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AbstractThe paper provides solutions to the main challenge of using cybersecurity and artificial intelligence with ethics in mind: ensuring that ethics is present and justified in the design process. We propose ethical principles, a reasoning method, and training competencies to achieve this goal. These principles are autonomy, beneficence, non-maleficence, trust, justice, and transparency. The competencies include defining the context, identifying ethical priorities, setting minimum ethical thresholds, and analyzing tradeoffs of prioritized ethical principles. The focus is on reasoning, which is justifying technical choices while considering their negative and positive ethical implications in context, from personal to social. Ethical reasoning also involves “ethical action” competencies (practical knowledge sets) that cybersecurity professionals and students can learn to incorporate ethical principles into their decision-making process. [ABSTRACT FROM AUTHOR]

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

Abstract Background Pharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists’ ethical reasoning skills and explore the need for ongoing training and support. Methods This mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop. Results In total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants’ self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001). Conclusion Hospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists’ readiness, confidence, and capabilities to recognise and respond to challenging ethical issues.

Background: Pharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists' ethical reasoning skills and explore the need for ongoing training and support. Methods: This mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop. Results: In total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants' self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001). Conclusion: Hospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists' readiness, confidence, and capabilities to recognise and respond to challenging ethical issues. [ABSTRACT FROM AUTHOR]

The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools—and the DIT-2 especially—have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase “ethical decision-making.” It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses. [ABSTRACT FROM AUTHOR]

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

We propose a step‐by‐step methodological framework of translational bioethics that aims at changing medical practice according to normative–ethical requirements, which we will thus call "transformative medical ethics." The framework becomes especially important when there is a gap between widely acknowledged, ethically justified normative claims and their realization in the practice of biomedicine and technology (ought–is gap). Building on prior work on translational bioethics, the framework maps a process with six different phases and 12 distinct translational steps. The steps involve various research activities including conceptual philosophical inquiry and (socio‐)empirical research. On the one hand, the framework can be used as a heuristic tool to identify barriers to the transformation process. On the other hand, it can provide guidance for researchers and practitioners to develop appropriate (conceptual action and practice) models, which are then implemented and evaluated in specific practice contexts. We use the example of realizing the norm of respect for autonomy in the practice of medical decision‐making to illustrate the framework. Further research is required, for example, to theoretically underpin the framework, to apply it to other ought–is gaps, and to evaluate its feasibility and effectiveness in various practice areas. Overall, the framework of transformative medical ethics suggests a strategic process to investigate and promote practice change that is ethically informed in all phases. [ABSTRACT FROM AUTHOR]

Simple Summary: Some basic and preclinical biomedical research models require the use of animals. It is not always clear which model is best suited to a project—animals or models based on, e.g., in vitro or in silico methods? This choice is influenced not only by personal beliefs and experience, but also by societal debates. Moreover, people often process information unconsciously. In this study, 13 people involved in relevant areas of research were interviewed. The responses were qualitatively assessed and subjected to an ethical analysis. This paper presents 66 reasons why researchers use animals (27 reasons) or alternative methods (39). Many reasons are tied to the work environment (29) and to scientific standards (22). Such reasons are often pragmatic and can only be influenced by individuals to a limited extent. Other reasons were assigned to personal attitudes (11) and animal welfare (4). Even if few reasons can be rejected outright from an ethical point of view, there are good reasons to give some more weight than others, as an exemplary discussion shows. The study raises awareness of the ethical decision-making process and the underlying reasons that we are often unaware of. This can help to reflect on and justify decisions. Background: Research model selection decisions in basic and preclinical biomedical research have not yet been the subject of an ethical investigation. Therefore, this paper aims, (1) to identify a spectrum of reasons for choosing between animal and alternative research models (e.g., based on in vitro or in silico models) and (2) provides an ethical analysis of the selected reasons. Methods: In total, 13 researchers were interviewed; the interviews were analyzed qualitatively. The ethical analysis was based on the principlism approach and a value judgement model. Results: This paper presents 66 reasons underlying the choice of researchers using animal (27 reasons) or alternative models (39). Most of the reasons were assigned to the work environment (29) and scientific standards (22). Other reasons were assigned to personal attitudes (11) and animal welfare (4). Qualitative relevant normative differences are presented in the ethical analysis. Even if few reasons can be rejected outright from an ethical point of view, there are good reasons to give some more weight than others. Conclusions: The spectrum of reasons and their ethical assessment provide a framework for reflection for researchers who may have to choose between animal models and (investing in) alternatives. This can help to reflect on and ethically justify decisions. [ABSTRACT FROM AUTHOR]

Background & Aims The ethical challenges of pediatric nurses in the work environment is inevitable. One of these challenges for nurses is related to euthanasia, which is affected by extensive legal, religious, and cultural issues. This study aims to determine the relationship between ethical reasoning and attitudes towards euthanasia in nurses working in children’s hospitals. Materials & Methods This descriptive-analytical study was conducted on 194 pediatric nurses working in two children’s hospitals affiliated to Tehran University of Medical Sciences. Data were collected electronically and in person using three questionnaires, including a demographic form, the nursing dilemma test (NDT), and the euthanasia attitude survey (EAS). The collected data were analyzed in SPSS software, version 26. Results The mean score of ethical reasoning was 42.92±10.33, and the mean score of EAS was 2.65±0.12. The ethical reasoning score had no significant correlation with age, work experience, sex, marital status, education level, and history of participation in nursing ethics courses, except for the department, which was significantly related to ethical reasoning. The EAS score had no significant correlation with any of the demographic variables, except for the department. The Pearson correlation test results indicated a significant negative correlation between ethical reasoning and attitudes toward euthanasia (r=-0.60, P

Military ethics seeks to provide practical guidance for the resolution of real ethical problems associated with the conduct of military operations. In doing so, it must reflect how actual persons give and take-up reasons when deliberating what actions to take. The Just War Tradition, for example, provides deontological and consequentialist considerations soldiers should take up when considering how to conduct operations. Sometimes, unfortunately, soldiers may find themselves in tragic situations where principles and consequences provide no clear guidance. To fill that gap, a full account of military ethics requires an account of virtue, which focuses more on the agent than the act and can provide resources necessary to avoid, or failing that, resolve, otherwise unresolvable ethical dilemmas that can arise during military operations. This point does not mean virtue ethics supersedes or assimilates other ethical approaches. Rather it means that in the context of a process aimed at establishing reflective equilibrium, it provides important beliefs, judgments, and ways of thinking about applied ethics that are critical not just to building a robust, maximally coherent equilibrium but also to maintain it. These resources are especially critical when one is faced with the kind of tragic situations soldiers confront in war. [ABSTRACT FROM AUTHOR]

How do tools designed for documenting machine learning models contribute to developers’ ethical reflection? We set out to answer this question regarding Model Cards, a tool proposed for such purpose. We conducted a thematic analysis of eight semi-structured interviews based on speculative design sessions. Each participant assumed the role of developer of an artificial intelligence model in one of two scenarios: loan applications or university admissions. We found evidence that designers may have been selective about which ethical issues – from among those they had reflected on – they recorded in the Model Cards. While participants were hesitant to grant full autonomy to the artifact to be developed, we identified they still tended to rely on a third party (outside the design team) to mediate the relationship between the system and other stakeholders. Our findings contribute to our understanding of documentation tools, their epistemic value, and how they can be leveraged to engage in a more ethically informed design process of artificial intelligence systems.

As the Journal of Religious Ethics celebrates its 50th anniversary, higher education in the United States is in a period of upheaval. How does its changing landscape impact the ways we articulate the value of religious ethics? What do our students need from ethics coursework? Both the upheaval in higher education and recent critiques of higher education from religious ethicists highlight questions about the purposes and value of postsecondary education. This essay argues that an emphasis on the practice of ethical reasoning speaks to legitimate public interests in higher education, serves undergraduate students' personal development and professional preparation, and provides an opportunity for dynamic engagement with religious ethics. [ABSTRACT FROM AUTHOR]

