This paper marks the launch of a new accounting and business ethics Web project called Tender Nation. The objective of the site is to provide an emotionally supportive resource and community for the discussion of accounting and business ethics issues by accounting practitioners and accounting students. The paper explains the rationale behind the development of the site and is split into five sections. Section one develops a short critique of the development of the Web and discusses the extent to which (...) it provides an opportunity for critical engagement in the economic sphere. Section two reviews the Web based accounting and business ethics resources currently available and draws on some well established ethical theory to explain how the objectives of Tender Nation differ from other Web based attempts to critically and ethically engage with the economic sphere. Section three provides an outline of the structure and content of the site. Section four presents a survey of students'' initial responses to the Web site and the concluding section discusses plans to develop the project further. (shrink)

According to the dominant computational approach in cognitive science, cognitive agents are digital computers; according to the alternative approach, they are dynamical systems. This target article attempts to articulate and support the dynamical hypothesis. The dynamical hypothesis has two major components: the nature hypothesis (cognitive agents are dynamical systems) and the knowledge hypothesis (cognitive agents can be understood dynamically). A wide range of objections to this hypothesis can be rebutted. The conclusion is that cognitive systems may well be dynamical systems, (...) and only sustained empirical research in cognitive science will determine the extent to which that is true. (shrink)

The predictors of attitudes regarding academic plagiarism were investigated in Hong Kong secondary school students. The participants were 257 Grade 10 and 11 students who were taking liberal studies. Quantitative analysis showed that the students were unfamiliar with what actions constituted plagiarism. The best predictor of attitudes was the perceived descriptive norm regarding plagiarism. We explain this finding by applying the cultural-self perspective and present our recommendations for teachers.