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The 3rd Pan-African Ethics Human Rights and Medical Law (3rd EHRML)conference was held in Johannesburg on July 7, 2013, as part of the Africa Health Congress. Theconference brought together bioethicists, researchers and scholars from South Africa, Zimbabwe, Kenya and Nigeria working in the field of bioethics as well as students and healthcare workers interested in learning about ethical issues confronting theAfrican continent. Theconference which ran with a theme of "Bioethical and legal (...) perspectives in biomedical research and medical practice in Africa with a focus on: Informed consent, HIV-AIDS & Tuberculosis, leadership & organizational ethics, patients and healthcare workers rights," was designed to expand the dialogue onAfrican bioethics beyond the traditional focus on research ethics and the ethical dilemmas surrounding the conduct of biomedical research in developing countries. This introductory article highlights some of areas of focus at theconference including issues of leadership, organizational ethics and patients and healthcare workers rights in Africa. We analyze the importance of free speech, public debate of issues, argumentation and the need to introduce the teaching and learning of ethics to students in Africa in accordance with UNESCO guidelines. This article also focuses on other challenges confronting Africa today from an ethical standpoint, including the issues of poor leadership and organizational ethics which are main contributors to the problems prevalent inAfrican countries, such as poverty, pooreducation and healthcare delivery systems, terrorism, social inequities, infrastructural deficits and other forms of 'structural violence' confronting vulnerableAfrican communities. We believe that each of the eight articles included in this supplement, which have been rigorously peer-reviewed are a good example of current research on bioethics in Africa, and explore some new directions towards broadening theAfrican bioethics agenda as we move forward to a new dawn for Africa in the 21st century. (shrink)

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This chapter outlines the philosophy of the Pan-African conferences 1900–1945 and situates Pan-Africanism in a European context. It presents Pan-Africanism as part of European history and realities and as a conceptual framework for theAfrican diaspora in Europe. It calls for reframing European histories and realities in ways that are neither racially exclusive nor nationalistic.

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The old political exigencies which justified the expansion of government budgets for highereducation (the space race, the Cold War, the growth of state bureaucracies) have now given way to demands for reductions in government spending, even for weapons. Though the decline in government support for highereducation has been partially made up by parents of undergraduates for the last decade, college tuition increases are approaching their limits. On the one hand, colleges and universities confront reduced budgets and (...) cuts in faculty and programs. On the other hand, the general public, including students and parents who pay rising tuitions, feel…. (shrink)

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Presently certain catchphrases and hashtags have been circulating and trending in the public discourse such as ‘white monopoly capital’, ‘radical economic transformation’ and movements’ phrases such as ‘fees must fall’ and ‘Black First Land First’ formulated in response to issues aroundeducation, land and race specifically. However, Robert Sobukwe, intellectual giant of the pan-Africanist struggle, articulated very strong beliefs underpinning these burning societal questions from as early as the 1940s. His incarceration, banishment and ultimate death in 1978 left a (...) political vacuum in South Africa and more than twenty years after democracy, the aforementioned issues Sobukwe stressed during his time need to be revisited. SouthAfrican is currently experiencing a massive resurgence in the narrative and discourse regarding the need for dialogue aroundeducation transformation, land reform and race as a whole. Therefore, this article seeks to draw unpack Sobukwe’s take on these three burning issues in relation to the current discourse in South Africa today underpinned by pan-Africanist philosophy. (shrink)

