Ethics consultation has become an integral part of the fabric of U.S. health care delivery. This article summarizes the second edition of the Core Competencies for Health Care Ethics Consultation report of the American Society for Bioethics and Humanities. The core knowledge and skills competencies identified in the first edition of Core Competencies have been adopted by various ethics consultation services and education programs, providing evidence of their endorsement as health care ethics consultation (HCEC) standards. This revised report was prompted (...) by thinking in the field that has evolved since the original report. Patients, family members, and health care providers who encounter ethical questions or concerns that ethics consultants could help address deserve access to efficient, effective, and accountable HCEC services. All individuals providing such services should be held to the standards of competence and quality described in the revised report. (shrink)

Some of the most significant policy responses to cases of fraudulent and questionable conduct by scientists have been to strengthen professionalism among scientists, whether by codes of conduct, integrity boards, or mandatory research integrity training programs. Yet there has been little systematic discussion about what professionalism in scientific research should mean. In this paper I draw on the sociology of the professions and on data comparing codes of conduct in science to those in the professions, in order to examine what (...) precisely the model of professionalism implies for scientific research. I argue that professionalism, more than any other single organizational logic, is appropriate for scientific research, and that codes of conduct for scientists should strengthen statements concerning scientific autonomy and competence, as well as the scientific service ideal. (shrink)

For decades, the discussion on children’s competence to consent to medical issues has concentrated around normative concerns, with little progress in clinical practices. Decision-making competence is an important condition in the informed consent model. In pediatrics, clinicians need to strike a proper balance in order to both protect children’s interests when they are not fully able to do so themselves and to respect their autonomy when they are. Children’s competence to consent, however, is currently not assessed in (...) a standardized way. Moreover, the correlation between competence to give informed consent and age in children has never been systematically investigated, nor do we know which factors exactly contribute to children’s competence. (shrink)

The objective of the present research was two-fold: to provide a new definition of ethical competence, and to clarify the influence of empathy, personal values, and the five-factor model of personality on ethical competence. The present research provides a comprehensive overview about recent approaches and empirically explores the interconnections of these constructs. 366 German undergraduate students were examined in a cross-sectional study that investigated the relationship of empathy, personal values, and the five-factor model of personality with moral judgment (...) competence and counterproductive work behavior as indicators of moral judgment and behavior. We found self-transcendence values to be related to both, high levels of empathy and ethical competence, in contrast to self-enhancement values. Multiple mediation analysis revealed unique effects of empathy on ethical competence through values as mediators. Affective empathy transmitted its effect on ethical competence through benevolence, conformity, tradition, power, and hedonism. Most importantly, perspective taking lost its predictive power when investigated alongside affective empathy dimensions. These results converge to an important role of affective empathy, in particular empathic concern, with regard to personal values and ethical competence. Furthermore, the five-factor model of personality explained variance in measures of ethical competence. Our research suggests that organizational decision makers should consider the role of empathy, personal values, and the five-factor model in their human resource management in order to select employees with high ethical competence. (shrink)

Prior studies note that gender- and race-based discrimination routinely inhibit women’s advancement in medical fields. Yet few studies have examined how gendered displays of deference and demeanor are interpreted by college-educated and professional Latinas/os who are making inroads into prestigious and masculinized nontraditional fields such as medicine. In this article, we elucidate how gender shapes perceptions of authority and competence among the same pan-ethnic group, and we use deference and demeanor as an analytical tool to examine these processes. Our (...) analysis underscores three main points of difference: gendered cultural taxation; microaggressions from women nurses and staff and; the questioning of authority and competence to elucidate how gendered racism manifests for Latina/o doctors. Taking demonstrations of gendered deference and demeanors are vital to transforming medical schools and creating more inclusive spaces for all physicians and patients. Conclusions are based on experiences reported in interviews with 48 Latina/o physicians and observation in their places of work in Southern California. (shrink)

