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Cute Shoes, But Are they Inclusive?
Being born with congenital defects, I am well aware of what it feels like to be ignored or treated like a second-class citizen. But since my disability is not apparent at first glance, I live in two worlds.
When my surgically altered feet are covered with cute espadrilles, sleek platform pumps, or this season's military inspired utility booties, people label me 'normal.' But when I have the audacity to dance barefoot in an African or modern dance class, practice hot yoga without socks, or wear flip flops on a sweltering Virginia summer day, people immediately replace the normal label with an 'abnormal' one.
My experience with people labeling me 'normal' and 'abnormal' is a snapshot of a much larger issue facing other fashion consumers with disabilities. Right now, this group is a blip on the radar of the mainstream fashion industry. But I am eternal optimist, and I truly believe things will change for fashion consumers with disabilities, which is why I am an advocate on a quest for fashion inclusivity.
Many people with and without disabilities dismiss my pursuit for fashion inclusivity as a trivial one. But I respectfully disagree. Did you know that today a pet owner has more in-store clothing options than a person with an ambulatory disability? Don't get me wrong, I love pets. As a matter of fact I have a very distinguished tuxedo cat, by the name of Mr. Yitty, who allows me to live with him in my condo. It's just that, in 2010 I don't think that pet owners should have more in-store or online clothing options than people…with disabilities.
For example, not many fashion retailers realize that wheelchair users have difficulty wearing high heels and wedges due to problems with pressure sores and so-called foot drop. Also, standard footplates on many wheelchairs aren't designed for shoes that aren't flat. Until retail outlets go beyond wheelchair accessible dressing rooms to actually selling clothing and shoes in stores designed for the seated figure, I will continue this quest.
Acknowledging that people with disabilities are viable fashion consumers; you can't design for someone you don't acknowledge.
Actively listening to fashion consumers with disabilities, to hear what they have to say about their fashion needs. Like other fashion consumers, fashion consumers with disabilities are diverse and have a variety of needs.
Commit to serving fashion consumers with disabilities. Not pitying them, not patronizing them, but serving them. The same attention to detail used when designing, marketing, branding, and retailing other fashion lines must be used when designing, marketing, branding, and retailing fashion lines for fashion consumers with a disability.
Implementing these three pillars can help change the landscape of fashion as we know it. In my writings for abledbody, I'll talk about trends in fashion for people with disabilities, what retailers are doing right (and wrong), and how we can make the industry more fashion inclusive.


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Results for 'Undergraduate' (try it on Scholar)
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On Iranian EFL Undergraduate Students' Perceptions of Plagiarism.Farzaneh Amiri & Seyyed Ayatollah Razmjoo - 2016 - Journal of Academic Ethics 14 (2):115-131.details
The fast growing rates of plagiarism among students in higher education has become a serious concern for academics around the world. Collecting data through semi-structured interview, this qualitative study is an attempt to investigate a group of EFL undergraduate students' viewpoints on plagiarism, the extent to which they are informed about it and the reasons triggering them to plagiarize. Responses revealed shallow understanding of plagiarism in its various forms. The findings indicated a range of contributing factors including: instructors' ignorance (...) towards plagiarism, limited writing and research skills, peer pressure, pressure to submit high-quality assignments and ease of plagiarizing. The results highlighted the need for practical policies and cohesive framework to raise students' awareness at initial stages in order to minimize the prevalence of plagiarism at later points. Developing rich writing and referencing skills should be considered seriously by course instructors and the common leniency towards undergraduate students' instances of plagiarism must be replaced by more serious attitude that encourages innovative and genuine research practice. The implications of findings can help academics to take the required steps in decreasing cases of plagiarism among students. (shrink)
Academic and Teaching Ethics in Philosophy of Social Science
After Andersen: An Experience of Integrating Ethics Into Undergraduate Accountancy Education. [REVIEW]David Molyneaux - 2004 - Journal of Business Ethics 54 (4):385 - 398.details
Ethical conduct in practice has been increasingly recognised as vital to the accountancy profession following the collapse of Andersen. The foundational principles underpinning accountancy ethics receive relatively uniform recognition worldwide so that this paper concentrates on exploring how to introduce these concepts into established courses at undergraduate level. Historically, the teaching of accounting techniques has been isolated from the personal assimilation of accountancys ethical values by students. Alternative approaches are considered, of a dedicated capstone ethical course or through more (...) progressive integration within existing parts of an established curriculum. An opportunistic example of the latter is then described with the rationale, potential benefits, student reactions and practical difficulties assessed. Overall, the paper explains why, alongside technical skills, their personal development requires undergraduates to develop how to apply for themselves given professional values. It contributes suggestions as to methodologies, content and material for short modules within financial reporting, taxation, auditing and social/ environmental accountancy courses while reflecting on the limitations and potential of their use. (shrink)
Business Ethics in Applied Ethics
Undergraduate Conferences as High Impact Practices with an Impact on Gender Parity.W. John Koolage & Danielle Clevenger - 2018 - Teaching Philosophy 41 (3):261-284.details
There has been a recent explosion of undergraduate philosophy conferences across the United States. In this paper, we explore undergraduate conferences along three lines. First, we argue that, as a well-designed learning activity, undergraduate conferences can serve to increase gender parity in philosophical spaces—a widely accepted and important goal for our discipline. Second, we argue that this increase in parity is due, at least in part, to the proper design of undergraduate conferences as High-Impact Practices. Our (...) empirical work on our own undergraduate conference demonstrates that properly designing the conference as a High-Impact learning activity does, as expected, benefit underserved student populations, including women. Additionally, the study also revealed unexpected opportunities to intervene on student learning. Third, we argue, also in line with our data, that undergraduate conferences occupy a previously taxonomically unrecognized grouping among recognized High-Impact Practices. (shrink)
Teaching Philosophy, Misc in Teaching Philosophy
The Aims of Education in Philosophy of Social Science
Modelling Undergraduate Research and Inquiry – Why Enculturation Matters.Ines Langemeyer - 2019 - Outlines. Critical Practice Studies 20 (1):71-96.details
Within the last ten to fifteen years, models emerged for describing and developing undergraduate research and inquiry. This article discusses four examples of modelling didactical issues around undergraduate research and inquiry. The aim of the first part of this article is to scrutinize the epistemological and the didactical purpose of these models. As essential dimensions of undergraduate research and inquiry are neglected, two new models are developed. The first puts the coordination of theory and evidence in the (...) centre and determines three different horizons of significance in the field of science. In relation to these horizons, the second model highlights the broader societal context of scientific practices. The role of research and science in society is recognized here on the one hand as an affirmative process of institutionalization of approved knowledge, and on the other, as practices of criticizing and breaking away from established forms of knowing, testing, evaluating, and approving. Concomitantly, the education of students through and within scientific practices of research and inquiry is interpreted against the backdrop of two opposite trajectories influencing students' ambitions to engage with problems of science. Didactics of higher education therefore need to distinguish between long-term and short-term goals. It is argued that the latter concretizes the former. This understanding of teaching is corroborated against the backdrop of the concept of learning as 'enculturation' in science. The argumentation refers back to insights by Lev S. Vygotsky, Ludwik Fleck and Michael Polanyi. (shrink)
A Case Study of Argumentation at Undergraduate Level in History.Richard Andrews - 2009 - Argumentation 23 (4):547-558.details
This article examines two essays by undergraduate students in the first year of study in History at a university in the UK. It also draws on documentary evidence from the department in question and interviews with the students themselves to paint a picture of the way argumentation operates at this level. While no firm conclusions can be drawn, the evidence suggests a department with a high degree of awareness of the importance of argument and argumentation in studying History; and (...) students who are aware and articulate about the problem facing them in constructing essays in the discipline. Suggestions are made about induction into the epistemological and argumentative demands of undergraduate study. (shrink)
Informal Logic in Logic and Philosophy of Logic
Researching With Undergraduate Students: Exploring the Learning Potentials of Undergraduate Students and Researchers Collaborating in Knowledge Production.Trine Wulf-Andersen, Kevin Holger Mogensen & Peder Hjort-Madsen - 2013 - Journal of Research Practice 9 (2):Article M9 (proof).details
The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and (...) further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis. (shrink)
Philosophy of Teaching in Philosophy of Social Science
Beliefs, Practices and Attitudes of Portuguese Undergraduate Youth (Crenças, Práticas E Atitudes da Juventude Universitária Portuguesa). DOI: 10.5752/P.2175-5841.2012v10n26p432. [REVIEW]José Pereira Coutinho - 2012 - Horizonte 10 (26):432-455.details
