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Articles 1 - 4 of 4
Full-Text Articles in Arts and Humanities
Empathy, Animals, And Deadly Vices, Kathie Jenni
Empathy, Animals, And Deadly Vices, Kathie Jenni
Animal Studies Journal
In Deadly Vices, Gabriele Taylor provides a secular analysis of vices which in Christian theology were thought to bring death to the soul: sloth, envy, avarice, pride, anger, lust, and gluttony. She argues that these vices are appropriately singled out and grouped together in that ‘they are destructive of the self and prevent its flourishing’. Using a related approach, I offer a secular analysis of gluttony and cowardice, examining their roles in common failures to empathise with animals. I argue that these vices constitute serious moral failings, for they enable continuing complicity in animal abuse and undermine integrity. While Taylor …
Core Elements Of Exemplary Academic Integrity Policy In Australian Higher Education, Tracey Bretag, Saadia Mahmud, Margaret C. Wallace, Ruth Walker, Colin James, Margaret Green, Julianne East, Ursula Mcgowan, Lee Partridge
Core Elements Of Exemplary Academic Integrity Policy In Australian Higher Education, Tracey Bretag, Saadia Mahmud, Margaret C. Wallace, Ruth Walker, Colin James, Margaret Green, Julianne East, Ursula Mcgowan, Lee Partridge
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
This paper reports on one important aspect of the preliminary findings from the Australian Learning and Teaching Council (ALTC) project, Academic integrity standards: Aligning policy and practice in Australian universities. Our project aims to identify approaches to the complex issues of academic integrity, and then to build on these approaches to develop exemplars for adaptation across the higher education sector. Based on analysis of publicly available online academic integrity policies at each of the 39 Australian universities, we have identified five core elements of exemplary academic integrity policy. These have been grouped under the headings, Access, Approach, Responsibility, Detail and …
Digital Integrity And The Teaching/Learning Nexus: Taking The Pedagogical Pulse Of The Multi-Location University., Jeannette Stirling, Kerryn Hopkins, Brendan Riddick
Digital Integrity And The Teaching/Learning Nexus: Taking The Pedagogical Pulse Of The Multi-Location University., Jeannette Stirling, Kerryn Hopkins, Brendan Riddick
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
This case study considers questions of pedagogical and educational integrity in relation to multi-location or distributed learning environments that deploy blended learning models. Specifically, we engage with the implications of these models in light of recommendations that Australian universities continue to improve access for students from low socio-economic backgrounds and other identified equity groups. We provide an overview of the critical success factors germane to the implementation of these models at the University of Wollongong in 2000 and examine some of the pressure points that have emerged as the project expands into 2010.
Educational Acculturation And Academic Integrity: Outcomes Of An Intervention Subject For International Post-Graduate Students In Public Health, Julie M. Shaw, Paul J. Moore, Senthilkumar Gandhidasan
Educational Acculturation And Academic Integrity: Outcomes Of An Intervention Subject For International Post-Graduate Students In Public Health, Julie M. Shaw, Paul J. Moore, Senthilkumar Gandhidasan
Faculty of Health and Behavioural Sciences - Papers (Archive)
This paper discusses a case study of a subject developed and implemented in a post-graduate public health program at the University of Wollongong that aims to foster the development of student academic integrity and related skills as students are introduced to a new educational culture. The subject adopts a formative, task-based approach where written and oral pedagogic tasks focus on various components of a final written assessment task. The subject was collaboratively developed by faculty and learning development staff and, in addition to the subject co-ordinator, its implementation is supported by library and learning development staff, as well as a …