Singing is a way of musical expression interwoven into the human beings' very essence. Voice, as an intimate instrument invisible to the eye, demands as fuller use as possible, which includes muscular stamina and refined listening to sounds. In the educational system, singing is a part of a structured programme with the goal of developing singing abilities and musical culture of participants in the educational process in general. Feeling self-confident and having an image of oneself as a competent and qualified (...) expert in the singing area is of the utmost importance for quality work in the profession of preschool teachers or teachers. The goal of this study was to examine how students at the Teacher Education faculty perceive themselves and assess their singing abilities according to the singing elements we should nourish in working with children. The study aimed at examining how much the students enjoy singing activities, how they appraise their sense of self-confidence in singing, and to which extent the feeling of competence in singing is related with the time component of learning. It was investigated how teachers assess their satisfaction and self-confidence in singing, and whether the connection between these constructs and the type and year of study exists. The research involving 162 participants was conducted in the academic year 2021/2022. The results have shown that students of teacher education faculty are satisfied with their singing abilities and evaluate them well. On the other hand, they lack self-confidence and are not self-assured during singing activities. The results of the t-test showed a statistically significant difference in the assessment of satisfaction with singing abilities between students of early and preschool education and teacher education. The Kruskal-Wallis test determined the existence of statistically significant differences between students of higher years of study and those at lower year of studying according to their assessment of satisfaction with singing activities, wherein students at higher study years gave higher assessments. (shrink)

This important handbook provides a comprehensive, authoritative review of achievement motivation and establishes the concept of competence as an organizing ...

Deep brain stimulation is a well-accepted treatment for movement disorders and is currently explored as a treatment option for various neurological and psychiatric disorders. Several case studies suggest that DBS may, in some patients, influence mental states critical to personality to such an extent that it affects an individual’s personal identity, i.e. the experience of psychological continuity, of persisting through time as the same person. Without questioning the usefulness of DBS as a treatment option for various serious and treatment refractory (...) conditions, the potential of disruptions of psychological continuity raises a number of ethical and legal questions. An important question is that of legal responsibility if DBS induced changes in a patient’s personality result in damage caused by undesirable or even deviant behavior. Disruptions in psychological continuity can in some cases also have an effect on an individual’s mental competence. This capacity is necessary in order to obtain informed consent to start, continue or stop treatment, and it is therefore not only important from an ethical point of view but also has legal consequences. Taking the existing literature and the Dutch legal system as a starting point, the present paper discusses the implications of DBS induced disruptions in psychological continuity for a patient’s responsibility for action and competence of decision and raises a number of questions that need further research. (shrink)

Emerging research has highlighted the utility of measuring individual differences in decision-making competence (DMC), showing that consistently following normatively rational principles is associated with positive psychosocial and health behaviors. From another level of analysis, functional theories of personality suggest that broad trait dimensions represent variation in underlying self-regulatory systems, providing a mechanistic account for robust associations between traits and similar life outcomes. Yet, the degree to which broad dispositional personality dimensions predict global tendencies to respond rationally is less understood. (...) In a large online community sample (N = 804), we tested the associations between HEXACO personality dimensions, a 6-factor structural trait model, and a subset of DMC indicators (Applying Decision Rules, Resistance to Framing, Recognizing Social Norms, and Consistency in Risk Perception). Additionally, we examined gender differences across the DMC, first considering the potential for measurement non-invariance across groups for the DMC. We observed partial measurement invariance between men and women; only the Applying Decision Rules scale showed evidence of differential functioning across groups. Controlling for these differences, analyses revealed that higher Conscientiousness, Honesty/Humility, and Openness were associated with higher DMC scores. In contrast, Emotionality and Extraversion demonstrated gender-specific associations. Speci... (shrink)

Background The ethical competence of head nurses plays a pivotal role in nursing ethics. Ethical climate is a prerequisite for ethical competence, and moral resilience can positively influence an individual’s ethical competence. However, few studies have focused on the relationship between ethical climate, moral resilience, and ethical competence among them. Objectives To investigate the relationship between ethical climate, moral resilience, and ethical competence, and examine the mediating role of moral resilience between ethical climate and ethical (...) competence among head nurses. Design A quantitative, cross-sectional study. Methods A total of 309 Chinese head nurses completed an online survey, including ethical climate questionnaire, Rushton moral resilience scale, and ethical competence questionnaire. Inferential statistical analysis includes Pearson’s correlation and a structural equation model. Ethical considerations This study received ethical approval from the Institutional Review Board of Xiangya Nursing School of Central South University (No. E2023146). Results Head nurses’ ethical climate score positively impacted ethical competence (r = 0.208, p <.001), and ethical climate could affect ethical competence through the mediating role of moral resilience. Conclusion This study emphasized the value of ethical climate in moral resilience of head nurses, ultimately leading to an enhancement in their ethical competence. (shrink)

