En el presente artículo se busca exponer sintéticamente el meta-modelo de la Psicología integral de la persona. A partir de seis preguntas fundamentales se intenta mostrar sus principales planteamientos: (1) qué es la Psicología clínica, (2) qué es la salud psíquica, (3) qué es el desorden psíquico, (4) en qué consiste el diagnóstico clínico, (5) en qué consiste el proceso de sanar psíquicamente y (6) cuál es el rol del terapeuta.

When is it ethically permissible for clinicians to surgically intervene into the genitals of a legal minor? We distinguish between voluntary and nonvoluntary procedures and focus on nonvoluntary procedures, specifically in prepubescent minors (“children”). We do not address procedures in adolescence or adulthood. With respect to children categorized as female at birth who have no apparent differences of sex development (i.e., non-intersex or “endosex” females) there is a near-universal ethical consensus in the Global North. This consensus holds that clinicians may (...) not perform any nonvoluntary genital cutting or surgery, from “cosmetic” labiaplasty to medicalized ritual “pricking” of the vulva, insofar as the procedure is not strictly necessary to protect the child’s physical health. All other motivations, including possible psychosocial, cultural, subjective-aesthetic, or prophylactic benefits as judged by doctors or parents, are seen as categorically inappropriate grounds for a clinician to proceed with a nonvoluntary genital procedure in this population. We argue that the main ethical reasons capable of supporting this consensus turn not on empirically contestable benefit–risk calculations, but on a fundamental concern to respect the child’s privacy, bodily integrity, developing sexual boundaries, and (future) genital autonomy. We show that these ethical reasons are sound. However, as we argue, they do not only apply to endosex female children, but rather to all children regardless of sex characteristics, including those with intersex traits and endosex males. We conclude, therefore, that as a matter of justice, inclusivity, and gender equality in medical-ethical policy (we do not take a position as to criminal law), clinicians should not be permitted to perform any nonvoluntary genital cutting or surgery in prepubescent minors, irrespective of the latter’s sex traits or gender assignment, unless urgently necessary to protect their physical health. By contrast, we suggest that voluntary surgeries in older individuals might, under certain conditions, permissibly be performed for a wider range of reasons, including reasons of self-identity or psychosocial well-being, in keeping with the circumstances, values, and explicit needs and preferences of the persons so concerned. Note: Because our position is tied to clinicians’ widely accepted role-specific duties as medical practitioners within regulated healthcare systems, we do not consider genital procedures performed outside of a healthcare context (e.g., for religious reasons) or by persons other than licensed healthcare providers working in their professional capacity. (shrink)

What are the ethics of child genital cutting? In a recent issue of the journal, Duivenbode and Padela (2019) called for a renewed discussion of this question. Noting that modern health care systems...

Environmental ethicists have not reached a consensus about whether or not individuals who contribute to climate change have a moral obligation to reduce their personal greenhouse gas emissions. In this paper, I side with those who think that such individuals do have such an obligation by appealing to the concept of integrity. I argue that adopting a political commitment to work toward a collective solution to climate change—a commitment we all ought to share—requires also adopting a personal commitment to reduce (...) one’s emissions. On these grounds, individuals who contribute to climate change have a prima facie moral duty to lower their personal greenhouse gas emissions. After presenting this argument and supporting each of its premises, I defend it from two major lines of objection: skepticism about integrity’s status as a virtue and concerns that the resulting moral duty would be too demanding to be morally required. I then consider the role that an appeal to integrity could play in galvanizing the American public to take personal and political action regarding climate change. (shrink)

This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on (...) the following key issues: § 1.Providing information about research integrity § 2.Providing education, training and mentoring § 3.Strengthening a research integrity culture § 4.Facilitating open dialogue § 5.Wise incentive management § 6.Implementing quality assurance procedures § 7.Improving the work environment and work satisfaction § 8.Increasing transparency of misconduct cases § 9.Opening up research § 10.Implementing safe and effective whistle-blowing channels § 11.Protecting the alleged perpetrators § 12.Establishing a research integrity committee and appointing an ombudsperson § 13.Making explicit the applicable standards for research integrity. (shrink)