This paper presents results of the author's PhD research: Catholic beliefs and practices, attitudes toward marriage, life and sexuality. The empirical support is a survey made to a sample of 500 students from Lisbon public universities, using a non-random sampling in two phases, first a quota sampling and after a convenience one. There are some results that stand out. More than half of students of the sample call themselves Catholic and believe in the dogmatic representations about God, Jesus and Mary, (...) though other dogmatic beliefs as hell, purgatory and resurrection are much lower. There is some spirituality among students, although the importance of God is less important. The frequencies of the Mass, prayer, Holy Communion, confession are all very low. The attitudes toward marriage, life and sexuality lie between 'some' and 'very', with abortion having the smallest rating and contraception the highest. In general, undergraduate youth is away from the norms of the Church. At the same time, these youngsters believe and belong more than they practice. Keywords: Beliefs. Practices. Attitudes. Portugal. Undergraduate students. Resumo Este artigo apresenta resultados da tese de doutoramento do autor: crenças e práticas católicas, atitudes em relação ao casamento, à vida e à sexualidade. O suporte empírico é um inquérito aplicado a uma amostra de 500 estudantes das universidades públicas de Lisboa, usando uma amostragem não aleatória em duas fases, primeiro a amostragem por quotas e depois a amostragem por conveniência. Há alguns resultados que se destacam. Mais do que metade da amostra denomina-se católica e acredita nas representações dogmáticas de Deus, Jesus e Maria, embora outras crenças dogmáticas como inferno, purgatório e ressurreição sejam bastante mais baixas. Há alguma espiritualidade entre os estudantes, embora menos considerem que Deus seja importante. A frequência da Missa, oração, comunhão, confissão é muito baixa. As atitudes relativamente ao casamento, vida e sexualidade estão entre 'alguma' e 'muita', tendo o aborto o valor mais pequeno e a contracepção o valor maior. Na generalidade, a juventude universitária está afastada das normas da Igreja. Ao mesmo tempo, eles acreditam e pertencem mais do que praticam. Palavras-chave: Crenças. Práticas. Atitudes. Portugal. Estudantes niversitários. (shrink)
Academic Ethics at the Undergraduate Level: Case Study From the Formative Years of the Institute. [REVIEW]Supreet Saini - 2013 - Journal of Academic Ethics 11 (1):35-44.details
Academic ethics among students at an undergraduate level are dictated by a variety of factors. Institutional cultures, personal preferences and notions of ethics, external factors, and peer-pressure are some of the factors that play an important role in the ethical behavior of an undergraduate student. The present study is an attempt to understand the student behavior in a three year old technical Institute in India. At a time when the higher technical education sector in India is rapidly expanding, (...) the study presents trends in undergraduate students regarding academic ethics. The study highlights the factors that are most important in governing ethical behavior of students, and allow for corrective measures at a formative stage in the Institute's life. (shrink)
The Undergraduate Pipeline Problem.Cheshire Calhoun - 2009 - Hypatia 24 (2):216 - 223.details
The essay speculates that women's underrepresentation in the philosophy major (though not in lower division philosophy courses) is connected with the clash between the schema for philosophy and the schema for woman. The result is that female students have difficulty envisioning themselves as philosophers and thus have a weaker attachment to the discipline. I also suggest that this schema clash encourages female students to take isolated experiences of sexism or gender imbalance in the classroom as representative of philosophy. At the (...) end I suggest some possible strategies for de-gendering philosophy. (shrink)
Feminist Philosophy, Misc in Philosophy of Gender, Race, and Sexuality
A Study of the Relationship Between Personal Values and Moral Reasoning of Undergraduate Business Students.George Lan, Maureen Gowing, Sharon McMahon, Fritz Rieger & Norman King - 2008 - Journal of Business Ethics 78 (1-2):121-139.details
This study examines values and value types as well as scores in levels of moral reasoning for␣students enrolled in a business program. These two factors are measured using the Schwartz Personal Values␣Questionnaire and the Defining Issues Test 2. No statistically significant differences in levels of moral␣reasoning, rankings of values, and value types could be attributed to gender. However, eight significant correlations between value types and levels of moral reasoning provide evidence that a systematic relationship exists. The relationships are not only (...) internally consistent but also consistent with the model of values based on motivational goals (Schwartz S. H. and K. Boenke: 2004, Journal of Research in Personality, 38 230–255). (shrink)
Poetry for the Uninitiated: Dannie Abse's "X-Ray" in an Undergraduate Medicine and Literature Class. [REVIEW]Sally Bishop Shigley - 2013 - Journal of Medical Humanities 34 (4):429-432.details
I recently taught an upper-division Honors class in Medicine and Literature with students ranging from a pre-physician's assistant student and nursing student to English, French, History, and Technical Writing majors. The common thread connecting these students initially was their self-described fear of and helplessness with poetry. However, as the semester drew to a close, their class discussion and journals revealed not only increased comfort with poetry but also a preference for it. The information and insight they got from poetry, they (...) said, were the reason they took a medical humanities course in the first place and commented that the poetry we read provoked more substantial "medicine and literature" discussions than prose. Poetry provides a good starting place to analyze complex human relationships, and the focus on language and form levels the intellectual playing field: students are all unfamiliar with how to do it and are learning a new skill together. This could be accomplished, of course, with a literary short story, but for the diverse population of students in this class, the brevity of poetry made it all the more appealing. (shrink)
Incorporating Environmental Ethics Into the Undergraduate Engineering Curriculum.Katherine Rowden & Bradley Striebig - 2004 - Science and Engineering Ethics 10 (2):417-422.details
The design and economic realities associated with Personal Computers (PCs) was used as a model for implementing ethical issues into the core-engineering curriculum. Historically, products have not been designed to be recycled easily. By incorporating environmental ethics into our classrooms and industries, valuable materials can be recovered and harmful materials can be eliminated from our waste stream. Future engineers must consider the economic cost-benefit analysis of designing a product for easy material recovery and recycling versus the true cost of the (...) disposal and continued use of virgin materials. A three hour unit on the economic and environmental impacts of product design is proposed for inclusion in the ABET accredited engineering program. (shrink)
Engineering Ethics in Applied Ethics
Environmental Ethics in Applied Ethics
Technology Ethics in Applied Ethics
What Issues Are Raised by Evaluating Problem‐Based Undergraduate Medical Curricula? Making Healthy Connections Across the Literature.Gillian Maudsley - 2001 - Journal of Evaluation in Clinical Practice 7 (3):311-324.details
Philosophy of Medicine in Philosophy of Science, Misc
A Commentary on Alessandro Roncaglia's Paper: 'Should the History of Economic Thought Be Included in Undergraduate Curricula?'.Nicholas J. Theocarakis - 2014 - Economic Thought 3 (1):10.details
Undergraduate Student Attitudes About Hypothetical Marketing Dilemmas.Carl Malinowski & Karen A. Berger - 1996 - Journal of Business Ethics 15 (5):525 - 535.details
This study investigated the attitudinal responses of 403 undergraduate students with respect to nine hypothetical marketing moral dilemmas. Participants varied by gender, major, and age.It was found that undergraduate women responded more ethically on the hypothetical marketing moral dilemmas, as hypothesized. Secondly, chosen major did not make a difference on cognitive, affective, or behavioral responses. Further, the overall means for each scenario were in the morally correct direction in every case. Also, all intercorrelations for each story were significant. (...) Finally, whenever there was a nonchance finding for age, the oldest participants answered more morally than the youngest subjects. (shrink)
Is UNESCO's Undergraduate Bioethics Integrated Curriculum Fit for Purpose?Ilora G. Finlay, Kartina A. Choong & Seshagiri R. Nimmagadda - 2019 - Journal of Medical Ethics 45 (9):600-603.details
In 2017, UNESCO introduced an Undergraduate Bioethics Integrated Curriculum to be taught in Indian medical schools, with an implied suggestion that it could subsequently be rolled out to medical schools in UNESCO's other member states. Its stated aim is to create ethical awareness from an early stage of a doctor's training by infusing ethics instructions throughout the entire undergraduate medical syllabus. There are advantages to a standardised integrated curriculum where none existed. However, the curriculum as presently drafted risks (...) failing to achieve its laudable aims. There are important lessons to be drawn from UNESCO's First Syllabus for Youth Bioethics Education, which is aimed at schoolchildren and teenagers, and represents a creative, effective and culturally sensitive way to teach bioethics. (shrink)
Promoting the Moral Reasoning of Undergraduate Business Students Through a Deliberate Psychological Education‐Based Classroom Intervention.Christopher D. Schmidt, Charles R. McAdams & Victoria Foster - 2009 - Journal of Moral Education 38 (3):315-334.details
Educating business students for ethical professional practice is a growing concern for both the corporate world and business education. Highly publicised scandals have pushed public trust in business to an all?time low, resulting in losses of customers and high employee turnover. Corporate and business education leaders have begun to press for more effective models for promoting ethical development in business education. This study examined the effectiveness of one such model, Deliberate Psychological Education (DPE), in promoting greater cognitive moral reasoning in (...) undergraduate business students. Its significant, positive findings hold promise for the promotion of more ethical business professionals through preparatory classroom intervention. (shrink)
Professional Ethics in Applied Ethics
Integrating Business Ethics Into an Undergraduate Curriculum.Terrence R. Bishop - 1992 - Journal of Business Ethics 11 (4):291 - 299.details
The paper describes the approach by which ethics are integrated into the undergraduate curriculum at Northern Illinois University''s College of Business. Literature is reviewed to identify conceptual frameworks for, and issues associated with, the teaching of business ethics. From the review, a set of guidelines for teaching ethics is developed and proposed. The objectives and strategies implemented for teaching ethics is discussed. Foundation and follow-up coursework, measurement issues and ancillary programs are also discussed.
Teaching Business Ethics in Applied Ethics
Factors Influencing Academic Dishonesty Among Undergraduate Students at Russian Universities.Natalia Maloshonok & Evgeniia Shmeleva - 2019 - Journal of Academic Ethics 17 (3):313-329.details
Student academic dishonesty is a pervasive problem for universities all over the world. The development of innovative practices and interventions for decreasing dishonest behaviour requires understanding factors influencing academic dishonesty. Previous research showed that personal, environmental, and situational factors affect dishonest behaviour at a university. The set of factors and the strength of their influence can differ across countries. There is a lack of research on factors affecting student dishonesty in Russia. A sample of 15,159 undergraduate students from eight (...) Russian highly selective universities was surveyed to understand what factors influence their decision to engage in dishonest behaviour. Ajzen's Theory of Planned Behaviour was employed to explain dishonest behaviour among students. The explained variance in the engagement in academic dishonesty equals 48% in the model for the full sample, and reaches 69% in the model for one of the considered institutions. The major findings of this study were: subjective norms appeared to dominate as the strongest predictor of academic dishonesty across the Russian universities; perceived behavioural control, appeared to be positively related to the dishonest behaviour. In the majority of universities, this factor was found to be insignificant. This finding indicates a specific feature of Russian students' an ethical decision-making process discussed in the last part of the paper. (shrink)
Personality Traits and Plagiarism: An Empirical Study with Portuguese Undergraduate Students.Daniela C. Wilks, José Neves Cruz & Pedro Sousa - 2016 - Journal of Academic Ethics 14 (3):231-241.details
Academic dishonesty is a major problem and is thus a highly relevant area of inquiry. Considerable research has shown that key traits from the Big Five model of personality are associated with various forms of anti-social behaviour. To date, however, relatively little research interest has been devoted to study the relationship between personality traits and plagiarism. This study attempts to fill this gap by examining the relationship between the Big Five personality traits and the inclination to commit plagiarism by (...) class='Hi'>undergraduate students. The main conclusion is that the inclination to plagiarize is negatively associated with Conscientiousness and Agreeableness traits. Neuroticism was not found to be related to the inclination to plagiarize. Implications of the findings are discussed. (shrink)
Does the Type of Cheating Influence Undergraduate Students' Perceptions of Cheating?Kathleen K. Molnar & Marilyn G. Kletke - 2012 - Journal of Academic Ethics 10 (3):201-212.details
There has been a plethora of studies outlying the various factors which may affect undergraduate student cheating, generally focusing on individual, situational and deterrent factors. But beyond these factors, does the type of cheating affect students' perceptions of cheating? We found that there were differences in regards to gradable cheating such as cheating on homework, tests and papers versus non-gradable cheating such as illegally downloading software/music from the Internet or photocopying materials which violate the university's academic integrity policy. Gender, (...) discussion of ethical issues in class and enforcement of cheating reduces the acceptance of cheating across types of cheating. Less time spent on the Internet reduces the acceptance of only non-gradable cheating and the type of institution and knowing the consequences of cheating reduces the acceptance of only gradable cheating. (shrink)
True Confessions?: Alumni's Retrospective Reports on Undergraduate Cheating Behaviors.Jennifer Yardley & Melanie Domenech Rodr - 2009 - Ethics and Behavior 19 (1):1 – 14.details
College cheating is prevalent, with rates ranging widely from 9 to 95% (Whitley, 1998). Research has been exclusively conducted with enrolled college students. This study examined the prevalence of cheating in a sample of college alumni, who risk less in disclosing academic dishonesty than current students. A total of 273 alumni reported on their prevalence and perceived severity of 19 cheating behaviors. The vast majority of participants (81.7%) report having engaged in some form of cheating during their undergraduate career. (...) The most common forms of cheating were "copying from another student's assignment" and "allowing others to copy from your assignment." More students reported cheating in classes for their major than other classes. Males and females cheated at the same rates in classes for their major, and males reported higher rates of cheating than females in nonmajor classes. Respondents reported that their top reasons for cheating were "lack of time" and "to help a friend.". (shrink)
After Andersen: An Experience of Integrating Ethics Into Undergraduate Accountancy Education.David Molyneaux - 2004 - Journal of Business Ethics 54 (4):385-398.details
Ethical conduct in practice has been increasingly recognised as vital to the accountancy profession following the collapse of Andersen. The foundational principles underpinning accountancy ethics receive relatively uniform recognition worldwide so that this paper concentrates on exploring how to introduce these concepts into established courses at undergraduate level. Historically, the teaching of accounting techniques has been isolated from the personal assimilation of accountancy's ethical values by students. Alternative approaches are considered, of a dedicated 'capstone' ethical course or through more (...) progressive integration within existing parts of an established curriculum. An opportunistic example of the latter is then described with the rationale, potential benefits, student reactions and practical difficulties assessed. Overall, the paper explains why, alongside technical skills, their personal development requires undergraduates to develop how to apply for themselves given professional values. It contributes suggestions as to methodologies, content and material for short modules within financial reporting, taxation, auditing and social/environmental accountancy courses while reflecting on the limitations and potential of their use. (shrink)
Machiavellianism, Support for CESR, and Attitudes Towards Environmental Responsibility Amongst Undergraduate Students.Richard S. Simmons & Robin S. Snell - 2018 - International Journal of Ethics Education 3 (1):47-66.details
This study investigates the relationships among Machiavellianism, attitudes towards the perceived importance of corporate ethics and social responsibility, referred to here as PRESOR attitudes, and certain attitudes toward environmental responsibility, i.e., support for corporate environmental accountability and environmentally motivated purchasing intentions, amongst undergraduate students. Data were collected from a survey of all final year undergraduate students at a university in Hong Kong. Structural equations analyses were used to investigate the associations amongst the variables. The study finds that Machiavellianism (...) and belief in the importance of CESR play important roles in the development of university students' attitudes toward certain environmental issues. Specifically, high Machiavellian students expressed lower levels of belief in the importance of CESR, which in turn were associated with weaker pro-environment views. The findings suggest that educational efforts to cultivate students' PRESOR attitudes and/or reduce their levels of Machiavellianism would enhance their pro-environment views. (shrink)
The "Ethical" Professor and the Undergraduate Student: Current Perceptions of Moral Behavior Among Business School Faculty. [REVIEW]Chet Robie & Roland E. Kidwell - 2003 - Journal of Academic Ethics 1 (2):153-173.details
A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. (...) Of the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business. (shrink)
True Confessions?: Alumni's Retrospective Reports on Undergraduate Cheating Behaviors.Jennifer Yardley, Melanie Domenech Rodríguez, Scott C. Bates & Johnathan Nelson - 2009 - Ethics and Behavior 19 (1):1-14.details
College cheating is prevalent, with rates ranging widely from 9 to 95%. Research has been exclusively conducted with enrolled college students. This study examined the prevalence of cheating in a sample of college alumni, who risk less in disclosing academic dishonesty than current students. A total of 273 alumni reported on their prevalence and perceived severity of 19 cheating behaviors. The vast majority of participants report having engaged in some form of cheating during their undergraduate career. The most common (...) forms of cheating were "copying from another student's assignment" and "allowing others to copy from your assignment." More students reported cheating in classes for their major than other classes. Males and females cheated at the same rates in classes for their major, and males reported higher rates of cheating than females in nonmajor classes. Respondents reported that their top reasons for cheating were "lack of time" and "to help a friend.". (shrink)
Toward an Aesthetic Medicine: Developing a Core Medical Humanities Undergraduate Curriculum. [REVIEW]Alan Bleakley, Robert Marshall & Rainer Brömer - 2006 - Journal of Medical Humanities 27 (4):197-213.details