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In lieu of an abstract, here is a brief excerpt of the content:Timothy Richard's Buddhist-Christian StudiesLai Pan-chiuTimothy Richard (1845–1919), one of the most well-known nineteenth-century British missionaries who worked in China, is still remembered today for his efforts to disseminate "Western learning" and to promote social welfare and political reform in China.2 Interestingly, although Richard's missionary, educational, and political activities undoubtedly dominated his life in China, he also found the time to translate a number of Buddhist texts from Chinese into (...) English.3 Unlike many of his fellow Christian missionaries, who either despised or ignored Chinese Buddhism, Richard endeavored to promote a dialogue between Christianity and other religions, especially Chinese Buddhism. In fact, his translations inspired several other European missionaries and Sinologists to take a greater interest in Chinese Buddhism, particularly Richard's biographer William E. Soothill (1861–1935) and Karl Ludvig Reichelt (1877–1952),4 the founder of Tao Fong Shan, which continues to promote Buddhist-Christian dialogue several decades after its foundation.5 However, Richard's translations of Chinese Buddhist texts, particular his translation of The Awakening of Faith, have been largely neglected by both Buddhists and Sinologists. As a result, the significance of Richard's dialogue with Chinese Buddhism has not yet been properly evaluated.Two recent studies of Richard have focused on his translation of the Buddhist texts and his dialogue with Chinese Buddhism.6 Unlike previous studies, which have viewed Richard as a missionary and analyzed his interpretation of Buddhism from the perspective of interreligious dialogue, the present study attempts to treat him as a Sinologist and review his Buddhist studies from the perspective of Oriental studies. This paper attempts to evaluate critically Richard's interpretation of Chinese Buddhism in the light of the recent debate over Orientalism triggered by the influential critique of the Orientalist enterprise by Edward Said (1935–2003).7 Richard King has examined European studies of Eastern religions in light of this debate and has tried to determine whether these "Orientalist" studies displayed the characteristics of the Orientalist approach criticized by Said. Such characteristics included "textualism" (which identifies a religion with a set of "sacred" texts), "essentialism" (which tends to assume a dualistic demarcation between the East and the West), and the colonial ideology (which legitimated Europeans' pride in their cultural superiority and colonial power).8 Whereas King's study was concerned principally with India, the present study focuses on the [End Page 23] case of Timothy Richard in China but will adopt a similar perspective. I will consider whether Richard's representation of Chinese Buddhism is infected by the textualism, essentialism, and dualistic demarcation between the East and the West that Said identified as the hallmarks of Orientalism, and whether it tended to reflect or legitimize Western colonial ideologies.My exposition of Richard's position will be based mainly on two of his most important works, The New Testament of Higher Buddhism (1910) and An Epistle to All Buddhists (1916). These texts will help us to understand why Richard translated Buddhist texts into English and how he saw the relationship between his studies of Chinese Buddhism and his missionary work. I will try to show that Richard's attempts to promote Buddhist-Christian dialogue were underlain and motivated by his concern for a kingdom—not the Earthly United Kingdom of Great Britain and Ireland, of which he was a citizen, nor a Heavenly Kingdom unrelated to the present world, but an imminent "Kingdom of World Peace," whose blessings would be enjoyed by all the peoples of the Earth.Richard's Studies of Chinese Buddhism in Their Historical ContextsIn order to understand the historical significance of Timothy Richard's study of Chinese Buddhism, it is necessary to place him in the historical context of the missionary attitudes toward Chinese religions and of the studies of Buddhism in the West.Catholic missionaries had been active in China since the sixteenth century, long before the arrival of the Protestant missionaries in the early nineteenth century. Although some of theCatholic missionaries, especially the Jesuits, initially dressed like Buddhist monks, they soon changed into the robes of Confucian scholars, having discovered that most Chinese respected Confucian scholars more than Buddhist monks. Besides changing their outward... (shrink)

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Historically, the sub-Saharan Africans’ being-in-the-world with other peoples and nations has been characterized by a ‘Black-Out,’ or the exclusion of black Africans from full humanity and the violation of their human rights through slavery, colonization, apartheid, etc. So far globalization looks like another ‘Black-Out’ or recolonization, Westernization, homogenization, the universalization of the particular, and a jungle rather than an opportunity for all. This conception of globalization has resulted in skepticisms about, and fear of the phenomenon. Antiglobalization movements – e.g., the (...) World Social Forum - are the expression of many people’s feelings about globalization. The 21st-century globalization cannot be really global except by being a dynamic synthesis of all peoples’ culturaland economic values. So in this paper I argue that despite the potential benefits of globalization,African peoples – more than anybody else - have good reasons to fear and/ or be skeptical about it. This is due to the negativities and the paradoxical nature of globalization on the one hand; and theAfrican colonial andneocolonial experience, on the other. I propose an alternative to “the savage globalization” or ‘junglobalization.’ I will call it ‘Pan-Bantuist Globalization.’ It is intended to move globalization from Eurocentrism and/or any other negative ethnocentrism to ‘pan-anthropocentrism’ or ‘pan-Bantucentrism,’ thereby creatingconditions for inclusion, equality, brotherhood/sisterhood, and respect for human rights. In other words, Pan-Bantuist Globalization is concerned with democratizing and civilizing the savage globalization through an ethic of globalization, i.e., a global ethics that is based on the golden rule, human rights, ‘Ubuntu’, ‘Maat’, and ‘Yin-Yang’. If acted upon this ethics, noboby – including Africans – will be left behind and things will not fall apart again. (shrink)

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This study aims to explore the productivity impact of ERP upgrades, focusing on the service quality of the updated system during a specific pivotal time. Data was collected through a questionnaire distributed among ERP system users across departments such as Expenditure, Revenue, Payroll, HR, and ICS. Respondents were selected from the study population using a purposive sampling technique. The collected data was analysed using descriptive statistics and structural equation modelling techniques facilitated by SPSS software. The results indicated that while most (...) respondents acknowledged improvements in the Oracle system’s user-friendliness and reporting capabilities, there were significant concerns regarding the adequacy of training provided, the ease of completing year-end reporting tasks, and the overall impact on productivity during the upgrade period. Specifically, 60% of respondents found it challenging to submit work reports on time, and 73.3% were dissatisfied with the upgraded system’s impact on productivity. Furthermore, 53.3% felt highly inconvenienced due to the disruptions caused by the upgrade. Based on these findings, the study recommends that future ERP upgrades involve more comprehensive planning and communication, adequate training sessions before and after the upgrade, and better timing of upgrades to avoid critical reporting periods. Additionally, involving end users in the testing phase and providing ongoing support can enhance system acceptance and minimise productivity losses. These steps can help HEIs and other organisations optimise their ERP upgrade processes, ensuring smoother transitions and improved outcomes. (shrink)

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In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Catholic Theological Ethics Past, Present, and Future: The TrentoConference Edited by James F. Keenan, and: The Social Mission of the USCatholic Church: A Theological Perspective by Charles E. CurranDaniel CosacchiCatholic Theological Ethics Past, Present, and Future: The TrentoConference EDITED BY JAMES F. KEENAN Maryknoll, NY: Orbis Books, 2011. 337 pp. $40.00The Social Mission of the USCatholic Church: A Theological (...) Perspective CHARLES E. CURRAN Washington, DC: Georgetown University Press, 2011. 196 pp. $29.95To read bothCatholic Theological Ethics Past, Present, and Future and The Social Mission of the USCatholic Church is to take a whirlwind tour—theological, historical, and geographical—through the RomanCatholic ethical tradition. Both volumes present wonderfully rich material and invaluable resources for the study of Christian ethics. Charles Curran and James Keenan are two of the foremostCatholic ethicists in the United States today. Keenan’s case is to be applauded for convening the 2010conference in Trento, which brought together some six hundred RomanCatholic ethicists from around the world. His book, which assembles thatconference’s thirty-one plenary addresses, does justice to this tremendous feat. Curran, for his part, has produced a text that focuses acutely on the Church in the United States and will benefit ethicists for years to come.Keenan uses the introduction toCatholic Theological Ethics Past, Present, and Future to provide an overview of the Trentoconference and its attendees and proceedings. Keenan expertly identifies a common theme among the 240 diverse papers at theconference, noting that ethicists “always begin with the premise that there is a deficit in our location, and, therefore, we need to work together to find a way to remedy it” (6). What follows in the remainder of the book boldly moves toward remedies for many of the world’s ills. A few of these essays deserve particular mention.Theconference and the collection of essays share the basic organizational principle of looking to the past, the present, and the future ofCatholic theological ethics. Unsurprisingly, the Council of Trent played a foundational role in understanding the “past” ofCatholic moral theology. Laurenti Magesa [End Page 216] (Kenya) explains that theAfrican experience of the Council of Trent has remained largely unchanged since the conclusion of that council: “TheCatholic Church in Africa is essentially a Tridentine church” (57). This essay makes clear that in Africa, the dominant voices are Western males. The missing voices, then, are given attention by Antônio Moser (Brazil), Anne Nasimiyu-Wasike (Kenya), and Bryan Massingale (United States). Massingale’s essay was most impressive, addressing the role of racism in our culture and concluding thatCatholic ethicists “need to lament, mourn, and grieve our history” (121). This, he claims, is both a fruitful way to act in the present and a hopeful way to look toward the future.In focusing on the present, the strongest subsection of the book attended to political ethics. Here David Kaulemu’s (Zimbabwe) essay, “Catholic Social Teaching at a Crossroad,” has the potential to open the eyes of any reader. He writes, “It is frustrating and discouraging to the lay faithful to be inspired byCatholic social teaching and yet receive no recognition or support by ‘official’ church structures” (177). This highlights a serious problem to which allCatholic ethicists must attend. As for the future, Julie Hanlon Rubio (United States) points to a tripartite vision for marriage in the twenty-first century that sets high standards not only within the marital unit itself but also for the impact of the spouses on the larger society. Julie Clague (Scotland) presents a wonderful essay on the burgeoning relationship between moral theology and gender.Among the wealth of positive features of this collection is the great geographical diversity of the authors. This affirms thatCatholic theological ethics is very healthy throughout the entire world and that on each continent there are voices of women and men willing to contribute fresh ideas to the discipline. In a time when there is so much tension between theologians and bishops, we should also be grateful that there are two essays from members of the episcopacy (Archbishop Bruno... (shrink)