The prospect of consciousness in artificial systems is closely tied to the viability of functionalism about consciousness. Even if consciousness arises from the abstract functional relationships between the parts of a system, it does not follow that any digital system that implements the right functional organization would be conscious. Functionalism requires constraints on what it takes to properly implement an organization. Existing proposals for constraints on implementation relate to the integrity of the parts and states of the realizers of roles (...) in a functional organization. This paper presents and motivates three novel integrity constraints on proper implementation not satisfied by current neural network models. It is proposed that for a system to be conscious, there must be a straightforward relationship between the material entities that compose the system and the realizers of functional roles, that the realizers of the functional roles must play their roles due to internal causal powers, and that they must continue to exist over time. (shrink)

This article discusses the place of integrity in Ronald Dworkin's legal and political philosophy. It presents integrity as a response to certain problems that arise in any society in which more than one contestant view about justice is allowed to determine public policy and legal principle. It also analyzes the relation between integrity and justice, arguing that although integrity requires citizens and officials sometimes to uphold policies or positions they take to be unjust, Dworkin is nevertheless wrong to present them (...) ascompetingpolitical virtues. Instead, integrity operates as a second-level concept, addressing situations that arise in a society where there is disagreement about justice (and where, therefore, there is no uncontroversial account of what justice requires to set against the requirements of integrity). The article concludes with some reflections on the role of individual convictions about justice in context of law and social action. (shrink)

Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design decisions in the (...) best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick’s four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training. (shrink)

The fast pace of technological change necessitates new evaluative and deliberative tools. This article develops a general, functional approach to evaluating technological change, inspired by Nissenbaum’s theory of contextual integrity. Nissenbaum introduced the concept of contextual integrity to help analyze how technological changes can produce privacy problems. Reinterpreted, the concept of contextual integrity can aid our thinking about how technological changes affect the full range of human concerns and values—not only privacy. I propose a generalized concept of contextual integrity that (...) is applicable to a broader variety of circumstances, and I outline a new, general procedure for technological evaluation. Among the attractive features of the proposed approach to evaluating technological change are its context-sensitivity, adaptability, and principled presumptive conservatism, enabled by the mechanism the approach supplies for reevaluating existing practices, norms, and values. (shrink)

A Scientific Integrity Consortium developed a set of recommended principles and best practices that can be used broadly across scientific disciplines as a mechanism for consensus on scientific integrity standards and to better equip scientists to operate in a rapidly changing research environment. The two principles that represent the umbrella under which scientific processes should operate are as follows: Foster a culture of integrity in the scientific process. Evidence-based policy interests may have legitimate roles to play in influencing aspects of (...) the research process, but those roles should not interfere with scientific integrity. The nine best practices for instilling scientific integrity in the implementation of these two overarching principles are Require universal training in robust scientific methods, in the use of appropriate experimental design and statistics, and in responsible research practices for scientists at all levels, with the training content regularly updated and presented by qualified scientists. Strengthen scientific integrity oversight and processes throughout the research continuum with a focus on training in ethics and conduct. Encourage reproducibility of research through transparency. Strive to establish open science as the standard operating procedure throughout the scientific enterprise. Develop and implement educational tools to teach communication skills that uphold scientific integrity. Strive to identify ways to further strengthen the peer review process. Encourage scientific journals to publish unanticipated findings that meet standards of quality and scientific integrity. Seek harmonization and implementation among journals of rapid, consistent, and transparent processes for correction and/or retraction of published papers. Design rigorous and comprehensive evaluation criteria that recognize and reward the highest standards of integrity in scientific research. (shrink)