The medical humanities are often implemented in the undergraduate medicine curriculum through injection of discrete option courses as compensation for an overdose of science. The medical humanities may be reformulated as process and perspective, rather than content, where the curriculum is viewed as an aesthetic text and learning as aesthetic and ethical identity formation. This article suggests that a "humanities" perspective may be inherent to the life sciences required for study of medicine. The medical humanities emerge as a revelation (...) of value inherent to an aesthetic medicine taught and learned imaginatively. (shrink)
Introducing Ethics and Corporate Social Responsibility at Undergraduate Level in the United Arab Emirates: An Experiential Exercise on Website Communication. [REVIEW]Valerie Priscilla Goby & Catherine Nickerson - 2012 - Journal of Business Ethics 107 (2):103-109.details
In this article, we describe an assignment undertaken by our third-year students at a University Business School in the United Arab Emirates. The assignment serves to introduce corporate social responsibility and ethics in the undergraduate curriculum and to raise student awareness of how corporate activity together with corporate social responsibility can impact a country's social, political, and cultural landscapes. We outline the assignment, student response to it, and its contribution to student intellectual development in terms of ethical perspective, philanthropy (...) versus ethics, economic development, and cultural diversity. We discuss the implications of this learning experience for our students and their greater understanding of items within the United Arab Emirates government's strategic directions, namely, creating a cohesive society and a sustainable environment. (shrink)
Must We Remain Blind to Undergraduate Medical Ethics Education in Africa? A Cross-Sectional Study of Nigerian Medical Students.Onochie Okoye, Daniel Nwachukwu & Ferdinand C. Maduka-Okafor - 2017 - BMC Medical Ethics 18 (1):73.details
As the practice of medicine inevitably raises both ethical and legal issues, it had been recommended since 1999 that medical ethics and human rights be taught at every medical school. Most Nigerian medical schools still lack a formal undergraduate medical ethics curriculum. Medical education remains largely focused on traditional medical science components, leaving the medical students to develop medical ethical decision-making skills and moral attitudes passively within institutions noted for relatively strong paternalistic traditions. In conducting a needs assessment for (...) developing a curriculum germane to the Nigerian society, and by extension most of Sub-Saharan Africa, this study determined the views of Nigerian medical students on medical ethics education, ethical issues related to the doctor-patient relationship and the ethical/professional dilemmas they are confronted with. Using self-administered 63-item structured questionnaires, a cross-sectional survey of the final year medical students of the University of Nigeria was conducted in July 2015.Using the Statistical Package for the Social Sciences software, frequency counts and percentages were generated. The sample included 100 males and 40 females, with the respective mean age being 24.6 and 21.8 years. Only 35.7% were satisfied with their medical ethics knowledge, and 97.9% indicated that medical ethics should be taught formally. Only 8.6% had never witnessed a medical teacher act unethically. The dilemmas of poor communication between physicians and patients, and the provision of sub-standard care were reported highest for being encountered 'often'. A majority indicated that "a doctor should do his best always, irrespective of the patient's wishes". No significant difference in responses across gender was noted. There is a strong desire by the contemporary Nigerian medical student for medical ethics education. Their lack of exposure in medical ethics in an ethically challenging environment suggest a dire need for the development of an appropriate medical ethics curriculum for them and the provision of an ethically conducive learning environment. (shrink)
Medical Ethics in Applied Ethics
Ethical Beliefs Toward Academic Dishonesty: A Cross-Cultural Comparison of Undergraduate Students in Ukraine and the United States.Mariya A. Yukhymenko-Lescroart - 2014 - Journal of Academic Ethics 12 (1):29-41.details
Little work has been done on beliefs toward academic misconduct in Ukraine. This study explored the beliefs of Ukrainian students toward various forms of academic misconduct and compared the results to the U.S. undergraduate students (N = 270). Twenty-two forms of cheating, plagiarism, and questionable academic behaviors were grouped in five categories: unilateral cheating, collective cheating, falsification gaining favoritism, and performing extra work to receive better grades. Cross-cultural comparisons of beliefs were pivotal in this study. Results indicated that, in (...) general, Ukrainian students are less likely to believe that academic misconduct is wrong compared to their U.S. counterparts, as well as seem to have different beliefs on what is and isn't academic misconduct. Recommendations are proposed to help students change their beliefs and to reduce academic dishonesty. These recommendations also have application purposes outside of Ukraine. (shrink)
Ukrainian Philosophy in European Philosophy
Academic Misconduct Among Portuguese Economics and Business Undergraduate Students- A Comparative Analysis with Other Major Students.Carla Freire - 2014 - Journal of Academic Ethics 12 (1):43-63.details
The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others (...) regarding the likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed. (shrink)
A Systemic Analysis of Cheating in an Undergraduate Engineering Mechanics Course.Tricia Bertram Gallant, Lelli Van Den Einde, Scott Ouellette & Sam Lee - 2014 - Science and Engineering Ethics 20 (1):277-298.details
Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that (...) acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. (shrink)
The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations.Gina Wisker - 2005 - Palgrave-Macmillan.details
The Good Supervisor engages readers in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects: Postgraduate and undergraduate levels, international and distance students practice and professional research research leading to creative process and products/creations the PhD by publication supervising your colleagues interpersonal skills managing diversity in learning (...) styles, gender, age and culture. The book is also useful for students undertaking research. There is special focus on research skills development.and on supporting students through and beyond the examination process. (shrink)
$2.52 used $28.19 new $35.66 direct from Amazon Amazon page
Integrating Instruction in Ethical Reasoning Into Undergraduate Business Courses.William J. Wilhelm - 2008 - Journal of Business Ethics Education 5 (1):5-34.details
This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test. Findings in this research (...) demonstrate that faculty members who are not specialists in business ethics can effect positive increases in student moral reasoning in non-ethics business courses. However, significant time and effort must be invested in case-based moral decision making, and grade incentives for students to engage the use of an ethical decision-making framework are required. (shrink)
Business Ethics, Misc in Applied Ethics
Investigate the Relationship Between Spiritual Intelligence and Emotional Intelligence with Resilience in Undergraduate Students.Fatemeh Nemati Sogolitappeh, Amjad Hedayat, Mehrdad Rezaee Arjmand & Mohamad Khaledian - 2018 - International Letters of Social and Humanistic Sciences 82:10-18.details
Publication date: 11 June 2018 Source: Author: Fatemeh Nemati Sogolitappeh, Amjad Hedayat, Mehrdad Rezaee Arjmand, Mohamad Khaledian The purpose of the present study is to investigate the relationship between spiritual intelligence and emotional intelligence with resilience in undergraduate students. The population of the study included all students of Payam Noor University in Ghorveh during 2016-2017 academic years. According to the principles of statistical methodology for correlational studies, 100 students from different disciplines were selected as sample of the study using (...) simple random sampling method. In this research, King's Spiritual Intelligence Questionnaire, Bar-Ann 90-questions Emotional Intelligence Questionnaire, and Conner and Davison resilience questionnaire were used. Descriptive statistics and inferential statistics were used to analyze the data. The results of this study showed that there is a significant positive correlation between spiritual intelligence and emotional intelligence and resilience. Regression coefficients showed that spiritual intelligence and emotional intelligence predict 53.9% of the variation in resiliency. (shrink)
The Importance of Critical Judgment in Uncertain Disciplines: A Comparative Case Study of Undergraduate Fine Art Visual Practice.Dina Zoe Belluigi - 2016 - Arts and Humanities in Higher Education:147402221771264.details
Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their (...) theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of 'subjectivity' and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they e... (shrink)
Ethical Issues and Concerns Associated with Mentoring Undergraduate Students.Dana D. Anderson & Wendelyn J. Shore - 2008 - Ethics and Behavior 18 (1):1 – 25.details