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TheCatholic Church, with deep roots in the history of Latin America, exercises considerable influence on all levels of society. Especially after the Second Vatican Council and the bishops’conference at Medellín (1968) the Church took up the banner of human rights and the cause of the poor. During the dictatorships and in the midst of the different guerrilla movements the Church became the principle voice of opposition and mediator between the parties in conflict. At the same time, (...) the Church helped organise the poor in their own defence. The Base Ecclesial Communities, which spread from Brazil to the rest of Latin America, combined biblical awareness with social consciousness. Paulo Freire’s concept of ‘conscientisation’ complemented the liberation theology movement, which inspired Christians to mobilise against dictatorships and death squads from Central America to Chile. On a formal educational level, the Church runs private schools for the wealthy, the middle class and the poor. In some schools for the wealthy, such as those run by Opus Dei, a pre‐Vatican II mindset prevails and emphasis is placed on individual advancement. But in others, especially those run by the Jesuits, solidarity with the poor is emphasised. On the popular level, the Fe y Alegría schools for the poor stress civic participation and commitment to building the local community. The same divisions may be found inCatholic universities: some incorporate the ideals of social responsibility in their programs, but others simply foster an individualism that is more in tune with neo‐liberalism. (shrink)

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This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenshipeducation at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school’s interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of (...) teaching them the ways of knowing and doing necessary to live and work/study in the West. The authors illustrate the ways in which the lessons students are being taught about what it means to be a global citizen reinscribe hegemonic discourse through Pan-African rhetoric. The article concludes by calling for alternative forms of global citizenshipeducation that emphasize critical consciousness. (shrink)

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African rites of passage serve as a cultural school educating the initiates and transmitting cultural values, tribal history, law, religious beliefs, moral laws, practical arts and etiquette.

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In this paper I attempt to construct anAfrican philosophy ofeducation, focusing particularly on how notions of ubuntu and community guide educational practices.

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Originating in the United States, a Gay/Straight Alliance (GSA) is an in-school student club whose focus is on making the school a safe space for lesbian, gay, bisexual, transgender and queer students and their straight allies by raising awareness about, and hopefully reducing, school-based homophobia. The ongoing struggle for GSAs in CanadianCatholic schools is one example of how clashes continue to be played out betweenCatholic canonical law and Canadian common law regarding sexual minorities. This paper draws (...) upon Foucault’s Discipline and Punish: The Birth of the Prison, and The History of Sexuality Vol. 1: An Introduction to analyze one particularly influential curricular and policy document entitled Pastoral Guidelines to Assist Students of Same-Sex Orientation from the OntarioConference ofCatholic Bishops. This paper posits thatCatholic doctrine about non-heterosexuality functions as a Foucaultian Panopticon enablingCatholiceducation leaders to observe and correct the behaviour of non-heterosexual teachers and students that they deem runs counter to the values of the Vatican. This paper argues that successful resistance to the powerful disciplining regime of theCatholic school is possible. (shrink)

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The principle of employment-at-will (EAW) holds that in the absence of an explicit agreement of contractually binding terms of employment, the employment relationship exists so long as both parties will it to continue. In practice, this means that the employer may terminate the employment relationship at any time, for any reason, thus giving rise to cases of wrongful termination. Just cause policies, on the other hand, require that employers follow both substantive and procedural due process in terminating a person’s employment. (...) Most institutions of highereducation, public and private, at least implicitly accept the principle of EAW and carry it out in practice. I argue that because of their heritage ofCatholic social thought,Catholic universities are obligated to replace the principle and practice of EAW with a just cause policy. I also point out that the very principles underlyingCatholic social thought that lead to a rejection of EAW are principles that any highly educated person of good will should accept. (shrink)

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This article is a critical race theology analysis that asserts thatCatholic social teaching established in documents such as the Catechism of theCatholic Church, Populorum progressio, Caritas in veritate, and the Pontifical Council for Justice and Peace’s Contribution to the WorldConference against Racism, Racial Discrimination, Xenophobia and Related Intolerance justifies reparations for the state of oppression commonly called Jim Crow, or segregation society, from the US government because it deniedAfrican Americans “truly human conditions.”.

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Edward Wilmot Blyden’s contributions to Pan-Africanism have been widely recognised. Scholars have noted that Blyden’s conception of what he called the “African Personality” reflects the influence of his reading of Herder, Fichte, and Mazzini. However, there has hitherto been no attempt to identify the precise elements that he borrowed from the aforementioned thinkers. This paper focuses on the potential influence of Fichte’s Reden an die deutsche Nation on Blyden’s philosophy of history and his philosophy ofeducation. I argue (...) that while Blyden does not explicitly refer to Fichte, or to Herder for that matter, his philosophy of history as presented in his Islam, Christianity, and the Negro Race, with its emphasis on the existence of racially specific laws of growth, can plausibly be interpreted as having been influenced by Fichte’s philosophy of history. I provide textual and contextual evidence to support this thesis. I show that Fichte’s idea that there is a Bildungsplan for humankind, which requires that each people [Volk] should develop its particularity [Eigenthümlichkeit] provided a suitable framework for Blyden’s defence of a special developmental path for peoples ofAfrican descent. (shrink)

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Some of theAfrican universities were established just over half a century ago, the overwhelming majority of them coming into being after independence. They came into being largely not on the basis of the desire of theAfrican peoples but rather to serve a purpose related to colonialism. Even when this was not the purpose, the way they were established and organized, i. e. irrelevant curricula biased against the local knowledge and culture and an equally biased faculty made (...) highereducation in Africa into a white elephant. Lack of resources and irrelevance of curricula did not enable theAfrican university to play the role that is expected of it. The developments since the 1980s show the dependence ofAfrican universities. The so‐called reforms of the World Bank and Co. are meant to reduceAfrican universities to vocational schools. Taking these into account the paper argues that theAfrican university must try to recreate itself by overcoming extraversion and restructuring itself in such a way that it is ready to use universal knowledge without undermining indigenous knowledge. (shrink)

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Highereducation restructuring in South Africa has been heavily influenced by policy processes which culminated in the formulation of several documents, including: the National Commission on HigherEducation (NCHE) Report (1996), theEducation White Paper 3 (EWP, 1997) entitled "A Programme for the Transformation of HigherEducation", the Council on HigherEducation (CHE) Report entitled "Towards a New HigherEducation Laindscape: meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st (...) Century" (2000) and the National Plan for HigherEducation (2001). The National Plan for HigherEducation in South Africa (2001) outlines the framework and mechanisms for implementing and realising the policy goals of theEducation White Paper 3. With reference to the need of the higjiereducation system to develop the intellectual capacities of people by inculcating in them high quality skills and competences which, in turn, can lead to a heightened form of political accountability on the part of democratic SouthAfrican citizens, my contention is that this can best be achieved if "outcomes" announced in the National Plan are implemented along the lines of deliberative democracy and citizenship. It is this position I wish to analyse and explore in this paper with reference to one specific "outcome": enhanced cognitive skills of graduates. (shrink)

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This paper is an attempt to enter the discourse from an Africanist perspective. It draws attention toAfrican Knowledge Systems as a critical resource in the continent’s transformation challenge. The paper articulates the logic forAfrican transformation and argues why the continent must reclaim its lost and threatened knowledges for integration into development efforts. It explores the ‘African’ educational system as a major challenge facing the acceptance and integration of AKS in the transformation process and concludes that (...) the continent is better off if the development initiative is first and foremost foregrounded onAfrican heritage and ways of knowing. The paper concludes by suggesting three major aspects of such an educational system that promotes knowledge through wisdom. (shrink)

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The year 2021 marks the 10th anniversary of the passin g of Wangari Maathai, an environmentalist, women’s rights’ activist, Pan-Africanist,African Renaissance advocate and Nobel Peace Prize winner. Throughout her life – as a girlchild in primary school, a professional in highereducation, a married woman and a politician – Maathai was confronted by and, in turn, confronted patriarchal practices in Kenya. An examination of Maathai’s life can easily mislead an observer into thinking that since Americaneducation (...) certainly gave her a break from a suffocating patriarchal Kenyan environment, the prevailing patriarchy in Kenya is inherently anAfrican cultural practice. Yet, based on Maathai’s own reflections, ethical and justice- orientated Kikuyu culture was a driving factor in her quest for women’s liberation from patriarchy, and her commitment to environmentalism. Cognisant of the foregoing, I argue that prior to colonialism, traditional Kikuyueducation in particular, and traditionalAfricaneducation in general, placed an emphasis on the veneration of women. Therefore, in pursuit of continuing struggles for women’s freedom from patriarchy in Africa, I propose that Afrocentriceducation, from foundation phase to highereducation, should be advanced to reclaim women-affirming and veneratingAfrican cultures. (shrink)