Background & Aims The ethical challenges of pediatric nurses in the work environment is inevitable. One of these challenges for nurses is related to euthanasia, which is affected by extensive legal, religious, and cultural issues. This study aims to determine the relationship between ethical reasoning and attitudes towards euthanasia in nurses working in children’s hospitals. Materials & Methods This descriptive-analytical study was conducted on 194 pediatric nurses working in two children’s hospitals affiliated to Tehran University of Medical Sciences. Data were collected electronically and in person using three questionnaires, including a demographic form, the nursing dilemma test (NDT), and the euthanasia attitude survey (EAS). The collected data were analyzed in SPSS software, version 26. Results The mean score of ethical reasoning was 42.92±10.33, and the mean score of EAS was 2.65±0.12. The ethical reasoning score had no significant correlation with age, work experience, sex, marital status, education level, and history of participation in nursing ethics courses, except for the department, which was significantly related to ethical reasoning. The EAS score had no significant correlation with any of the demographic variables, except for the department. The Pearson correlation test results indicated a significant negative correlation between ethical reasoning and attitudes toward euthanasia (r=-0.60, P<0.001). Conclusion The ethical reasoning of pediatric nurses in the study hospitals is at a moderate level, and they have a negative attitude toward euthanasia. The nurses with higher ethical reasoning have a more negative attitude toward euthanasia. Nurses from special care units and emergency departments have lower ethical reasoning but a more positive attitude toward euthanasia. Participation in nursing ethics workshops has no significant relationship with ethical reasoning scores and attitudes toward euthanasia. Based on the findings of this study, it is recommended that comprehensive educational programs should be held to strengthen the ethical reasoning of pediatric nurses and enhance their perception of euthanasia. [ABSTRACT FROM AUTHOR]

Ethical problems are popular in ethics and religious (studies) lessons. According to the thesis of the following article, a different approach to ethical argumentation is at the center of the respective teaching formats. First of all, the main features of ethical argumentation are outlined. Based on the example of abortion, the resources of different argumentation strategies, including a religiously based statement, are examined. The different subjects not only deal with ethical topics differently, they also have to overcome different challenges in order to make students "fit" for dealing with ethical and religious plurality. [ABSTRACT FROM AUTHOR]

This review essay describes, analyzes, and evaluates Kevin R. Smith's two supplementary short books, The Ethical Visions of Psychotherapy (2021) and Therapeutic Ethics in Context and in Dialogue (2021). It describes the main purpose of the books—to develop the idea of therapeutic ethics —summarizes the content, analyzes Smith's main approach and goals, and evaluates his success in developing therapeutic ethics. The main recommendation is that, while Smith builds on Charles Taylor's work in illuminating ways, there are yet further resources available in Taylor's philosophy for developing therapeutic ethics in more detail. [ABSTRACT FROM AUTHOR]

This paper uses the IBE Ethics at Work 2018 survey to explore employees' ethical reasoning and examine gender and age differences across 12 countries. Debates about gender and ethics have been intense since Kohlberg's theory of moral development, with feminist critiques from Gilligan and others advocating the different voice of women, while the recent arrival of Millennials in the workplace has raised new questions about age/generational differences and ethics. The findings in this study suggest that women and older workers have stronger ethical judgments in the workplace than men and younger workers. These gender and age differences, both among employees and managers, are consistent across countries. This study shows that individual characteristics are important for employees' ethical reasoning, which affects their ability to make ethical decisions and act ethically. Business ethics research should therefore take greater account of differences between (groups of) employees and their learning needs when examining the effectiveness of ethics policies and instruments, while organizations can improve employee ethical reasoning by adopting diversity-based training programs and ethical leadership. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Early Childhood Educational Research / Nordisk Barnehageforskning is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Environmental Ethics Education has in recent years emerged as a critical tool for wildlife conservation research. Despite this, Environmental Ethics Education is paradoxically predominated by traditional forms of western science such as the concept of the Anthropocene which appears to exclude aspects of African life-worlds where the natural environment is considered a heritage component and is linked to onto-ethical understandings of human existence. The purpose of this study is to explore how African heritage-based knowledges and practices are understood by children who identify and understand the relevance of their totems and taboos associated with them, in relation to wildlife conservation. The study from which this paper is derived utilised formative interventionist methodology complemented by a multi-voiced decolonial approach to explore whether children-participants aged 8 to 11 years understand the purposes of their totems and associated taboos. To achieve this I used an Afrophilic Philosophy for Children pedagogical approach, which foregrounds dialogical learning and development of critical reflexive thinking skills. Emerging findings indicated that children associated their totems and connected taboos as tools for protection against environmental pollution and for minimising resource over-extraction. Findings further demonstrated improved learner agency and development of ethical reasoning among children. As participants’ respect for environmental conservation and sustainability was informed by the significance placed on their totems, I recommend the need for schools to develop generative curricula that take seriously context-based solutions to environmental problems. Future research should also consider understanding environmental conservation issues from a context-based perspective, which can inform existing heritage practices and pedagogies.

Recent data breaches underscore the importance of organizational cybersecurity. However, the high costs of such security can force chief financial officers (CFOs) to make difficult financial and ethical trade-offs that have both business and societal implications. We employ a 2 × 2 randomized experiment that varies both an observed scenario CFO's investment decision (invest/not invest in security) and organizational outcomes (positive/negative) to investigate these trade-offs. Participant managers assess the observed CFO's investment behavior and indicate their own intentions to invest. Results indicate that when the observed scenario CFO invests in security, managers primarily follow their peers when making investment decisions. However, when the observed CFO does not invest in security, managers make their own decisions by engaging in more in-depth reasoning that includes assessment of the seriousness of consequences, as well as the ethical and societal considerations. Moderated mediation findings further deconstruct and corroborate these relationships. [ABSTRACT FROM AUTHOR]

Information and communication technology (ICT) brings about numerous advantages across various domains of our lives. However, alongside these benefits, there is a growing awareness of its potential negative ethical, social, and environmental impacts. Consequently, stakeholders ranging from conceptual modellers to policy makers often find themselves grappling with ethical considerations stemming from ICT engineering and usage. This paper presents a review of 10 ethical reasoning methods suitable for the ICT domain. We have employed a method engineering technique to author metamodels for the methods, which were subsequently subjected to validation by experts proficient in the respective methods. Following a situational method engineering approach, we have also characterised each ethical reasoning method and validated the characterisation with the experts. This has allowed us to develop a tool that helps select the method that is most suitable for a given ethical reasoning situation. Furthermore, we deliberate on the practical application of ethical reasoning methods within conceptual modelling contexts. We are confident that we have laid the groundwork for further research into ethical reasoning of ICT, with a specific emphasis on its role during conceptual modelling. • Ethical reasoning helps detect value conflicts, sustainability impacts, or dilemmas. • In a given reasoning situation, some methods might be more suitable than others. • Ethical reasoning methods can be applied within conceptual modelling. [ABSTRACT FROM AUTHOR]

Background and aims: Nursing students represent one of the most important healthcare professionals in the health system that, along with acquiring knowledge and practical skills, should learn professional values and attitudes and nursing care ethics. The aim of this study is to investigate the effect of an intervention based on Kohlberg’s theory of moral development on the ethical reasoning of nurse interns. Methods: The present quasi-experimental study was conducted with participation of 72 nurse interns in the teaching Ayatollah Kashani and Hajar hospitals affiliated to Shahrekord University of Medical Sciences from 2019 to 2021. The nurse interns were first selected based on the inclusion criteria by census and then randomly assigned to two groups of 36 each, namely, intervention and control. In the intervention group, educational content was performed in four sessions of one and a half hours within one month. Data collection tools included a demographic characteristics checklist and Nursing Dilemma Test (NDT) which was administered at baseline and immediately and one month after the intervention to both groups. Data were analyzed by SPSS version 24 using descriptive and analytical tests such as paired t-test, independent t-test and Fisher’s exact test at a significance level of 0.05. Results: The mean (±standard deviation) score of ethical reasoning before the moral intervention were 39.16±5.74 in the control group and 39.22±1.09 in the intervention group, with no statistically significant difference by independent t test (P=0.831). The mean±standard deviation score of this variable immediately after the moral intervention was obtained 39.08±5.26 in the control group and 39.41±6.58 in the intervention group, with no statistically significant difference by independent t test (P=0.370). But the mean±standard deviation score of ethical reasoning one month after the moral intervention was 38.94±5.68 in the control group and 47.77±6.71 in the intervention group, with a statistically significant difference by independent t test (P=0.001). Conclusion: Given that most nursing students have a low level of ethical reasoning, it is necessary for nursing managers to pay more attention to the issue of professional ethics in educating students in this field. The results of the present study indicated the desirable impact of Kohlberg’s moral intervention on the ethical reasoning of nurse interns, so it is recommended to give serious attention to the use of Kohlberg’s theory of moral development -based interventions in the education of nursing students.

Abstract Introduction There is a paramount need for moral development for pharmacists and pharmacy students to practice the patient-centered profession. We aimed to explore the current situational judgment utilizing ethical reasoning among undergraduate pharmacy students. Methods A set of ten ethical dilemmas, representing potential real-life situations that the students come across in the university and may face in the future as a pharmacist were developed by a team of students, academic staff, and stakeholders. These ethical dilemmas were validated, checked for accuracy, and piloted. An online questionnaire was created consisting of these ten scenarios as open-ended questions and administered to fourth year and fifth year PharmD students in a public university located at the city of Mecca, Saudi Arabia, asking them how they would react in that situation. Responses of the participants were analyzed using thematic analysis independently by four researchers and inter-rater agreement were achieved through consensus. Results Out of 205, 186 students completed the questionnaire with a response rate of 90.7%. Analysis and resulted in the generation of 32 codes, which were then categorized into seven overarching themes: student engagement, social and professional responsibility, academic integrity, legal obligation, moral obligation, signposting, and moral engagement and patient safety. Conclusions Undergraduate pharmacy students experience complex state of mind in connection with ethical reasoning. The participants’ situational judgment were driven by cultural norm, authority, and responsibility. Student engagement is also affected by the state of mind and feelings of mutual trust, perceived cultural influence and peer pressure. The students were prone to seek help from university administrators or teachers when faced with situations in which they were helpless.

Background and Objective: In nursing, an appropriate level of ethical reasoning leads to the provision of better quality care to patients and an increase in job satisfaction among nurses. Professional values are important parts of this profession, and nurses are obliged to adjust their activities in accordance with these values. This study aimed to investigate the level of ethical reasoning and attitude of professional values in final year nursing students of Hamadan University of Medical Sciences, Hamadan, Iran, in 2020. Materials and Methods: The present descriptive cross-sectional study was performed on 125 senior undergraduate nursing students by census method. The data collection tool was a three-part questionnaire consisting of a demographic information form, Nursing Dilemma Test, and Nurses Professional Values Scale-Revised Questionnaire. Questionnaires were distributed in person and electronically. Data analysis was performed in SPSS 26 software. Results: Data analysis showed that there was no significant relationship between ethical reasoning and professional values (r=0.023, P=0.79). The mean score of students' moral reasoning was reported to be above average (46.4±6.84). Moreover, the mean score of students' professional values was obtained at a desirable level (96.84±9.28). Conclusion: Although there was no significant relationship between students' moral reasoning and professional values, to raise the level of moral reasoning and institutionalize professional values in students, it is essential to have an educational plan in college.

ABSTRACT Scientific literacy is built on critical thinking. The postbaccalaureate workforce enhances our economies and societies by contributing a wealth of knowledge and skill sets to local communities, respective industries, and beyond as our world becomes increasingly interconnected. Education in scientific literacy should teach students how to learn about science and how to cultivate and communicate a positive attitude about science. Learners in a 200-level nonmajors biotechnology course engaged with a series of ethical dilemmas after mastering the basic elements of argument structure and advanced tools in argument evaluation. To introduce collaboration as a constructive process in undergraduate education, student interactions with peers require guidance, flexibility, and compassion to learn from each other. Students gain critical thinking mastery from two modules addressing how we argue and evaluate claims. Students apply these critical thinking skills to various ethical arguments involving responsible conduct of research training. Using our structured and interdisciplinary approach, new scholars learn through practice how to read, analyze, and evaluate research scenarios and respond to potential ethical situations. This strategy allows students to develop important scholarly skills, including a systematic approach to evaluating credibility and applying generosity to theirs and others' understanding of their circumstances.