New technologies could facilitate new ways of cheating. This emerging scenario places academic integrity policy in higher education institutions as critical. Academic integrity scholars have designed conceptual frameworks to analyze academic integrity policy. The body of the literature on academic integrity policy analysis includes studies developed in North America, Europe, and Australia. However, insight into several regions of the world is lacking. This pioneering study in the Chilean context analyzes documents addressing academic integrity at forty-three accredited universities. Using a qualitative (...) research design, we framed this policy analysis in the five core elements of exemplary academic integrity policy: access, approach, responsibility, detail, and support. The findings revealed challenges with accessing documents online, a strong presence of legal language that might not be understandable to all students, and a scarcity of information about review cycles. The punitive approach was prevalent, with a significant focus on students’ conduct. Signs of collaboration and mechanisms for promoting academic integrity cultures were nearly absent. The documents primarily targeted students and the roles of other stakeholders concentrated on the enforcement of sanctions and misconduct investigations. The analysis also showed the use of general definitions to describe academic integrity breaches, inconsistency across the system in defining plagiarism and a lack of guidance to address contract cheating and unauthorized use of generative artificial intelligence. The findings also highlighted the unavailability of institutional support to teach, learn, and research with integrity or references to research-based practices. We propose twelve practical recommendations for policymakers and academic integrity advocates. (shrink)

The ethics-related beliefs of Chinese international graduate students are heavily influenced by their academic cultural background, and given the nature of that culture, they often face challenges when adapting to the U.S. academic environment. This qualitative study examines Chinese graduate students’ perceptions of the differences between Chinese and American academic integrity practices and the effects of those differences on their ethical practices and adaptations in a graduate program in the United States. Data were collected via semistructured interviews in a public (...) university in the United States. Findings suggest that perceptions of academic integrity in Chinese universities are influenced by Confucian philosophy, collectivist assumptions, and a resultant convenience mind-set. These cultural premises clash with academic expectations in the United States. Participants describe how they, and their Chinese peers, navigate U.S. integrity standards and provide recommendations for ways that U.S. schools can help them better adjust. We expand on those and provide recommendations for university personnel. (shrink)

Plagiarism is increasingly evident in business and academia. Though links between demographic, personality, and situational factors have been found, previous research has not used actual plagiarism behavior as a criterion variable. Previous research on academic dishonesty has consistently used self-report measures to establish prevalence of dishonest behavior. In this study we use actual plagiarism behavior to establish its prevalence, as well as relationships between integrity-related personal selection and workplace deviance measures. This research covers new ground in two respects: (a) That (...) the academic dishonesty literature is subject to revision using criterion variables to avoid self bias and social desirability issues and (b) we establish the relationship between actual academic dishonesty and potential workplace deviance/white-collar crime. (shrink)

This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on (...) the following key issues: § 1. Providing information about research integrity§ 2. Providing education, training and mentoring§ 3. Strengthening a research integrity culture§ 4. Facilitating open dialogue§ 5. Wise incentive management§ 6. Implementing quality assurance procedures§ 7. Improving the work environment and work satisfaction§ 8. Increasing transparency of misconduct cases§ 9. Opening up research§ 10. Implementing safe and effective whistle-blowing channels§ 11. Protecting the alleged perpetrators§ 12. Establishing a research integrity committee and appointing an ombudsperson§ 13. Making explicit the applicable standards for research integrity. (shrink)

The nature of scientific societies’ relationships with their members limits their ability to promote research integrity. They must therefore leverage their strengths as professional organizations to integrate ethical considerations into their ongoing support of their academic disciplines. This paper suggests five strategies for doing so.

Recent examples of corporate, national and international ethical and financial scandals and crises have created a need to bolster the ethical acumen of managers through business education imperatives. This topical book forms an important part of the debate on the development of ethical business leaders and provides empirically grounded, theoretical insights for rethinking business curricula requisite for understanding and meaningfully confronting an ethical vacuum that sometimes exists in business. Management Education for Integrity explains how curricula should be streamlined and rejuvenated (...) to ensure a high level of integrity in management education, providing numerous examples of new tools, teaching methods, integrity sensitization and development exercises and ethical management education assessment approaches. Chapters include: fostering integrity in business curricula; a critique of ethics education in management; measuring best practices in management education for integrity capacity; encouraging moral engagement in business ethics courses; management education for behavioral integrity; and scenario-based approach as a teaching tool to promote integrity awareness."--Publisher's information. (shrink)