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In lieu of an abstract, here is a brief excerpt of the content:PEACEEDUCATION AND THE NORTHERN IRISH CONFLICT André Lascaris Dominican Theological Center, Nijmegen The Northern Irish conflict can be interpreted as an anachronism. This is true in many aspects. However, in the last ten years we were confronted with many "anachronistic" conflicts: in former Yugoslavia, in Rwanda, Algeria, Colombia, and Afghanistan, to mention only some. In our postmodern times the division of the world into two rather neat (...) halves with two centers of power has gone, the nation state is weakening and in many societies the social glue seems to be losing its cohesive force. We have to live together in pluralistic societies in which we are all a minority at times. Wars between states become less likely, butcivil wars are on the increase. Terrorism becomes a power against which the traditional armies and their weapons are quite useless in spite of many technological developments. The ancient laws concerningthe protection of women and children in wartime are becoming obsolete. Women are invited to get involved in the armed forces. The child soldier is a well-known phenomenon. In our western society a child's world, which exists in isolation from the adult world, is no longer a possibility. Some lessons learned in dealing with theNorthern Irish conflict might turn out to be worthwhile taking up in other situations. In this essay, I reflect with the help ofthe mimetic theory on peace work done by some Dutch people on behalfofNorthern Ireland between 1973 and 1992. The Northern Irish conflict as such is not the subject ofthis paper; the mimetic interpretation of this conflict was admirably covered by people such as Duncan Morrow and the late Frank Wright to which I refer the reader in my bibliography. I will concentrate on the educational aspects ofDutch peace work done in the Northern Irish context. Here it suffices to say that the 136André Lascaris Northern Irish conflict is not a religious one, though religious labels are being used. It is aconflict between two cultures, an Irish one and an AngloSaxon or British one. I. Dutch peace work on behalf ofNorthern Ireland A. A short history In 1973 I was invited to become a member of staff of aconference for influential Northern Irishmen in the Netherlands. Glenn Williams, then secretary general of the KEK (Conference of European Churches) had asked the Dutch Council ofChurches whether it could do something on behalf of Northern Ireland. After some consultation Williams asked the Dutch adulteducation center 'De Haaf to accommodate "mixed RomanCatholic and Protestant Irish groups in a quiet and spiritual atmosphere." The director of this center, Aat van Rhijn, a Presbyterian minister, asked me to participate in theconference because he wanted aCatholic priest to make the RomanCatholic Northern Irishmen feel represented on the staff. A laywoman, Hermine Keuning, was the third member of the staff. The Dutch Reformed Church provided money. In April 1973 a visit was made to Belfast and contact was established with the Irish Council ofChurches; it soon became our Northern Irish counterpart. In Septembera firstconference was held, quickly followed by a second one. From participants of the firstconference a new request for aconference was made and after this one even more conferences were organized, altogether 18 between 1973 and 1983. We worked with neighborhood groups, politicians, paramilitaries, social workers, police officers, adult educators, social workers, journalists and editors,Catholic and Protestant clergymen. In the conferences ofthe protestant politicians and the clergy it was not possible to have a mixed group; we had to be content with having some eitherCatholic or Protestant "observers" at theconference. Inthe late seventiesthesecurity situation inNorthern Ireland improved. The necessity oftraveling to the Netherlands to have aconference became less evident. Because our work remained in demand, we organized weekends in Northern Ireland itself from 1981 onwards, mainly in Corrymeela, an ecumenical adulteducation center near Ballycastle. Money was coming from several sources, but mainly from the Dutch Reformed Church. To handle the money well we decided in 1975 to become a trust: the "Dutch Northern Irish Advisory Committee." It was typical ofthis trustthat its constitution stipulated that noconference or any PeaceEducation andthe Northern Irish Conflict137 other activity... (shrink)

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This research investigates the effectiveness of Xero accounting software in enhancing digital acumen and employability within the context of SouthAfrican accountingeducation. The study employed a multi-method approach with 839 accounting students; the research investigated how Xero accounting software impacted their digital acumen skills and job readiness. Data was collected through academic performance analysis (quantitative data) and student reflections (qualitative data). This data included students’ marks on the Xero assignment’s four phases (data migration, processing financial data, importation (...) of financial data and extraction of financial reports). The study’s findings offer encouraging preliminary indications that Xero accounting software can contribute to the development of essential digital acumen skills and desirable graduate attributes. While the assignment presented challenges, it demonstrably achieved attainable learning goals and fostered increased student engagement. Additionally, the assignment provided valuable insights into students’ strengths and weaknesses for future attention once they have embarked on an employment opportunities search. This paper contributes to our understanding of how Xero accounting software can be utilised to foster meaningful participation and develop students’ digital acumen skills to meet the demands of the labour market. (shrink)

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In this paper I argue that liberal proponents of mandatory autonomyeducation tend to overlook or underestimate the potential threats that such aneducation poses to the overall well-being of children (including, ironically, threats to the development of genuine autonomy). They do so by paying insufficient attention to the importance of moral virtue as a constitutive element of and precondition for genuine autonomy, and by failing to recognize how the development and consolidation of moral virtue may be undermined (...) by the sort of autonomyeducation they recommend. I develop my argument through engagement with the work of Eamonn Callan and Ian MacMullen, drawing on Aristotelian ethics to highlight the shortcomings in their accounts. (shrink)

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The 18 chapters of this book are a result of a Globethics.netconference in March 2018 at theCatholic University of East Africa (CUEA) in Kenya, focused on the integration of Ethics in HigherEducation. The book captures the potential for sharing of knowledge, and triggering interdisciplinary collaboration and research across a wide variety of issues ranging from research practice, religion, entrepreneurship, leadership, fundraising and corruption. While some of the chapters focus on the understanding of ethics and (...) its relationship with the various other aspects of life, others concentrate on the methods and strategies of effectively teaching ethics. (shrink)

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The topic of pan-Africanism today brings to the fore questions of the unfinished humanistic project of decolonisation in Africa. When Kwasi Wiredu calls for the need for conceptual decolonisation in Africa, he recognises the intellectual price the continent continues to pay as a result of conceptual confusions and distortions caused by a colonial conceptual idiom implanted in theAfrican mind. Reflecting on the potential which the ideology of pan-Africanism holds for the continent’s future, my position is that the same (...) passion and energy which brought about political independence should now be redirected to the epistemic front. A new form of pan-Africanism on the intellectual front is required to galvanise Africans to develop and deploy in their thinking veritable categories of analysis born out of the experiences of beingAfrican in Africa. It is in the generation and application of these alternative epistemologies that the future of the continent lies. (shrink)

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Table of contentsI1 Proceedings of the 4th WorldConference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrityeducation programmes in different countriesCS02.1 Development of a state-run “cybereducation program of (...) research ethics” in KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A:Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethicseducation: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7.Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Caneducation and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 Theeducation and implementation mechanisms of research ethics in Taiwan's highereducation: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A SouthAfrican framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training andeducation in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research,education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd WorldConference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensureconference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for EthicsEducation in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B:Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B:Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the highereducation professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

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The past two decades has witnessed the mushrooming of Islamic schools in Europe, the United States and South Africa. Initially these schools were concerned essentially with providing an Islamic ethos for learners. More recently, however, they have begun to focus on the process of Islamization. The Islamization project was initiated in the United States by Muslim academics including Isma’il al‐Faruqi, Syed Husain Nasr and Fazlur Rahman as a response to the secularisation of Muslim society, including its educational insitutions. In essence (...) Islamization means including Islamic disciplines in the curriculum, providing an Islamic perspective on issues in the syllabi and locating, where possible, secularized disciplines within the Islamic weltanschauung. Six international conferences have been held to date at different locations in the Muslim World. The first five generated conceptual papers on the Islamic approach to knowledge andeducation and inspired academics to write research papers on their disciplines from an Islamic perspective. Most of these have been published in the American Journal of Islamic Social Sciences. The three universities which were established to drive the process have had varying degrees of success. The sixthconference which was held in South Africa took the form of workshops where SouthAfrican teachers and international academics were brought together to generate Islamised syllabi for the major school disciplines. This article attempts to explain the rationale for Islamic schools and their attempts at Islamization of disciplines. In my view, this is an important development in the context of demands for the revival of indigenous knowledge systems. (shrink)