En av nyckelfrågorna inom hållbar utveckling handlar om fördelning av resurser, en fråga som berör värderingar och har flertalet matematiska egenskaper. Denna artikel fokuserar på förskolebarns kollektiva resonemang om fördelning av mängder, när matematiken dominerar resonemanget alternativt ersätts av eller kombineras med hållbara etiska resonemang. Två barn, 4 och 6 år, löste tillsammans sex olika fall. Data ana­lyserades med två ramverk: ett som handlar om kollektiva matematiska resonemang och fokuserar på innehållet i argumenten, och ett som handlar om processen att skapa etiska resonemang. Resultaten visar att enkla situationer löstes främst med matematiska resonemang med transformationen delningsdivison, men där värderingar blev påtagliga tog hållbara etiska resonemang över. Det fanns också en överlappning där matematik användes för att styrka ett etiskt resonemang. Barnen demonstrerade resonemangskompetens och implikationer av detta diskuteras. English abstract When fair share is not equal One of the key questions within sustainable development is allocation of resources, a question that comprises values and has several mathematical properties. This paper focuses on preschool children’s collective reasoning about sharing, when mathematical reasoning dominates or is replaced or combined by sustainable ethical reasoning. Two children, age 4 and 6, solved six cases together. Data was analysed using two frameworks: one deals with collective mathematical reasoning and focus on the components of the arguments, and one about the process creating ethical reasoning. The results show that basic situations were often solved by mathematical reasoning concerning division, but when values were explicit, sustainable, ethical reasoning was used. There was also an overlap, where mathematical arguments were used to back up ethical reasoning. The conclusion is that the children demonstrated reasoning competence, and some implications are discussed.

This case is based on a real-world COVID-related fraud perpetuated by Decision Diagnostics Corporation in a management fraud scheme. In this case study, students perform financial statement and fraud triangle analyses. The variety of critical thinking activities in this case are appropriate for students in intermediate accounting and auditing courses. Students at two accredited midwestern and southern universities participated in this case study. We provide assessment information and implementation suggestions to interested instructors. Student feedback was positive about the learning outcomes of this case. Data Availability: Data available upon request. [ABSTRACT FROM AUTHOR]

ABSTRACTLab spaces can teach STEM ethics by highlighting and creating opportunities to practice the four key dimensions of the AIRR framework of Responsible Innovation (RI): anticipation, inclusion, responsiveness, and reflexivity. In this paper, we introduce ‘Futures Labs’∼ as a pedagogical approach to train students in RI skills and encourage them to become aware of, and more concerned about, the broad social, political, ethical, and environmental dimensions of innovation. Our approach additionally trains students in a wide range of explicitly employable capacities (such as scenario building, foresight, communication, and collaboration skills). We conceive of the Futures Lab as a part of a broader permeation of RI-oriented educational practices within STEM institutions. Through practical experience in Futures Labs, students learn not only how to apply RI frameworks, but also get a feel for why doing so matters. The paper concludes with a practically-oriented discussion of exercises employed at each institution's Futures Lab.

Sharing and division are two concepts that have overlapping properties, and both are connected to the interpretation of fairness. In the present study, we study preschool children's work with a case where eight biscuits were shared between soft toys. The focus is onthe different arguments that the children express. The results show that children use both ethical arguments and mathematical arguments in their solutions. Some of the arguments can be categorised as 'Fair sharing related to number of pieces only' or 'Fair sharing employing ad hoc attempts at equal size'. The arguments that were coded as sharing not associated with mathematical sense of fairness were either classified as ethical reasoning or play. In the discussion, we raise the need of the combination of ethical reasoning and mathematical arguments if we want to create situations for children to develop critical thinking. [ABSTRACT FROM AUTHOR]

Abstract Background Integration of clinical skills, ethical decision-making, and reflection skills have emerged as cornerstones of clinical teaching in medical schools. This study aimed to detect whether a multimodal learning environment approach consisting of lectures, a drill, post-drill video debriefing, and written reflection in an emergency medicine rotation boot camp improves interns’ patient management skills, ethical decision-making, and reflection skills. Methods A multimodal learning environment was created by the collaboration of emergency medicine, ethics, and medical education specialists. Multiple educational techniques involving lectures, case discussions, and role-playing a crisis scenario were applied. Pre-test and post-test, debriefing on performances on video records, video-recorded performance assessment, and reflective essays about their own and group’s performances were used to assess various aspects of the student performances. Additionally, a meeting was organized with the presence of the authors to create qualitative data obtained through the program evaluation meeting conducted on three themes: influences of teaching methods, students’ performances, and common achievements and mistakes of students. Results 133 students participated. Post-test multiple-choice question (MCQ) test scores were slightly higher than pre-test. A low and medium correlation was detected among pre-test and post-test patient management problem (PMP) and reflection scores, which was more prominent for female students. Multiple linear regression showed that pre-test and post-test PMP scores significantly contributed to reflection scores. These results might support that better patient management predicts more robust reflective practice. Teachers observed that students appreciated being inspired by well-performing peers, particularly noting the empathic needs of patients, companions, and other health professionals. However, students overlooked summoning forensic or social services and were inhibited by the pressure of the contextual traits of the drill. Conclusion The multimodal learning environment created by multidisciplinary collaboration contributed to the improvement of components of situational awareness of the interns: patient management skills, ethical decision-making, and reflective practice. During this research, we created a toolbox better to capture the richness and diversity of student interactions. Considering the scarcity of context-specific assessment methods and widespread use of MCQs or generic scales for higher-order thinking skills in medicine, this study might be regarded as a step forward in that context.