The importance of a healthy mentoring relationship, and how to go about achieving one, has been explored in several disciplines, including psychology. However, little of this work has focused specifically on unique ethical issues that may arise while mentoring undergraduate students. The authors provide a definition of mentoring in the context of undergraduate education that takes into account undergraduates' status as emerging adults. We delineate both similarities and differences between mentoring undergraduate students and graduate students. Ethical issues (...) that may arise while mentoring undergraduates, especially around themes of vocation, autonomy and influence, boundaries, power, the priority of the protg's needs, the mentor's motives, and accessibility, are spotlighted. We argue that although there is considerable overlap between mentoring graduate students and mentoring undergraduates, there are issues and concerns unique to working with undergraduates that require explication so that they can be appropriately addressed to the benefit of both protg and mentor. (shrink)
Autonomy in Applied Ethics in Applied Ethics
The Relationship Between Empathy and Personality in Undergraduate Students' Attitudes Toward Nonhuman Animals.Ann C. Eckardt Erlanger & Sergei V. Tsytsarev - 2012 - Society and Animals 20 (1):21-38.details
The majority of research investigating beliefs toward nonhuman animals has focused on vivisection or utilized populations with clear views on animal issues . Minimal research has been conducted on what personality factors influence a nonclinical or nonadjudicated population's beliefs about the treatment of animals. The purpose of the present study was to examine the role of empathy and personality traits in attitudes about the treatment of animals in 241 undergraduate students. Results indicated that those with high levels of empathy (...) held more positive attitudes toward animals and more negative beliefs about animal cruelty than those with low levels of empathy. Some differences in participants' specific attitudes toward animals were found. Limitations and implications for future research are reviewed. (shrink)
Animal Experimentation in Applied Ethics
V for Volunteer(Ing)—The Journeys of Undergraduate Volunteers.Aditya Simha, Lazarina N. Topuzova & Joseph F. Albert - 2011 - Journal of Academic Ethics 9 (2):107-126.details
This article studies undergraduate students journeys in volunteering, and details the motivations of and challenges that these volunteers face during the journey. We conducted five focus groups on a total of 38 undergraduate volunteers, and obtained seven themes as we undertook an investigation of our three research questions. Our findings revolved around these seven themes, which ranged from motivations to experiences to challenges. Our findings have helped us understand the motivations and challenges that undergraduate volunteers have and (...) face during the journey of volunteering. Some of these challenges are particular to a university setting, but some others can certainly be generalized to other settings. Recommendations for future research are also included. (shrink)
Designing Sustainable Agriculture Education: Academics' Suggestions for an Undergraduate Curriculum at a Land Grant University. [REVIEW]Damian M. Parr, Cary J. Trexler, Navina R. Khanna & Bryce T. Battisti - 2007 - Agriculture and Human Values 24 (4):523-533.details
Historically, land grant universities and their colleges of agriculture have been discipline driven in both their curricula and research agendas. Critics call for interdisciplinary approaches to undergraduate curriculum. Concomitantly, sustainable agriculture (SA) education is beginning to emerge as a way to address many complex social and environmental problems. University of California at Davis faculty, staff, and students are developing an undergraduate SA major. To inform this process, a web-based Delphi survey of academics working in fields related to SA (...) was conducted. Faculty from colleges and universities across the US were surveyed. Participants suggested that students needed knowledge of natural and social science disciplines relating to the agri-food system. In addition, stakeholders suggested students learn through experiences that link the classroom to field work, engaging a broad range of actors within applied settings. Stakeholders also emphasized the need for interdisciplinary and applied scholarship. Additionally, they proposed a range of teaching and learning approaches, including many practical experiences. Given the diverse suggestions of content knowledge and means of producing knowledge, the survey presented unique challenges and called into question the epistemological and pedagogical norms currently found in land grant colleges of agriculture. This study has implications for land grant universities seeking to develop undergraduate curriculum appropriate to the field of SA. (shrink)
More Than Lip Service: The Development and Implementation Plan of an Ethics Decision-Making Framework for an Integrated Undergraduate Business Curriculum. [REVIEW]Brian W. Kulik - 2009 - Journal of Academic Ethics 7 (4):231-254.details
In the face of the business community's widening concern about corporate ethical behavior, business schools are reexamining how they ensure that students appreciate the ethical implications of managerial decision making and have the analytical tools necessary to confront ethical dilemmas. The current approaches adopted by colleges vary from mere 'lip service' to embedding ethics at the core of the curriculum. This paper examines the experience of several US universities that have incorporated business ethics into their curricula. In particular, the paper (...) describes the issues facing Central Washington University as it seeks to integrate ethical decision making into its core undergraduate business curriculum. Issues addressed include the technical challenges of establishing a common element of curriculum across the various business disciplines, determining the major conceptual foundations of 'ethical thinking' while recognizing students' existing value systems, and how to obtain 'buy in' by faculty to the initiative. (shrink)
Ethics Education in Franciscan Undergraduate Psychology Programs.Ana Ruiz, Judith Warchal & Di You - forthcoming - Journal of Academic Ethics:1-5.details
Ethics education is an important goal in higher education overall. It is not clear how well psychology programs are meeting this goal. The American Psychology Association's Guidelines for the Undergraduate Psychology Major were created to support high-quality education in psychology. The Guidelines focus on five goals including Ethical and Social Responsibility in a Diverse World. This study is a review of ethics information available online from Franciscan Colleges and Universities. We accessed 24 Franciscan institutions and reviewed the available information (...) provided by 22 of them. We asked several questions: Whether the psychology department provided a mission statement and was ethics addressed in it? What courses focused on ethics or mentioned ethics in their description? Were there other institutional ethics courses required for psychology majors? Was ethics mentioned in the institution mission? The results of this study indicate a need for more intentional inclusion of ethics in university and program mission statements as well as specific courses for the undergraduate psychology major. (shrink)
Undergraduate Research Involving Human Subjects Should Not Be Granted Ethical Approval Unless It is Likely to Be of Publishable Quality.Cathal T. Gallagher, Lisa J. McDonald & Niamh P. McCormack - 2014 - HEC Forum 26 (2):169-180.details
Small-scale research projects involving human subjects have been identified as being effective in developing critical appraisal skills in undergraduate students. In deciding whether to grant ethical approval to such projects, university research ethics committees must weigh the benefits of the research against the risk of harm or discomfort to the participants. As the learning objectives associated with student research can be met without the need for human subjects, the benefit associated with training new healthcare professionals cannot, in itself, justify (...) such risks. The outputs of research must be shared with the wider scientific community if it is to influence future practice. Our survey of 19 UK universities indicates that undergraduate dissertations associated with the disciplines of medicine, dentistry and pharmacy are not routinely retained in their library catalogues, thus closing a major avenue to the dissemination of their findings. If such research is unlikely to be published in a peer-reviewed journal, presented at a conference, or otherwise made available to other researchers, then the risks of harm, discomfort or inconvenience to participants are unlikely to be offset by societal benefits. Ethics committees should be satisfied that undergraduate research will be funnelled into further research that is likely to inform clinical practice before granting ethical approval. (shrink)
Personal Values and Value Priorities of Undergraduate Business Students.George Lan - 2019 - Business and Professional Ethics Journal 38 (2):147-175.details
