In this paper, we examine the challenges of developing international standards for Trustworthy AI that aim both to be global applicable and to address the ethical questions key to building trust at a commercial and societal level. We begin by examining the validity of grounding standards that aim for international reach on human right agreements, and the need to accommodate variations in prioritization and tradeoffs in implementing rights in different societal and cultural settings. We then examine the major recent proposals from the OECD, the EU and the IEEE on ethical governance of Trustworthy AI systems in terms of their scope and use of normative language. From this analysis, we propose a preliminary minimal model for the functional roles relevant to Trustworthy AI as a framing for further standards development in this area. We also identify the different types of interoperability reference points that may exist between these functional roles and remark on the potential role they could play in future standardization. Finally we examine a current AI standardization effort under ISO/IEC JTC1 to consider how future Trustworthy AI standards may be able to build on existing standards in developing ethical guidelines and in particular on the ISO standard on Social Responsibility.We conclude by proposing some future directions for research and development of Trustworthy AI standards.

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This essay considers how the JRE has engaged Catholic ethics in the last 50 years and how the concerns of Catholic ethics during this period of exceptional change are reflected and developed in the JRE. It discusses the transformation of Catholic ethics by focusing on the transitions: (i) from classical to historical consciousness; (ii) from an essentialist concept of human nature to a dynamic concept of the moral subject; (iii) from abstract to contextual moral reason; and (iv) from a discourse that ignored the politics of power to one that reckons with it, analyzing the distinct ways in which the JRE engaged with these transformations. It concludes by looking to the future and suggests that a deeper engagement with the breadth of Catholic ethics internationally may help advance the Journal's mission and that a fuller interaction with the comparative and humanistic dimensions of the JRE's mission will enhance Catholic ethics.

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge.