. [ABSTRACT FROM AUTHOR]

This paper carries out a comparative study between the legal questions that surrogate pregnancy raises in Spain and in Brazil. Surrogate motherhood is a reality achieved thanks to the advances in biomedicine and that undoubtedly requires a response from legal science. In the world scene, this technique receives different legal treatments: some countries authorize it without restrictions, others prohibit it, in others it is allowed with restrictions and in others there is a legislative vacuum. The importance of studying the two systems, the Spanish and the Brazilian, lies in confronting totally different realities. [ABSTRACT FROM AUTHOR]

From 1941 to 1978, Franco’s regime in Spain banned all contraceptive methods. The pill started circulating in Spain from the 1960s, officially as a drug used in gynaecological therapy. However, in the following decade it was also increasingly used and prescribed as a contraceptive. This paper analyses debates about the contraceptive pill in the Spanish daily newspaper ABC and in two magazines, Blanco y Negro and Triunfo, in the 1960s and 1970s. It concludes that the debate on this contraceptive method was much more heterogeneous than might be expected given the Catholic-conservative character of the dictatorship. The daily press focused on the adverse effects of the drug and magazines concentrated on the ethical and religious aspects of the pill and discussed it in a generally positive light. Male doctors and Catholic authors dominated the debate. [ABSTRACT FROM AUTHOR]

There is strong evidence that a meat and dairy-based diet is a very important contributor to climate change. However, the correlation between the production and consumption of livestock and anthropogenic climate change has received minimal media coverage. The literature for English-speaking countries shows a sort of media blind spot for meat in that the news media barely address, or do not address, the responsibility of individuals' dietary choices with regard to this issue. In this paper, we provide data for press coverage in Southern Europe from a sample of the top 10 Spanish and Italian newspapers for a seven-year period (2006-2013). Data from our samples correlate with findings from previous studies. However, our comparative study suggests that there are also meaningful differences between both countries studied while their alleged Mediterranean dietary background makes no difference in terms of ethical or dietary sensitivity. [ABSTRACT FROM AUTHOR]

Introduction: This paper analyses the pressures that journalism has exerted or attempted to exert from politics. Methodology: The study uses a combination of qualitative methodologies, such as focus groups discussion, and quantitative ones, such as surveys of journalists; both methodologies allows to know how politics influence journalists and how it can limit media instruments of accountability. Results: this study presents the results of an investigation that shows that journalists and citizens share the perception that political influence is one of the main assumptions that affect the development of good journalism. Discussion/conclusion: Although journalists recognize political and government pressures, the study concludes that they do not give in or feel responsible to political parties or governments. [ABSTRACT FROM AUTHOR]