The Schwartz Values Survey, developed by Shalom Schwartz, was used to explore the values and value priorities of undergraduate business students in a mid-sized Canadian university. These business students considered family security as their top individual value and ranked successful, healthy, and enjoying life among their top ten individual values. On the other hand, detachment, accepting my portion in life and social power were least valued. They regarded Benevolence and Achievement as their top two value types, and ranked the (...) higher order meta-value Self-Transcendence first followed by Openness to Change. The accounting and finance majors considered Hedonism as their top priority while the other business majors valued Benevolence most highly; however, overall, there were more similarities than differences between these two groups. When compared with the males, females valued the meta-value Self-Transcendence significantly more and exhibited values and value systems that have more of a social focus and less of a personal focus. First-year and fourth-year business students ranked the meta-values in the same order; however, Self-Transcendence was rated as significantly more important to the students in their first year compared to those in their fourth year. (shrink)
An Undergraduate Business Ethics Curriculum: Learning and Moral Development Outcomes.Jessica McManus Warnell - 2010 - Journal of Business Ethics Education 7:63-83.details
The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students—completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categoriesof analysis of the case response, related to the moral development scale. Findings are useful (...) in assessing outcomes, suggesting curriculum design and providing information for further research of moral reasoning with business students. (shrink)
Teaching Medical Ethics to Undergraduate Students in Post-Apartheid South Africa, 2003 2006.K. Moodley - 2007 - Journal of Medical Ethics 33 (11):673-677.details
The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch (...) in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country. (shrink)
Apartheid in Philosophy of Gender, Race, and Sexuality
The Importance of Critical Judgment in Uncertain Disciplines: A Comparative Case Study of Undergraduate Fine Art Visual Practice.Dina Zoe Belluigi - 2018 - Arts and Humanities in Higher Education 17 (3):305-322.details
A Medical Curriculum in Transition: Audit and Student Perspective of Undergraduate Teaching of Ethics and Professionalism.Toni C. Saad, Stephen Riley & Richard Hain - 2017 - Journal of Medical Ethics 43 (11):766-770.details
Introduction The General Medical Council stipulates that doctors must be competent professionals, not merely scholars and practitioners. Medical school curricula should enable students to develop professional values and competencies. Additionally, medical schools are moving towards integrated undergraduate curricula, Cardiff's C21 being one such example. Methods We carried out an audit to determine the extent to which C21 delivers GMC professionalism competencies, and a student questionnaire to explore student perspective on ethics and professionalism. Results and discussion C21 delivers explicit or (...) implicit teaching for all major GMC competencies, though some missed opportunities remain. The questionnaire responses showed that most students value ethics and professionalism teaching, and that it is most well received when delivered in a variety of ways and contexts throughout the curriculum. We also note that some respondents confuse ethics and professionalism with the policing of student behaviour. Conclusions C21 and curricula like it offer many opportunities for nurturing ethically and professionally competent physicians. Students appear to value this, though there remains confusion between medical school discipline and ethics and professionalism which needs further explication. (shrink)
Current Arrangements for Teaching Medical Ethics to Undergraduate Medical Students.D. J. Bicknell - 1985 - Journal of Medical Ethics 11 (1):25-26.details
Those teachers in contact with medical students from pre-clinical days onwards will impart their ethical views by example and by precept, but such learning by 'osmosis' is insufficient. There is a knowledge base to be imparted which will enrich the understanding of ethical judgements on clinical problems seen during the undergraduate years. However, the learning process continues after qualification and in particular the doctor's capacity to make ethical clinical judgements will evolve with maturity and experience. It is essential therefore (...) that students see their teachers willing and able to debate ethical issues at the postgraduate level. (shrink)
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text:
Inequitable Conduct by Senior Party Broad Alleged in Interference No. 106,115 (and PTAB May Finally Hear Evidence About It)
McDonnell Boehnen Hulbert & Berghoff LLP
An enduring and persistent (albeit until now unresolved) issue in the patent interferences involving the Broad Institute, Harvard University, and MIT (collectively, "Broad") as Senior Party and the University of California/Berkeley, the University of Vienna, and Emmanuelle Charpentier (collectively, "CVC") as Junior Party has been the question of whether Broad had committed inequitable conduct in prosecuting its patents- and applications-in-interference. CVC raised the issue in its proposed motions in Interference No. 105,048 (see "CRISPR Interference Motions Set" and "PTAB Redeclares CRISPR Interference and Grants Leave for Some (But Not All) of Parties' Proposed Motions") and in this '115 Interference (see "CRISPR Interference Parties Propose Motions"). In both interferences, the Board denied CVC authorization to file its motions grounded in inequitable conduct as being premature but granted leave for CVC to file a motion for authorization to file their inequitable conduct motion at the end of the priority phase.
That day never came in the '048 Interference, because the Board granted Broad's motion that there was no interference-in-fact and the Broad prevailed (see "PTAB Decides CRISPR Interference -- No interference-in-fact"). In this '115 Interference, CVC made much the same allegations made in the earlier interference (see "CRISPR Interference Parties Propose Motions"). According to CVC, "Broad made at least one affirmative material misstatement during prosecution of each of Broad's involved patents, applications, or parent applications to which they claim priority" -- specifically, in a declaration by named inventor Zhang regarding actual reduction to practice of CRISPR-Cas9 in eukaryotic cells prior to May 2012. CVC asserted that these statements were untruthful because the CRISPR system did not comprise tracrRNA, which is necessary for CRISPR to be functional. CVC asserted that it was undisputed that tracrRNA is necessary for CRISPR function, using disclosure from U.S. Provisional Patent Application No. 61/736,527 as well as in the Broad's involved patents and independent prior art. CVC also asserted that Dr. Zhang's "conception" arose only after reading a Berkeley prior art disclosure. The proposal for this motion extensively analyzed purported evidence for actual reduction to practice to show the Broad's asserted failure, alleging that the Broad "cherry-picked data" that "intentionally omitted the context that shows his claims of successful DNA cleavage to be false." This motion applied to all the Broad's patents- and applications-in-interference because the alleged untruthful statements were submitted in all applications.
CVC also made similar allegations for another declaration submitted by a different inventor, which they contend evinced "a larger pattern of deception." These allegations were supported by an e-mail from a Zhang lab member and named inventor on the Broad's provisional application (albeit in a context where there seems to exist an axe to grind against Dr. Zhang):
The 15-page declaration of [Feng Zhang] and Le Cong's luciferase data is mis- and overstated to change the examiner's decision, which seems to be a joke. . . .
After seeing your in virto [sic, in vitro] paper, Feng Zhang and Le Cong quickly jumped to the project without letting me know. My lab notebooks, emails and other files like dropbox or gel pictures recorded every step of the lab's failure process. I am willing to give more details and records if you are interested or whoever is interested to clear the truth. . . .
We did not work it out before seeing your paper, it's really a pity.
It appears, however, that CVC's time may have come. On June 25th, CVC by e-mail requested leave to file its inequitable conduct motion which included an assertion that "there are new justifications for [the] requested motion" (which Broad opposed). The Board denied this request by Order under 37 C.F.R. § 41.104(a) on July 8th. However, on November 12th, the Board entered an Order under 37 C.F.R. § 41.104(a) granting CVC leave to file a paper of no more than five pages that listed its "additional justifications" for filing its inequitable conduce motion. On November 18th, in a Paper entitled "CVC's Additional Justifications Supporting Authorizing a Motion for Unpatentability due to Inequitable Conduct," CVC filed its list pursuant to the Board's November 12th Order. In that Paper, the CVC provided the following allegations:
1. That Dr. Zhang testified in the '115 Interference that "demonstrate[ed] that his 2014 Declaration [in the '048 Interference] knowingly mischaracterized his March 2011 experiments.
2. That "the record in this ['115] interference shows that Zhang's 2015 Declaration misrepresents his alleged possession of 'a single molecule' guide RNA."