This study proposed a novel construct – green core competence – to explore its positive effects on green innovation and green images of firms. The results showed that green core competences of firms were positively correlated to their green innovation performance and green images. In addition, this research also verified two types of green innovation performance had partial mediation effects between green core competences and green images of firms. Therefore, investment in the development of green core competence was (...) helpful to businesses for the enhancement of their green innovation and green images. Furthermore, this study found that green core competence, two types of green innovation performance, and green images of medium & small enterprises (SMEs) were all significantly less than those of large enterprises in the information and electronics industry in Taiwan. Therefore, there was the advantage of firm size for the green core competence in this industry, and it was imperative for SMEs to develop and create their green core competences to strengthen their green innovation performance, and green images. (shrink)

In Devitt’s view, linguistic intuitions are opinions about linguistic production of products, most often one’s own. They result frorn ordinary empirical investigation, so “they are immediate and fairly unreflectiveernpirical central-processor responses to linguistic phenomena”, which reactions are, moreover, theory-laden, where the ‘theory’ encompasses all sorts of speaker’s beliefs. The paper reconstructs his arguments, places his view on a map of alternative approaches to intuitions, and offers a defense of a minimalistic “voice-of-competence” view. First, intuitions are to be identified with (...) the data, the minimal “products” of tentative linguistic production of naïve speaker-listeners, and not with their opinions about the data. Second, the data involve no theory and very little prototheory. Third, although there might be admixtures of guesswork in the conscious production of data, these are routinely weaned out by linguists. Finally, mere acceptance of the “voice of competence” does not land us in any objectionable Cartesianism: it is cornpatible with naturalism and with distrust of a priori philosophy. (shrink)

The medical assessments of criminal responsibility and competence to consent to treatment are performed, developed and debated in distinct domains. In this paper I try to connect these domains by exploring the similarities and differences between both assessments. In my view, in both assessments a decision-making process is evaluated in relation to the possible influence of a mental disorder on this process. I will argue that, in spite of the relevance of the differences, both practices could benefit from the (...) recognition of this similarity. For cooperative research could be developed directed at elucidating exactly how various mental disturbances can affect decision-making processes. (shrink)

The ability to identify which citizens are democratically competent and which fall beneath the relevant standard of competence bears on numerous questions in democratic theory. These include questions about the distribution of the franchise, the type of civic education that democratic governments should provide to their citizens, and how we might prevent democratic backsliding. In this paper, we aim to identify and defend a criterion of minimal democratic competence. Specifically, we argue that a voter should be regarded as (...) minimally democratically competent with respect to a given election if and only if that voter knows how to vote for the candidates or policies that, if chosen, would not predictably bring about the end of that electoral democracy, and intends to vote that way. (shrink)

A critique of inferences from 'is' to 'ought' plays a central role in Elqayam and Evans' defense of descriptivism. However, the reflective equilibrium strategy described by Goodman and embraced by Rawls, Cohen and many others poses an important challenge to that critique. Dual system theories may help respond to that challenge.

When emotions are mentioned in the literature on mental competence, it is generally because they are thought to influence competence negatively; that is, they are thought to impede or compromise the cognitive capacities that are taken to underlie competence. The purpose of the present discussion is to explore the possibility that emotions might play a more positive role in the determination of competence. Using the MacArthur Treatment Competence Study as an example, it is argued that (...) appreciation, a central theoretical concept in many contemporary approaches to competence, has important emotive components that are seldom sufficiently recognized or acknowledged. If true, this means that some leading contemporary accounts of competence need to be revised in order to make more adequate provision for the positive contribution of emotion. (shrink)