Introduction: Ethical competence in professional practice can be considered essential among nurses and nurses in ambulance care encounter ethical dilemmas frequently. To enhance ethical competence among students in the ambulance specialist nursing program, high-fidelity simulation scenarios including ethical dilemmas were introduced as a learning activity. Research aim: The research aim was to investigate the usefulness of high-fidelity simulation in ambulance specialist nurse education to teach ethical reasoning when caring for children. Research design: This study was conducted as a qualitative interview study, complemented with observations and using field notes and qualitative interviews for data collection. Data was analysed using deductive qualitative content analysis based on a care ethical model. Participants and research context: Participants (n = 35) were recruited from an ambulance nurse educational program at a Swedish university. Data was collected after the students took part in two high-fidelity simulations involving children in an ambulance care setting. Ethical considerations: The study has been vetted and approved by the ethical council at the University of Borås, Sweden. The study follows the Helsinki Declaration’s advice on ethical principles. Results: The results showed that most of the students expressed some form of ethical reasoning during the simulation sessions, which were elaborated and reflected upon during the debriefing part of the sessions. The simulation design seemed to have a great impact on the outcome of the student’s ethical reasoning, where increased immersion led to deeper emotional engagement among the students which increased awareness of their personal preconceptions. Conclusions: This study aimed to investigate whether high-fidelity simulations could be useful to stimulate ethical reflections and contribute to increased ethical competence among students. In conclusion, a well-designed high-fidelity simulation can be useful as an educational tool to learn and enhance ethical competence among specialist ambulance nursing students. [ABSTRACT FROM AUTHOR]

This paper uses the IBE Ethics at Work 2018 survey to explore employees’ ethical reasoning and examine gender and age differences across 12 countries. Debates about gender and ethics have been intense since Kohlberg’s theory of moral development, with feminist critiques from Gilligan and others advocating the different voice of women, while the recent arrival of Millennials in the workplace has raised new questions about age/generational differences and ethics. The findings in this study suggest that women and older workers have stronger ethical judgments in the workplace than men and younger workers. These gender and age differences, both among employees and managers, are consistent across countries. This study shows that individual characteristics are important for employees’ ethical reasoning, which affects their ability to make ethical decisions and act ethically. Business ethics research should therefore take greater account of differences between (groups of) employees and their learning needs when examining the effectiveness of ethics policies and instruments, while organizations can improve employee ethical reasoning by adopting diversity-based training programs and ethical leadership.

The Autonomy and Verification group1 Part of a wider, international, Autonomy and Verification Network of activity: https://autonomy-and-verification.github.io sits within the Department of Computer Science2 https://www.cs.manchester.ac.uk at the University of Manchester. The group has a long history of research into agents and multi-agent systems (both at Manchester and, previously, at the University of Liverpool) particularly in the areas of formal specification and verification, multi-agent programming, ethical agent reasoning, and swarms, teams and organisations. [ABSTRACT FROM AUTHOR]

An integrative model of ethical justifications in organizations is proposed. The model recognizes the roles of psychological and non-psychological factors on the link between ethical theories and the ethical reasoning and, consequently, on the way operators justify themselves when accused of being against (or not favoring) the good of the company. This study wants to contribute to highlighting the benefits of the prevention of deviant behavior through a more profound comprehension of its antecedents. The analysis confirms the complexity of human beings, and the need for an integrated approach that leads to clarity and coherence among tools (e.g. mission, code of ethics, incentive system), people and among both people and tools. A central role is played by the dissemination of a culture that considers the firm as a real entity, with its own interest, that is separated from that of its stakeholders and which brings the purpose of the common good. [ABSTRACT FROM AUTHOR]