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These papers were first presented at a symposium held under the auspices of the A. P. A. WesternConference. The general theme involves the role of science and philosophy in teaching, more specifically, the role of human reason and its ability and/or inability to plumb the depths of physics, psychology, mathematics and to convey any results in an intelligible way. Anton offers an essay on the teaching of philosophy in a general science-culture background. Carl C. Lindegren evaluates the role (...) of philosophy in the teaching of sciences. Alden L. Fisher relates philosophy to psychology. Hippocrates G. Apostle views the teaching of mathematics in a philosophical atmosphere, and William Earle distinguishes philosophy from science as "king of the humanities" rather than merely "a handmaiden of science."—J. J. R. (shrink)

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In lieu of an abstract, here is a brief excerpt of the content:SBCS Participation in Interfaith CoalitionConference for Global Citizens and Visit to Sogang University ReportsLeo D. Lefebure and Kunihiko TerasawaOn August 21–22, 2023, Mark Unno, Carolyn Jones Medine, Kunihiko Terasawa, Grace Song, and Leo D. Lefebure participated in the historic first in-person meeting of the ICCGC in Seoul, organized by our Won Buddhist colleagues with support from the Ministry of Culture, Sports, and Tourism of the Republic of (...) Korea and the United Religions Initiative in collaboration with SBCS, Wonkwang University, and the Focolare Movement Korea. Leaders from NGSs affiliated with the United Nations, as well as Religions for Peace and Rissho Kosei-kai, also participated.Grace served as a most gracious host for the program. Before the official opening of theconference, Mark chaired a panel discussion on interfaith dialogue, and Leo chaired a session on work for peace. Leo served as co-chair of theconference and offered opening remarks welcoming former UN Secretary General Ban Ki-moon, who delivered the keynote speech on "Global Citizenship Now." Mark, Kuni, Carolyn, and Kathy Matsui participated in a panel discussion of global citizenship and the path to peace. Leo gave a talk on the role of religion in a fragmented world and participated in a panel discussion on the place of religion ineducation for global citizenship.After the ICCGC meeting had ended, Mark, Carolyn, Kuni, Grace, and Leo traveled to the headquarters of Won Buddhism in Iksan, where we met their Head Dharma Master Ven. Jeonsan and other leaders. Mark delivered cordial remarks on behalf of all of us in SBCS.The organizers hope to convene the next meeting of the ICCGC in Manhattan in late August 2024 in co-operation with the NGO leaders attached to the UN.Visit to Sogang University in SeoulIn August 2023, Kunihiko Terasawa and Leo D. Lefebure visited Sogang (Jesuit) University in Seoul. Bhikshu Do Sun of the Jogye Order of Korean Buddhism, who is a doctoral student in Buddhist-Christian studies at Sogang University, graciously met Leo at the airport and accompanied him to the university, where they had dinner with Kuni and a Georgetown University graduate student, Mideum Hong, who is from Korea. Do Sun later accompanied Leo on a visit to the main Jogye Temple in Seoul and to the fine collection of Buddhist art at the National Museum of Korea. The following day, Kuni and Leo had an extended conversation with retired Archbishop Hyginus KIM Hee-joong and Sogang Professor Kim Chae Young. Archbishop Kim [End Page 237] discussed both his extensive interreligious experience with Buddhists and shamanic practitioners, and also his work for more peaceful relations between North and South Korea. The next day, Leo and Kuni met with the leaders of the Woori Theology Institute in Seoul, Balbina Lee and Paul Hwang, who discussed their interreligious efforts in pursuit of social justice and peace.On August 18 and 19, Kuni and Leo participated in aconference on How to Teach Religious Diversity at Christian Universities or Colleges, organized by Kim Chae Young. On the first day of theconference, Leo offered an overview of recent Buddhist-Christian relations in the United States, including activities of SBCS such as the 2021 Statement of Solidarity with Persons of Asian and Pacific Island Descent, and Kuni offered a presentation on interreligious dialogue figures in Japan. On the second day, Kuni spoke about Buddhist-Christian double belonging, and Leo spoke about methods in the comparative study of religion. There were participants from the Church of Jesus Christ of the Latter-Day Saints and also from Fu JenCatholic University in Taipei, Won Buddhism, the Assemblies of God in Korea, and the Korean Council for UniversityEducation.On August 20, Kuni and Leo had an extended discussion with Seil Oh, SJ, the vice president of Sogang University for international relations. Seil Oh expressed the intense interest of Sogang University in developing international contacts, including with regard to developing Buddhist-Christian relations. SBCS members who are interested can contact Leo or Kuni for more information.kunihiko terasawa's reportA week before Leo D. Lefebure and I joined Won Buddhism's ICCGC, along with Mark Unno and Carolyn Medine... (shrink)

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