It is difficult to consider, describe or address the ethical issues particular to qualitative research without experience and understanding of the technicalities of qualitative methodologies. The Australian National Statement on the Ethical Conduct of Research Involving Humans charges researchers with a responsibility to demonstrate that they have the appropriate experience, qualifications and competence for their proposed research. Ethical review committees have the responsibility to judge claimed research competence. This article provides practical guidance to researchers and review committees on (...) using formal qualifications and training, explicit claims of competence, and markers of in/competence to assess qualitative research competence. (shrink)

Over the past few years, individual competencies for sustainability have received a lot of attention in the educational, sustainability and business administration literature. In this article, we explore the meaning of two rather new and unfamiliar moral competencies in the field of corporate sustainability: normative competence and action competence. Because sustainability can be seen as a highly complex or ‘wicked’ problem, it is unclear what ‘normativity’ in the normative competence and ‘responsible action’ in the action competence (...) actually mean. In this article, we raise the question how both these moral competencies have to be understood and how they are related to each other. We argue for a virtue ethics perspective on both moral competencies, because this perspective is able to take the wickedness of sustainability into account. It turns out that virtue ethics enables us to conceptualize normative competence and action competence as two aspects of one virtuous competence for sustainability. (shrink)

The traditional view that having a personality disorder, unlike other mental disorders, is not usually reason enough to consider a person incompetent to make healthcare decisions is challenged. The example of a case in which a woman was treated for a physical disorder without her consent illustrates that personality disorder can render a person incompetent to refuse essential treatment, particularly because it can affect the doctor–patient relationship within which consent is given.

This is a précis of my book "Know-how as Competence. A Rylean Responsibilist Account".

This paper1 aims to develop a model of practitioner narrative competence specifically for mental health care. I begin by considering the status of narratives as a form of evidence. Following Rita Charon and Cheryl Misak, I claim that there is no distinction to be made between evidence-based medicine and narrative medicine. I then explore Charon’s model of practitioner narrative competence, and suggest that it can be fruitfully adapted for mental health care contexts, a project for which I employ (...) Jennifer Radden and John Z. Sadler’s psychiatric ethics. This project brings together two independently promising accounts to develop what I refer to as the adapted model of... (shrink)

The ethical principle of respect for autonomy has come into its own In American medicine since World War II as equal in importance to the traditional medicomoral principles of nonmaleficence and beneficence. Respect for autonomy provides the ethical underpinning for the patient's right to exercise an informed choice – whether to consent to or to refuse recommended medical treatment. However, an informed choice demands a certain level of competence. Typical criteria for patient competence to accept or to refuse (...) medical treatments Include ability to make a choice and ability to comprehend the nature of the treatment, as well as the risks and benefits of accepting or refusing the treatment. (shrink)

Despite a vast philosophical literature on the epistemology of mathematics and much speculation about how, in principle, knowledge of this domain is possible, little attention has been paid to the psychological findings and theories concerning the acquisition, comprehension and use of mathematical knowledge. This contrasts sharply with recent philosophical work on language where comparable issues and problems arise. One topic that is the center of debate in the study of mathematical cognition is the question of innateness. This paper critically examines (...) the controversy. (shrink)

Bien que l’agenda international ait souligné la nécessité de diversifier le personnel enseignant, les recherches portant sur les étudiants en situation de handicap en formation initiale d’enseignant sont assez rares. Pourtant, la formation des enseignants est confrontée à un véritable dilemme: l’obligation de proposer des aménagements raisonnables tout en respectant un parcours de formation qui soit conforme aux standards de la profession (“dilemme de la compétence professionnelle”). Cet article propose une revue systématique concernant (1) les principales questions liées aux étudiants (...) en situation de handicap dans le cadre de la formation initiale et (2) les différentes formes que revêt le “dilemme de la compétence professionnelle” au sein du programme. Vingt études empiriques, publiées entre 1990 et 2018, ont été incluses. Sept domaines thématiques et trois formes de dilemme (institutionnel, personnel et culturel) sont ressortis des analyses. Les principales conclusions montrent que le parcours personnel des étudiants en situation de handicap dans le domaine de la formation initiale est difficile et complexe. Bien qu’elles révèlent le rôle crucial du “dilemme de la compétence professionnelle,” elles montrent aussi la nécessité de le redéfinir en tenant compte du rôle actif joué par les étudiants en situation de handicap dans l’adoption de stratégies d’adaptation, au-delà des aménagements raisonnables obtenus. La possibilité d’une pluralité de profils de compétences dépassant l’idée stricte d’un profil uniforme est également discutée. (shrink)