Objective: This study is designed to investigate the effect of auditing firm’s size and the organizational level of auditors on the ethical reasoning at different stages of Kohlberg's theory of cognitive moral development. Methods: This study is a descriptive survey. A questionnaire containing a scenario was used to collect research data. 355 questionnaires were collected at 2020 from auditors working in private audit firms and the Audit Organization. Data were analyzed using descriptive statistics and regression analysis. Results: The present study has three main findings: The first shows that the ethical reasoning of Iranian auditors is at the post-contractual level of Kohlberg’s theory. The second indicates a negative relationship between the levels of ethical reasoning and the size of audit firms, and finally the last finding shows that with improving auditors' position in audit firms, their levels of ethical reasoning decreases. Conclusion: The results indicate that the size of the auditing firms and the organizational level of auditors affect on their ethical reasoning. The findings of this study can help policy makers and legislators to avoid the potential risk of negligence by auditors.

Introduction: There is a paramount need for moral development for pharmacists and pharmacy students to practice the patient-centered profession. We aimed to explore the current situational judgment utilizing ethical reasoning among undergraduate pharmacy students.Methods: A set of ten ethical dilemmas, representing potential real-life situations that the students come across in the university and may face in the future as a pharmacist were developed by a team of students, academic staff, and stakeholders. These ethical dilemmas were validated, checked for accuracy, and piloted. An online questionnaire was created consisting of these ten scenarios as open-ended questions and administered to fourth year and fifth year PharmD students in a public university located at the city of Mecca, Saudi Arabia, asking them how they would react in that situation. Responses of the participants were analyzed using thematic analysis independently by four researchers and inter-rater agreement were achieved through consensus.Results: Out of 205, 186 students completed the questionnaire with a response rate of 90.7%. Analysis and resulted in the generation of 32 codes, which were then categorized into seven overarching themes: student engagement, social and professional responsibility, academic integrity, legal obligation, moral obligation, signposting, and moral engagement and patient safety.Conclusions: Undergraduate pharmacy students experience complex state of mind in connection with ethical reasoning. The participants' situational judgment were driven by cultural norm, authority, and responsibility. Student engagement is also affected by the state of mind and feelings of mutual trust, perceived cultural influence and peer pressure. The students were prone to seek help from university administrators or teachers when faced with situations in which they were helpless. [ABSTRACT FROM AUTHOR]

A self-perceived lack of training in ethical theories and related pedagogy has kept many engineering faculty members from teaching data ethics, an important aspect of engineering research that has become more salient in recent years. This paper describes the development of a module, which includes concepts, cases, policies, and best practices, to support the teaching of ethical data practice. Based on a user-oriented design approach and a moral literacy framework, the module was designed to be used in different courses and co-curricular activities for students of varying levels of competence to improve their ability to identify and analyze ethical problems associated with the handling of research data. This work seeks to encourage ethical reflection on researchers’ data practice through the idea of an “ecology of data,” which highlights the co-production of data by multiple, interconnected, and heterogeneous actors. This paper also presents online and in-class evidence about the impact and limitations of the module, which is now available for interested researchers and instructors to browse and use. [ABSTRACT FROM AUTHOR]

This paper provides theories, models and practices to assist in understanding ethical decision making in relation to environmental, social and governance issues. It begins by defining sustainability and how it is measured and reported. The most influential is the UN’s definition of sustainability and its measurement by compliance with its 17 Sustainability goals. In his recent report into the finance sector, the Royal Commissioner was scathing in his assessment of the lack of integrity, honesty and ethics and endorsed the importance of reporting non-financial indicators of performance. However, there are few explanations of the links in the literature between ethics and ESG and how ethical decisions could be managed. The purpose of this paper is to address this issue by exploring the questions: What are: ethics? Business ethics? The main ethical theories? What is the relationship between ESG and ethics? What is the difference between ethics and morals? How do we apply ethical reasoning to ESG?