Sentence examples for conceptions of integrity from inspiring English sources

John Bigelow and Robert Pargetter (2007) argue that strength of will is the core of integrity (and that alternative conceptions of integrity tend to confuse integrity with authenticity).

Since the beginning of the twenty-first century, researchers have been investigating students' conceptions of integrity and related competences (e.g. Heitman et al., 2007; Bernardi et al., 2011; Emmerton et al. 2014), and student misconduct (e.g. Tryon, 2000; Chapman et al., 2004; Kremmer et al. 2007; Gynnild & Gotschalk, 2008; Ison, 2012).

One way to expand upon Calhoun's account of integrity is to furnish an epistemic conception of integrity.

On the assumption that integrity is a cluster concept of some kind, the question turns on whether anything ties together the various traits associated with integrity in a coherent overarching conception of integrity, one that makes it a clear virtue.

A conception of integrity as a virtue either developed along the lines described above or along different lines is compatible with the existence of constraints on the content of the norms the person of integrity is committed to.

This leads Halfon to admit that, on his conception of integrity, it is possible for a Nazi bent on genocide of the entire Jewish people to be a person of moral integrity.

American securities regulations, accounting principles, and conceptions of commercial integrity require firms to account for their tax liability (including foreign tax liability) fully and correctly, with that liability matching what appears on their tax returns.

Consequently, an American firm's tax liability for its Italian operations will likely never match what is reported on its tax return, in contravention of securities regulations, good accounting practice, and conceptions of commercial integrity back home.

There are a range of commonly cited intellectual virtues central to our conception of intellectual integrity, such as honesty, courage, and fairness.

These roles were based on a prior study exploring academics' conceptions of their roles in promoting academic integrity in a supervisory context.

The added value is that it describes the design and implementation of a research-based exercise in which the roles were based on a prior study exploring academics' conceptions of their responsibilities in promoting academic integrity.