Regarding the first allegation, CVC argues that statements made by Dr. Zhang in a Declaration dated January 30, 2014 were "knowingly false." The statement in question reads as follows:
Exhibit 7 [i.e., experiments conducted in March 2011, as first revealed in this interference] shows that prior to May 2012, I conceived and reduced to practice . . . [a]n engineered, programmable, non-naturally occurring Type II CRISPR-Cas system . . . . [Ex. 3424]
The bases for CVC's allegation of knowing falsehood include 1) that Dr. Zhang had "since conceded that those experiments did not include any tracrRNA, which he knew was a necessary component when he signed his 2014 Declaration"; (2) that Dr. Zhang in two instances (during cross-examination and in a 2020 inventor declaration) "admitted . . . , that he did not begin introducing any form of tracrRNA into his experiments until April of 2011," supported by his further admission that "he learned about the existence of tracrRNA only after reading Deltcheva et al. (Ex. 3214), which first published in Nature on March 30, 2011" made during his deposition and that he began adding "the native tracrRNA" on April 5, 2011. From this CVC drew the conclusion that because this was after the March 2011 experiments, Dr. Zhang had made a materially false statement in this regard in his earlier declaration. CVC then argues that this timeline and truthful testimony (after the fact) was consistent with the deposition testimony CVC elicited from Dr. Marraffini (see "CVC Files Motion in Opposition to Broad Priority Motion") regarding CVC's contention that "[Dr.] Zhang did not know that tracrRNA was part of the DNA-cleavage complex until June 26, 2012." Because "[b]y the time [Dr.] Zhang signed his 2014 Declaration, however, he did know that tracrRNA was a necessary part of the Type II CRISPR-Cas9 system" and "[Dr.] Zhang knew that his March 2011 experiments did not include any form of tracrRNA," CVC contends that "[i]t was therefore knowingly false to declare that these experiments 'describe and enable' and 'reduced to practice' the claimed Type II CRISPR-Cas9 system," which was Dr. Zhang's testimony in his 2014 declaration.
Accordingly, should the Board agree that Dr. Zhang's testimony amounts to a knowingly false statement, CVC argues that under Therasense, Inc. v. Becton, Dickinson & Co., 649 F.3d 1276, 1292 (Fed. Cir. 2011) (en banc), these statements would be material to patentability per se. Because Dr. Zhang's averments in his declaration were "for the purpose of removing prior art to obtain allowance of claims" (and indeed "the examiner expressly relied on Zhang's 2014 Declaration in her reasons for allowance in each of Broad's 13 involved patents and involved '551 application), CVC argues that an intent to deceive was an appropriate inference for the Board to draw (supported by Dr. Zhang's statement in his declaration that "I understand that . . . if I can show conception and actual reduction to practice prior to the filing dates of the [art] . . . then I have removed the [art] from being prior art . . . ." (emphasis added in CVC's brief).
Regarding the second allegation, CVC raises Dr. Zhang's 2015 declaration wherein "[Dr.] Zhang attests that Figure 4B in a 2012 grant proposal to the National Institutes of Health ("the NIH grant") showed that "a single RNA can be used as a guide in the CRISPR-Cas9 system." Ex. 3424. This testimony is inconsistent with Dr. Zhang's testimony (and Broad's arguments) in this interference, wherein "[Dr.] Zhang and Broad have represented in this proceeding that the same Figure 4B of the NIH grant shows a dual-molecule guide system and not a single-molecule guide system" (emphasis added). CVC adds Dr. Zhang's further assertions from his 2015 declaration:
Having generated the figure of part B in the above illustration from the January 12, 2012 R01 NIH grant application, prior to January 12, 2012, I appreciated the mammalian expression system illustrated could be constructed, and when introduced into a mammalian cell could express products and function in vivo for cleavage and genome editing, as illustrated above, and as actually done prior to November 30, 2011, with appreciation that a single RNA can be used as a guide in the CRISPR-Cas system, including as shown by . . . the illustration of the NIH R01 grant application . . . . [Ex. 3424]
CVC then cited the phrase "used as a guide" in this passage of Dr. Zhang's deposition testimony in contrast with Dr. Zhang's deposition testimony in this interference to refer to "RNA that's guiding Cas9 to the target" and consequently that "[Dr.] Zhang declared to the Office that Figure 4B 'show[ed]' that he appreciated that 'a single RNA can be used as a guide in the CRISPR-Cas system.'" Once again, CVC argues that this statement is "knowingly false" because here "[Dr.] Zhang has admitted in this proceeding [i.e., in his 2020 inventor declaration in this interference] that Figure 4B in fact shows a dual-molecule guide system." CVC also notes that Broad has taken this position (that Figure 4B shows a dual-molecule embodiment of CRISPR) in this interference, inter alia, "[i]n support of its motions to change the count and de-designate claims corresponding to the count (both of which the Board denied), citing several arguments in Broad's motions and replies to CVC's oppositions to these motions. Further, CVC argues that a proper interpretation of Figure 4B as not showing a single-molecule RNA-comprising embodiment of CRISPR is consistent with Dr. Maraffini's testimony "that he first conveyed such a system to Zhang on June 26, 2012, by showing him CVC's work" (neatly wrapping in CVC's arguments that if Df. Zhang had achieved a single-molecule RNA-comprising embodiment of CRISPR in eukaryotic cells he had done so by deriving the invention from CVC's inventors). Once again, CVC argues that Dr. Zhang's statements in this instance are "unmistakably false and thus per se material" and that the examiner relied upon these statements in allowing the '551 application. And, CVC argues, the Board can infer an intent to deceive in view of Dr. Zhang's participation inter alia in an examiner interview "that involved discussion of 'whether there need be consideration of interference [sic] as to [CVC] applications.'"
CVC further asserts that the Board should hear its motion before Final Judgment, based on circumstances where "the factual record is complete, no discovery is required, and resolution is in the public interest," citing McDonald v. Miyazaki, Interference No. 104,544, Paper 149. There, where "an inventor submitted a declaration during prosecution that misrepresented certain experiments and activities in an effort to antedate prior art," the Board entered judgment cancelling all involved claims on inequitable conduct grounds saying these circumstances were "the sort of over-reaching and truth-shaving that Rule 56 was enacted to prevent." According to CVC, Dr. Zhang's and Broad's inequitable conduct here has been "[e]ven more egregious and pervasive."
Under these circumstances, CVC asserts in support of its demand that the Board hears (and presumably decides this motion before Final Hearing) that "the PTAB has a duty to protect the public from inequitably procured patents and to enforce Rule 56 to prevent abuse of declaration practice, as the examining corps is not equipped to police such misconduct."
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BUGIALEntire liability, and your exclusive remedy, in law, in equity, or othwerwise, with respect to the website content and products and/or for any breach of this agreement is solely limited to the amount you paid, less shipping and handling, for products purchased via the website.
Bugial Will not be liable for any direct, indirect, incidental, special or consequential damages in connection with this agreement or the products in any manner, including liabilities resulting from (1) the use or the inability to use the website content or products; (2) the cost of procuring substitute products or content; (3) any products purchased or obtained or transactions entered into through the website; or (4) any lost profits you allege. Bugial will not be liable for any kind of delay of services due to any technical fault. Bugial will not be liable for any damages on wallet due to any technical fault. Bugial will not be liable for natural calamities damages/accident. There is always a risk involved in Trek , Camp & Safari or any other tour & travel . By participating in any Trek , Camp & Safari or any other tour & travel, the participants agree to be solely responsible for anything worst happen to them during Trek , Camp & Safari or any other tour & travel, if at all . We/Bugial may stop you to go to Trek , Camp & Safari or any other tour & traveling due to fitness, health, accidental or any issue at any point of time. Bugial will not be liable for any damages on any trekking equipment or on any kind of equipments. Cashback will be transfered only who will done booking using the accout.
You will release, indemnify, defend and hold harmless BUGIAL., and any of its contractors, agents, employees, officers, directors, shareholders, affiliates and assigns from all liabilities, claims, damages, costs and expenses, including reasonable attorneys' fees and expenses, of third parties relating to or arising out of (1) this Agreement or the breach of your warranties, representations and obligations under this Agreement; (2) the Website content or your use of the Website content; (3) the Products or your use of the Products (including Trial Products); (4) any intellectual property or other proprietary right of any person or entity; (5) your violation of any provision of this Agreement; or (6) any information or data you supplied to BUGIAL. When BUGIALis threatened with suit or sued by a third party, BUGIALmay seek written assurances from you concerning your promise to indemnify BUGIAL.; your failure to provide such assurances may be considered by BUGIALto be a material breach of this Agreement. BUGIALwill have the right to participate in any defense by you of a third-party claim related to your use of any of the Website content or Products, with counsel of BUGIALchoice at its expense. BUGIALwill reasonably cooperate in any defense by you of a third-party claim at your request and expense. You will have sole responsibility to defend BUGIAL against any claim, but you must receive BUGIALprior written consent regarding any related settlement. The terms of this provision will survive any termination or cancellation of this Agreement or your use of the Website or Products.