In addition to obviating the use of synthetic agrochemicals and emphasizing farming in accordance with agro-ecological guidelines, organic farming acknowledges the integrity of plants as an essential element of its natural approaches to crop production. For cultivated plants, integrity refers to their inherent nature, wholeness, completeness, species-specific characteristics, and their being in balance with their (organically farmed) environment, while accomplishing their “natural aim.” We argue that this integrity of plants has ethical value, distinguishing integrity of life, plant-typic integrity, genotypic integrity, (...) and phenotypic integrity. We have developed qualitative criteria to ethically evaluate existing practices and have applied these criteria to assess whether current plant breeding and propagation techniques violate the integrity of crop plants. This process has resulted in a design of a holistic, scientific approach of organic plant breeding and seed production. Our evaluation has met considerable criticism from mainstream (crop) scientists. We respond to the following questions: (1). Can ethics be incorporated into objective crop sciences? (2). What is the nature of the intrinsic value of plants in organic farming? We argue that criteria to take integrity into account can only be assessed from a holistic perspective and we show that a holistic approach is needed to design such ethical notions in a consistent way. The ethical notions have been further elaborated by formulating human responsibility and respect towards crop plants. Responsibility and respect can only be shown by providing crop plants the right to be nurtured and to express natural behavior at all levels of integrity. (shrink)

Student plagiarism and cheating have been at the focus of scholarly investigations for over two decades now, the discussion being conducted on the backdrop of the question of whether traditional didactics is suitable for Google generation students who supposedly think and process information differently. Using data collected via start-of-term questionnaires, a series of follow-up semi-structured interviews and a specially calibrated session on academic integrity, the present study looks into the students’ ideas on cheating, school work, internet use, studying habits and (...) understanding of academic integrity. The study aims to suggest (albeit tentatively) a holistic approach to teaching academic integrity in higher education taking into account the students’ perspective: an in-depth qualitative approach was used in the data analysis, evaluating students’ investment, engagement, motivation, learning habits, attitudes to cheating and plagiarism. The findings suggest a conflicted picture of the Bulgarian student: hardly taking the all-practical approach towards higher education, conflicted about the value of learning, this generation of students has little structure to their knowledge, they critically underuse ICT tools for learning and regard cheating as a commodity, unburdened by moral or ethical implications. (shrink)

Shows that executive integrity is not merely a moral trait but a dynamic process of making empathetic, responsible, and sound decisions. Describes key features of executive integrity including effective social interaction, open dialogue, and responsive leadershipand explains how integrity can be developed and practiced in today's organizations.

Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a campus-wide ethos that encourages integrity.

Genetic engineering evokes a number of objections that are not directed at the negative effects the technique might have on the health and welfare of the modified animals. The concept of animal integrity is often invoked to articulate these kind of objections. Moreover, in reaction to the advent of genetic engineering, the concept has been extended from the level of the individual animal to the level of the genome and of the species. However, the concept of animal integrity was not (...) developed in the context of genetic engineering. Given this external origin, the aim of this paper is to critically examine the assumption that the concept of integrity, including its extensions to the level of the genome and the species, is suitable to articulate and justify moral objections more specifically directed at the genetic engineering of animals. (shrink)

Gender-affirming healthcare interventions are medical or surgical interventions that aim to allow trans and non-binary people to better affirm their gender identity. It has been argued that rights to GAH must be grounded in either a right to be cured of or mitigate an illness—gender dysphoria—or in harm prevention, given the high rates of depression and suicide among trans and non-binary people. However, these grounds of a right to GAH conflict with the prevalent view among theorists, institutions and activists that (...) trans and non-binary people do not have a mental illness and that one can be trans and entitled to GAH without being depressed or suicidal. This paper challenges the orthodoxy that a right to GAH must be grounded in either of these ways and instead argues for a right to GAH grounded in a right to live and act with integrity. The standard view, which this paper explains, is that our rights to live and act with integrity ground a right to religious accommodation in many cases such as a right to not be denied social security due to one’s refusal to work a job on a holy day. This paper argues that if our rights to live and act with integrity can ground prima facie rights to religious accommodation, our rights to live and act with integrity ground prima facie rights to GAH. There are no data in this work. (shrink)

