This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on the following key issues:
Providing information about research integrityProviding education, training and mentoringStrengthening a research integrity cultureFacilitating open dialogueWise incentive managementImplementing quality assurance proceduresImproving the work environment and work satisfactionIncreasing transparency of misconduct casesOpening up researchImplementing safe and effective whistle-blowing channelsProtecting the alleged perpetratorsEstablishing a research integrity committee and appointing an ombudspersonMaking explicit the applicable standards for research integrity
The vocation of a teacher entails a multitude of high expectations. In addition to skills specific to the taught subject area and didactic methods, a teacher's professionalism includes being a values educator. It is in the power of teachers to spur students to become conscious of their values and give them skills to reflect on them. In order to urge students to reflect on and discuss their values, the teacher must first acquire the same skills. The main aim of this article is to show that values permeate every aspect of education and that value-free education is impossible. I shall first argue that in teacher education more emphasis should be placed on preparing teachers for their role as values educators. Secondly I shall show how a practical tool -the Teachers' Values Game -based on group discussions of moral dilemmas inherent in practical examples collected from real life can help teachers to recognize what their values are, to acquire skills of moral deliberation, to learn to argue and reach consensus.
In this article, we will compare ethical issues raised by first and second generation biometrics. First generation biometrics use characteristics readily visible to the naked eye to ensure that the person identified is the person he claims to be, whereas second generation biometrics focus on behavioral patterns with the aim of predicting suspicious behavior or hostile intentions. While the collection of biometric features for identification is visible to the person involved, capturing biometric features from a distance may go unnoticed. Our study of a range of U.S. and European projects of second generation biometrics, particularly of Future Attribute Screening Technology and Automatic Detection of Abnormal Behaviour and Threats in crowded Spaces, shows that if data subjects are not aware of the processing of their data, and if behavioral patterns are interpreted without any knowledge of the subject's will and motives, there are risks of discrimination and stigmatization. Thus, second generation biometrics raise some new ethical concerns besides issues of integrity, privacy, and data protection and further underscore the importance of the principle of informed consent in order to maintain public trust.
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