The implementation of corporate social responsibility objectives within companies is often managed by a CSR leader or a small team of CSR leaders. The effectiveness of these CSR leaders depends to a large extent on their competencies. Previous studies have identified the competencies these professionals need, yet it remains unclear how these competencies can be developed. Therefore, the aim of this survey study was to reveal how CSR leaders develop their competencies and to explore which learning activities CSR leaders engage (...) in. The results showed that informal learning activities that center on learning with and from peers outside the company are particularly emphasized. In addition, this study examines whether and how dimensions of companies’ learning climates and CSR leaders’ learning goal orientation affect the competence of CSR leaders. We found significant interaction effects between the learning climate dimensions. Furthermore, we found an even stronger and positive connection between LGO and CSR competence, highlighting the importance of attracting CSR leaders with a strong LGO for driving the CSR implementation process. Moreover, a supportive learning climate further stimulates CSR leaders’ engagement in continuous learning, which is necessary for coping with the complexities associated with implementing CSR. (shrink)

THIS PAPER ATTEMPTS TO PROVIDE A SYSTEMATIC CHARACTERIZATION OF THE UNDERSTANDING PRESUPPOSED BY PROPOSITIONAL KNOWLEDGE. BEGINNING WITH THE HYPOTHESIS THAT THE UNDERSTANDING UNDERLYING KNOWLEDGE IS LINGUISTIC IN NATURE, A HYPOTHESIS I CALL "LT," I STATE AND CRITICIZE DANTO'S VERSION OF LT, WHICH ANALYZES THIS UNDERSTANDING AS THE UNDERSTANDING OF SENTENCES. I SHOW THAT HIS (INTELLECTUALIZED) VIEW OF WHAT IT IS TO UNDERSTAND LANGUAGE IS INCORRECT. BY DISTINGUISHING A COMPETENCE FROM A PERFORMANCE SENSE OF "UNDERSTANDS "S"," AND BY NOTING THAT (...) LANGUAGE FORMS A SYSTEM, I SHOW THAT WE MUST REPLACE SENTENCE UNDERSTANDING WITH KNOWLEDGE OF RULES OF LANGUAGE. (shrink)

Reason Curve, Jury Competence, and the English Criminal Justice System, a cross-jurisdictional and cross-disciplinary book, seeks to stimulate discussion and extend the debate in the area of criminal trials in light of the absence of an articulated explanation for a verdict. The book traces the history and development of the jury, from the Carolingian kings, its advancement in the English Courts following papal intervention, the impact of the Magna Carta, to its general use, current curtailment in England and Wales, (...) and re-emergence in Continental Europe. Central to the book's submission is the dictum that the jurors' franchise to deliver a cryptic verdict is 'a matter between them and their conscience... (shrink)

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, (...) term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era. (shrink)

Previous research has shown positive relationships between fitness level and different cognitive abilities and academic performance. The purpose of this study was to explore the relationships between logical–mathematical intelligence and mathematical competence with physical fitness in a group of pre-adolescents. Sixty-three children from Castro del Río, aged between 11 and 12 years, participated in this research. The Superior Logical Intelligence Test and the EVAMAT 1.0–5 battery were used. Physical fitness was evaluated by the horizontal jump test, the 4×10 meter (...) speed–agility test, and the Course Navette test. The analyses showed positive relationships between physical fitness with logical–mathematical intelligence and mathematical competence. Specifically, linear regression analyzes indicated that the 4×10 speed–agility test significantly predicted mathematical competence and the horizontal jump test significantly predicted logical–mathematical intelligence. These results are in agreement with previous research, highlighting the importance of improving physical fitness from an early age due to its benefits for intellectual and academic development. (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This (...) scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

Tyler Burge first introduced his distinction between epistemic entitlement and epistemic justification in ‘Content Preservation’ in 1993. He has since deployed the distinction in over twenty papers, changing his formulation around 2009. His distinction and its basis, however, is not well understood in the literature. This chapter distinguishes two uses of ‘entitlement’ in Burge, and then focuses on his distinction between justification and entitlement, two forms of warrant, where warrants consists in the exercise of a reliable belief-forming competence. Since (...) he draws the distinction in terms of reasons, this chapter brings his account of reasons altogether in one place. The chapter introduces a decision-procedure for classifying warrants as justifications or entitlements. The distinction between justification and entitlement is not the same as the inferential vs. non-inferential distinction. The chapter distinguishes inference from processing, thinking, reasoning, and critically reasoning. Burge’s new formulation of the distinction was driven by the recognition of non-accessible modular reasons. Three kinds of access are distinguished. (shrink)

Résumé : L’article propose une démarche méthodologique permettant d’identifier la réflexion professionnelle chez des stagiaires en formation à l’enseignement. En effet, la capacité d’analyser sa pratique de façon réflexive est une composante d’une compétence professionnelle à développer selon le Ministère de l’Éducation du Québec. Une certaine forme de réflexion chez les étudiants est donc à acquérir et, du point de vue des tuteurs de stage, à faire acquérir. Quels sont les critères implicites que les enseignants associés des écoles ou les (...) superviseurs universitaires identifient afin d’évaluer la présence ainsi que la qualité de la compétence réflexive chez le stagiaire ? L’étude identifie une dizaine de points de repère afin de favoriser chez les tuteurs de stage l’évaluation de la compétence réflexive de leurs stagiaires. L’article valide ces critères à partir d’un extrait de discours de stagiaire, puis confronte cet extrait à une autre approche, consistant à détecter des reconceptualisations chez les stagiaires pour dépister de la réflexion. Une certaine cohérence s’établit avec les critères empiriques d’identification de la réflexion identifiés par induction chez les tuteurs de stage. S’ensuit une discussion sur ces critères en lien avec les approches méthodologiques adoptées. La recherche utilise un devis qualitatif et s’appuie sur des entretiens semi-structurés. Abstract : This article proposes a methodological process aimed at identifying professional reflection among student teachers in teacher education. The ability to analyze one’s practice reflectively is a component of one of the professional competencies that must be developed according to Quebec’s Ministry of Education. A certain form of reflection must therefore be acquired by students, and, from the standpoint of practicum supervisors, it must be developed in students. What are the implicit criteria that mentor teachers in schools or university-based supervisors identify in order to assess the presence and quality of student teachers' reflective competence? This study identifies a dozen guideposts to assist supervisors in this direction. The article first validates these criteria based on an excerpt of a student teachers’ statements, then submits the same excerpt to another approach aimed at detecting the student teacher’s reconceptualizations with a view to pinpointing reflection. A certain degree of coherence is established with the empirical criteria for identifying reflection as identified inductively by practicum supervisors. A discussion follows on these same criteria in line with the methodological approaches adopted. This research is based on a qualitative study. (shrink)

By focusing on mistaken judgments, Sunstein provides a theory of performance errors without a theory of moral competence. Additionally, Sunstein's objections to thought experiments like the footbridge and trolley problems are unsound. Exotic and unfamiliar stimuli are used in theory construction throughout the cognitive sciences, and these problems enable us to uncover the implicit structure of our moral intuitions.

As a study involving diabetes care demonstrates, children sometimes have a much more sophisticated capacity for taking charge of their own health care decisions than is usually recognized in bioethics. Protecting these children from their disease means involving them in their treatment as much as possible, helping them to understand it and take responsibility for it so that they can navigate the multitude of daily decisions that become part of the diabetes medical regimen.

This study examined the effect of verbal and written apologies on trust repair based on competence and integrity after a trust violation. Through three experiments, the empirical results showed that the written apology was more effective than verbal ones a restoring trust for integrity-based trust violations. However, the verbal apology was more effective against competency-based trust violations than a written one. Moreover, the results also showed that perceived trustworthiness played a mediating role between trust violation and trust repair, while (...) positive emotions played a moderating role. Finally, this study provided a general discussion, implications, and suggestions for future research. (shrink)