Concern for and interest in research integrity has increased significantly during recent decades, both in academic and in policy discourse. Both in terms of diagnostics and in terms of therapy, the tendency in integrity discourse has been to focus on strategies of individualisation. Other contributions to the integrity debate, however, focus more explicitly on environmental factors, e.g. on the quality and resilience of research ecosystems, on institutional rather than individual responsibilities, and on the quality of the research culture. One example (...) of this is the Bonn PRINTEGER Statement. This editorial to the LSSP thematic series entitled Addressing integrity challenges in research: the institutional dimension invites authors to contribute to the research integrity debate. Notably, we are interested in submissions addressing issues such as institutional responsibilities, changes in the research climate, duties of research managers and research performing or research funding organisations as well as new approaches to integrity education. (shrink)

Concern for and interest in research integrity has increased significantly during recent decades, both in academic and in policy discourse. Both in terms of diagnostics and in terms of therapy, the tendency in integrity discourse has been to focus on strategies of individualisation (detecting and punishing individual deviance). Other contributions to the integrity debate, however, focus more explicitly on environmental factors, e.g. on the quality and resilience of research ecosystems, on institutional rather than individual responsibilities, and on the quality of (...) the research culture. One example of this is the Bonn PRINTEGER Statement. This editorial to the LSSP thematic series (article collection) entitled Addressing integrity challenges in research: the institutional dimension invites authors to contribute to the research integrity debate. Notably, we are interested in submissions addressing issues such as institutional responsibilities, changes in the research climate, duties of research managers and research performing or research funding organisations (RPOs and RFOs) as well as new approaches to integrity education. (shrink)

The global financial crisis has led to a surprising interest in professional oaths in business. Examples are the MBA Oath, the Economist’s Oath and the Dutch Banker’s Oath, which senior executives in the financial services industry in the Netherlands have been obliged to swear since 2010. This paper is among the first to consider oaths from the perspective of business ethics. A framework is presented for analysing oaths in terms of their form, their content and the specific contribution they make (...) to business ethics management: oaths may foster professionalism, facilitate moral deliberation and enhance compliance. This framework is used to analyse and evaluate the MBA Oath, the Economist’s Oath and the Banker’s Oath as well as various other similar initiatives. (shrink)

Scientific malpractice is not just due to researchers having bad intentions, but also due to a lack of education concerning research integrity practices. Besides the importance of institutionalised trainings on research integrity, research supervisors play an important role in translating what doctoral students learn during research integrity formal sessions. Supervision practices and role modelling influence directly and indirectly supervisees’ attitudes and behaviour toward responsible research. Research supervisors can not be left alone in this effort. Research institutions are responsible for supporting (...) supervisors in being more aware of their RI function, and in supporting responsible supervision practices to have a positive cascading effect on supervisees’ research practices. We interviewed 22 European research supervisors to investigate how they perceive their role as research integrity trainers and their real-life supervision practices. Moreover, we investigated their points of view concerning the role of research institutions in supporting supervision practices. Although there are different commonalities in supervisors’ perception of their research integrity-related role, differences are emphasised depending on the supervisors’ characteristics such as academic domain, seniority, working country and gender. In addition, supervisors’ way of mentoring depend also on supervisees’ learning curve. Overall, all supervisors agreed on institutions playing an important role in support their supervision effort and practices. This study aims to be a starting point for better understanding research integrity supervision practices and the role of institutions in supporting them. Moreover, it puts the basis to further investigate differences in supervision practices depending on supervisors’ characteristics. (shrink)