Force Majeure. BUGIALwill not be deemed in default hereunder or held responsible for any cessation, interruption or delay in the performance of its obligations hereunder due to earthquake, flood, fire, storm, natural disaster, act of God, war, terrorism, armed conflict, labor strike, lockout, or boycott.
Cessation of Operation. BUGIALmay at any time, in its sole discretion and without advance notice to you, cease operation of the Website and distribution of the Products.
Entire Agreement. This Agreement comprises the entire agreement between you and BUGIAL and supersedes any prior agreements pertaining to the subject matter contained herein.
Effect of Waiver. The failure of BUGIALto exercise or enforce any right or provision of this Agreement will not constitute a waiver of such right or provision. If any provision of this Agreement is found by a court of competent jurisdiction to be invalid, the parties nevertheless agree that the court should endeavor to give effect to the parties' intentions as reflected in the provision, and the other provisions of this Agreement remain in full force and effect.
Governing Law;Kolkata This Website originates from the Kolkata , West Bengal. This Agreement will be governed by the laws of the State of West Bengal without regard to its conflict of law principles to the contrary. Neither you nor BUGIAL will commence or prosecute any suit, proceeding or claim to enforce the provisions of this Agreement, to recover damages for breach of or default of this Agreement, or otherwise arising under or by reason of this Agreement, other than in courts located in State of West Bengal. By using this Website or ordering Products, you consent to the jurisdiction and venue of such courts in connection with any action, suit, proceeding or claim arising under or by reason of this Agreement. You hereby waive any right to trial by jury arising out of this Agreement and any related documents.
Termination. BUGIALreserves the right to terminate your access to the Website if it reasonably believes, in its sole discretion, that you have breached any of the terms and conditions of this Agreement. Following termination, you will not be permitted to use the Website and BUGIALmay, in its sole discretion and without advance notice to you, cancel any outstanding orders for Products. If your access to the Website is terminated, BUGIALreserves the right to exercise whatever means it deems necessary to prevent unauthorized access of the Website. This Agreement will survive indefinitely unless and until BUGIAL chooses, in its sole discretion and without advance to you, to terminate it.
Domestic Use. BUGIALmakes no representation that the Website or Products/services are appropriate or available for use in locations outside India. Users who access the Website from outside India do so at their own risk and initiative and must bear all responsibility for compliance with any applicable local laws.
Assignment. You may not assign your rights and obligations under this Agreement to anyone. BUGIAL may assign its rights and obligations under this Agreement in its sole discretion and without advance notice to you.
By using this website or ordering products from this website or any other medium, you agree to be bound by all of the terms and conditions & policies of this agreement.
Before registering yourself as BUGIAL's Authorized Affiliate Partner, you are hereby requested to read the Agreement carefully . Your acceptance or participation in BUGIAL's program or activities illustrates that you agree to abide by each & every Terms & Conditions those are mentioned hereunder.
By acceptance of the AGREEMENT / TERMS & CONDITIONS , you are legally authorized by BUGIAL to Advertise , Sell or Promote BUGIAL's Product through your own encouragement , physical visit , word of mouth , website , social media or any electronic media & non-electronic media . All the exceptions are mentioned here under .
Bugial reserve the Right to accept, suspend or Reject any Affiliate partner at any point of time without serve a NOTICE or any NOTIFICATION. You could not opt for legal action against BUGIAL for the suspend or rejection of your Affiliate partner Program Application.
Commissions will be paid once a month into the wallet. Bugial may change the commission rate ,reward rate & cashback rate at any point of time without any reason without providing any notice to anyone. To get the commision customers/friends/family members have to mention and apply the copuon code Or have to use/apply affiliate url provided by Affiliator otherwise there is no commitions & reward Affiliator will get.
Affiliate Partner is a different entity altogether who can refer itself as BUGIAL would not treat them as Partner but CLIENT, hence the Affiliate Partner will not be entitled to receive any commission against its own account. There is a certain limitation of commission per referral. The commission to be made or paid only on the transactions those will end up with 100% successfully. Cashback will be transfered only who will done booking using the accout.
Any charge-back, cancel or refund transactions would not be considered for Commission Calculation.
Exclude shipping amount/costs from referral calculations.
Exclude discount amount/costs from referral calculations.
Bugial will credit the last affiliate partner who referred the customer.
Exclude taxes from referral calculations.
Cookie Expiration 30 days the referral tracking cookie should be valid for.
Inappropriate, False , Demeaning advertisements (false claims, misleading hyperlinks, etc.).
Failure to disclose the affiliate partner relationship for any promotion that qualifies as an endorsement under existing Federal Trade Commission guidelines and regulations, or any applicable state laws.
Violation of intellectual property rights. Bugial reserves the right to require license agreements from those who employ trademarks of Bugial in order to protect our intellectual property rights.
Offering rebates, coupons, or other form of promised kick-backs from your affiliate commission as an incentive. Adding bonuses or bundling other products with Bugial , however, is acceptable.
In addition to the foregoing, BUGIAL reserves the right to terminate any Affiliate partner Program (Program) account at any time, for any violations of this Agreement or no reason.
You may use graphic and text links both on your website and within in your email messages and social media . You may also advertise the Bugial site in online and offline classified ads, magazines, and newspapers.
Affiliate Partners may not use misleading text on affiliate links, buttons or images to imply that anything besides currently authorized deals to the specific affiliate.
Affiliate Partners may not bid on Bugial Coupons, Bugial Discounts or other phrases implying coupons are available.
Affiliate Partners may not generate pop-ups, pop-unders, iframes, frames, or any other seen or unseen actions that set affiliate cookies unless the user has expressed a clear and explicit interest in activating a specific savings by clicking on a clearly marked link, button or image for that particular coupon or deal. Your link must send the visitor to the merchant site.
Affiliate Partner Program (Program) sites may not have "Click for (or to see) Deal/Coupon" or any variation, when there are no coupons or deals available, and the click opens the merchant site or sets a cookie. Affiliates with such text on the merchant landing page will be removed from the program immediately.
BUGIAL will not be liable for indirect or direct accidental damages (loss of revenue, commissions) due to Affiliate Partner Program (Program) tracking failures, loss of database files, or any results of intents of harm to the Program and/or to our website(s).
We do not imply or express any warranties with respect to the PROGRAM , WEBSITE or the PRODUCT sold by BUGIAL . Aside, we also hereby declare that the PROGRAM APPLICATION / WEBSITE is not at all error free , so BUGIAL would not be liable for any disruption or interruption of any activities related to Affiliate Partner. Bugial will not be liable for any technical fault.
The term of this Agreement begins upon your acceptance in the Program and will end when your Affiliate Partner Program (Program) account is terminated.
The terms and conditions of this agreement may be modified by us at any time without serving any notice , but the revised AGREEMENT / TERMS & CONDITIONS would be shared on website time to time . If any modification to the terms and conditions of this Agreement is unacceptable to you, your only choice is to terminate your Affiliate Partner Program (Program) account. Your continuing participation in the Program will constitute your acceptance of any change. Bugial may make the canditate/member join to Affiliate Partner Program (Program) over the phone, email, contact form, offline form or any other media/sources.
Affiliate Partner Program (Program) shall indemnify and hold harmless BUGIAL and its Affiliate Partner Program (Program) and subsidiary companies, officers, directors, employees, licensees, successors and assigns, including those licensed or authorized by BUGIAL to transmit and distribute materials, from any and all liabilities, damages, fines, judgments, claims, costs, losses, and expenses (including reasonable legal fees and costs) arising out of or related to any and all claims sustained in connection with this Agreement due to the negligence, misrepresentation, failure to disclose, or intentional misconduct of Affiliate Partner Program (Program).
This Agreement shall be governed by and construed in accordance with the laws of the INDIA and the State of WEST BENGAL. Any dispute arising under or related in any way to this Agreement shall be adjudicated exclusively in the state courts located in KOLKATA, WEST BENGAL.
The Agreement is an electronic contract that sets out the legally binding terms of your participation in the BUGIAL Affiliate Partner Program (Program). You indicate your acceptance of this Agreement and all of the terms and conditions contained or referenced in this Agreement by completing the Share a Sale and/or BUGIAL application process. This action creates an electronic signature that has the same legal force and effect as a handwritten signature.
Pending – This is a referral that has been generated but is not yet confirmed.
Rejected – This is a referral that was rejected.
Paid – This is a referral that has been paid to the Affiliate Partner.