Plagiarism is increasingly evident in business and academia. Though links between demographic, personality, and situational factors have been found, previous research has not used actual plagiarism behavior as a criterion variable. Previous research on academic dishonesty has consistently used self-report measures to establish prevalence of dishonest behavior. In this study we use actual plagiarism behavior to establish its prevalence, as well as relationships between integrity-related personal selection and workplace deviance measures. This research covers new ground in two respects: (a) That (...) the academic dishonesty literature is subject to revision using criterion variables to avoid self bias and social desirability issues and (b) we establish the relationship between actual academic dishonesty and potential workplace deviance/white-collar crime. (shrink)

This article explores the philosophically neglected topic of artistic integrity, situated within the literature on personal or moral integrity more generally. It argues that artists lack artistic integrity if, in the process of creation, they place some other—competing, distracting, or corrupting—value over the value of the artwork itself, in a way that violates their own artistic standards. It also argues, however, that artistic integrity does not require adamant refusal to acknowledge or act upon commitments to values other than single‐minded devotion (...) to one's art. Artists of integrity need not be inflexible fanatics. They can seek to earn a living through their art, alter their vision of a work to reach an audience, evolve their artistic standards as they grow as artists, and balance the energy devoted to their art against energy devoted to family, friends, and self‐care; they can honor the demands of morality. (shrink)

Banking, in common with other areas of finance, is often considered an amoral field focused purely on risk and return. However, ethics does have an important role to play, both traditionally and as business and banking evolve. Based on a speech to a European Union conference on financing small and medium–sized enterprises , this paper seeks to provide an overview of ethics in banking using three terms. Integrity is important to generate the trust necessary for any banking system to flourish, (...) responsibility highlights contemporary banks’ need to take into account the consequences of their lending policies, and affinity refers to a set of relatively novel ways in which depositors and borrowers can be brought closer together than they are in conventional western banking. (shrink)

This study examines business students’ ethical awareness for two virtues needed to maintain academic integrity, respect, and responsibility. Using the multidimensional ethics survey, five dimensions were measured for six scenarios representing student behaviors using Information Technology . The results indicate that students are ethically aware in respect situations, but are more neutral in responsibility situations. Of the five ethical dimensions, moral equity and relativism appear to be the strongest influences in academic integrity scenarios utilizing IT. This study provides guidance for (...) business professors in their pursuit of ethical excellence in the classroom and for researchers in search of greater understanding of ethical judgments of students. (shrink)

The claim that democratic politics is the art of compromise is a platitude but we seem allergic to compromise in politics when it happens. This essay explores this paradox. Taking my cue from Machiavelli’s claim that there exists a rift between a morally admirable and a virtuous political life, I argue that: a ‘compromising disposition’ is an ambiguous virtue—something which is politically expedient but not necessarily morally admirable; whilst uncongenial to moral integrity, a ‘compromising disposition’ constitutes an essential aspect of (...) political integrity. In so doing, I question certain moralistic assumptions which fuel contemporary vilifications of compromise—that, in theory, democratic politics should be inhospitable to compromise and that political integrity should be akin to moral integrity—and which are shared by Walzer’s Dirty Hands thesis which professes to be sensitive to the realities of politics. These assumptions displace the complex realities of politics and misconstrue the standards of political excellence; they unsatisfactorily idealize political integrity and the messy context in which democratic politicians operate—a context characterized by a plurality of incompatible traditions, each with its own values and principles. Whilst commitment to a set of principles stemming from one’s tradition or pre-election promises implies commitment to realize these, leading a virtuous political life amidst such a grubby domain often requires abandoning some of these. An innocent, all-or-nothing pursuit of one’s principles in politics might prompt political disaster or defeat: an uncompromising disposition entails the entire abandonment of any hope of realizing all of those principles. (shrink)

Children are individuals, and they are owed rights as individuals. Here, I offer a defence of the child's right to bodily integrity against genital cutting and modification practices. The liberal commitment to the right to bodily integrity works with the harm principle as a liberty limiting commitment within a system that respects people's embodied moral personhood and their decisions about their lives and bodies. Like adults within a political system committed to the equal protection of individual rights, children must have (...) equal rights that transcend the differences between them. But, they are different to adults in important ways, both philosophically and empirically. I offer an account of the child's right to bodily integrity that recognises them as particular embodied individuals, and prioritises their welfare interest in having their bodily integrity respected. (shrink)

IntroductionAcademic integrity is the expectation that members of the academic community, including researchers, teachers, and students, to act with accuracy, honesty, fairness, responsibility, and respect. Academic integrity is an issue of critical importance to academic institutions and has been gaining increasing interest among scholars in the last few years. While contravening academic integrity is known as academic misconduct, cheating is one type of academic misconduct and is generally defined as “any action that dishonestly or unfairly violates rules of research or (...) education.Case studyThe case study presented in this paper describes the elements of academic misconduct in three Middle Eastern countries. Four categories of factors were analyzed, namely personal, cultural traits, contextual, and institutional. Moreover, a comparison of factors of misconduct is conducted in the three countries in order to examine how different learning environments and cultures can affect academic cheating. The study also investigates the role of teachers and administration system in enforcing integrity policy in educational institutes.Discussion and evaluationAn evaluation of the main causes of cheating and plagiarism among students in Saudi Arabia, Egypt, and Jordan is conducted by analyzing students’ response to a 20 questions survey. The nonparametric Dunn’s statistical analysis is performed to compare the variance and frequency of factors that may affect academic integrity. The significant results are reported in terms of the Krushal F statistic and p-value < 0.05. The evaluation was a useful process that demonstrated the main factors affecting academic integrity in the three countries.ConclusionSurvey results show that the role of individual social-demographic and culture factors are significant for predicting misconduct in Saudi Arabia and Egypt but not in Jordan. Most students blamed their misconduct on laziness and willingness to achieve higher education performance. Students are more likely to cheat and plagiarize because they lack the ability or information to tackle assignments. Results illustrate that the cultural impact can be a significant factor in academic misconduct. Integrity policies and the level, at which they have been applied, have a large impact on student attitudes towards cheating and their academic misconduct. (shrink)

This paper articulates a general distinction between two important communicative ideals—expressive sincerity and discursive integrity—and then uses it to analyze problems with political debate in contemporary democracies. In the context of philosophical discussions of different forms of trustworthiness and debates about deliberative democracy, self-knowledge, and moral testimony, the paper develops three arguments for the conclusion that, although expressive sincerity is valuable, we should not ignore discursive integrity in thinking about how to address problems with contemporary political debate. The paper concludes (...) with a brief discussion of a strategy for improving discursive integrity within public political debate by reflecting on which principles of responsible public debate would promote better democratic decision making. (shrink)

Research integrity is usually discussed in terms of responsibilities that individual researchers bear towards the scientific work they conduct, as well as responsibilities that institutions have to enable those individual researchers to do so. In addition to these two bearers of responsibility, a third category often surfaces, which is variably referred to as culture and practice. These notions merit further development beyond a residual category that is to contain everything that is not covered by attributions to individuals and institutions. This (...) paper discusses how thinking in RI can take benefit from more specific ideas on practice and culture. We start by articulating elements of practice and culture, and explore how values central to RI are related to these elements. These insights help identify additional points of intervention for fostering responsible conduct. This helps to build “cultures and practices of research integrity”, as it makes clear that specific times and places are connected to specific practices and cultures and should have a place in the debate on Research Integrity. With this conceptual framework, practitioners as well as theorists can avoid using the notions as residual categories that de facto amount to vague, additional burdens of responsibility for the individual. (shrink)

This article addresses how bodily integrity has been mobilised in the context of genital cutting of male infants and the extent to which the concept is taken into account in legal decision-making in the United Kingdom. While bioethicists have debated whether interventions on children's bodies are more appropriately determined on the basis of hypothetical consent or in the child's best interest, it is clear that in law the relevant test is whether interventions are in the child's best interest. As the (...) issue of nonconsensual genital cutting of infants has become more contested, courts have been asked to adjudicate on the best interests of infants in situations where their caregivers disagree about procedures. Although this body of jurisprudence remains (surprisingly) small, in this article we argue that, while there are now discernible trends in such cases (e.g. deferring decision-making until the child has the requisite capacity to decide, engaging with certain human rights norms), too often judicial reasoning about a child's best interests remains largely empty of reasoned content, and in certain respects is regressing. Using the recent case of Re P to exemplify this logic, and drawing on our previous work advocating the value of embodied integrity, we argue that judges should adopt a more substantive framework of values in judging the child's corporeal and other interests in such cases. This would move best interests assessments beyond a mere formalistic exercise and lead to better reasoned legal judgements. (shrink)

The artist and analytic Kant scholar Adrian Piper has been aptly described as “one of the most important and influential cultural figures of our time. The award-winning work of installation and participatory performance art, Probable Trust Registry: Rules of the Game #1-3, implicitly poses philosophical questions of interest to contractarian philosophy and its critique, including whether through an art installation one can execute a genuine, morally binding commitment to be honest, authentic, and respectful of oneself. Especially for audiences who closely (...) identify with her experiences, Piper’s artwork, like that of other important artists, has powerfully catalytic ethical potential. Motivated by admiration for the artist and a perceived conflictual relationship between women of color and conventional discourses of moral solidarity, I offer three different ways to understand Piper’s Probable Trust Registry. I suggest that Piper’s thought-provoking artwork, which implicitly nods at John Rawls and Charles Mills, can be interpreted as asking its audiences to agree to selections from a menu of rules that, in the alternative, embrace universal moral imperatives, predict future moral integrity, or vow moral integrity. (shrink)

Perceived behavioral integrity involves the employee’s perception of the alignment of the manager’s words and deeds. This meta-analysis examined the relationship between perceived behavioral integrity of managers and the employee attitudes of job satisfaction, organizational commitment, satisfaction with the leader and affect toward the organization. Results indicate a strong positive relationship overall (average r = 0.48, p<0.01). With only 12 studies included, exploration of moderators was limited, but preliminary analysis suggested that the gender of the employees and the number of (...) levels between the employee and the manager are potential moderators of the relationship. In the current sample of studies, country where the research was conducted did not seem to have any moderating effects. In addition to suggesting further investigation of potential moderators, we call for research that examines the relationship between behavioral integrity and outcomes that include individual behavior and organizational performance. (shrink)

The purpose of this article is to understand how academic integrity educational tutorials are administered across Canadian higher education. Results are shared from a survey of publicly funded Canadian higher education institutions, including universities and colleges, across ten provinces where English is the primary language of instruction. The survey contained 29 items addressing institutional demographic details, as well as academic integrity education questions. Results showed that academic integrity tutorials are inconsistent across Canadian higher education, with further differences evident within the (...) university and college sectors. (shrink)

I discuss Bernard Williams’ ‘integrity objection’ – his version of the demandingness objection to unreasonably demanding ‘extremist’ moral theories such as consequentialism – and argue that it is best understood as presupposing the internal reasons thesis. However, since the internal reasons thesis is questionable, so is Williams’ integrity objection. I propose an alternative way of bringing out the unreasonableness of extremism, based on the notion of the agent’s autonomy, and show how an objection to this proposal can be outflanked by (...) a strategy that also outflanks the ‘paradox of deontology.’. (shrink)

This paper proposes that billing gamesmanship occurs when physicians free-ride on the billing practices of other physicians. Gamesmanship is non-universalizable and does not exercise a competitive advantage; consequently, it distorts prices and allocates resources inefficiently. This explains why gamesmanship is wrong. This explanation differs from the recent proposal of Heath (2020. Ethical issues in physician billing under fee-for-service plans. J. Med. Philos. 45(1):86–104) that gamesmanship is wrong because of specific features of health care and of health insurance. These features are (...) aggravating factors but do not explain gamesmanship’s primary wrong-making feature, which is to cause diffuse harm not traceable to any particular patient or insurer. This conclusion has important consequences for how medical schools and professional organizations encourage integrity in billing. To avoid free-riding, physicians should ask themselves, “could all physicians bill this way?” and if not, “does the patient benefit from the distinctive service I am providing under this code?” If both answers are “no,” physicians should refrain from the billing practice in question. (shrink)