KETIDAKJUJURAN AKADEMIK DALAM PENDIDIKAN TINGGI

Academic dishonesty which the most common are: cheating or plagiarism. Several studies have shown that behavior of cheating and plagiarism as a major serious problem in academic institution worldwide especially in dentistry. Enforcement of academic ethic and integrity in dentistry should involve institution and supported by the entire academic community of students, faculty, stakeholders and staff. Furthermore, dentistry education should create ethics curricula, which uphold academic integrity and ethical codes, starting with giving attitude of respect and humanism through the method that is known as pedagogy.

Ambivalent users. Strategic Pharmaceutical Use and Identity Management among ADHD College Students

Drawing on interview data, this article examines how college students experience "the medicated self" in the context of ADD/ADHD. We find that many ADHDdiagnosed students taking psychostimulants are ambivalent users, who actively construct how they are shaped by the behavioral effects of medicine. Pharmaceutical enhancement may be perceived by students as necessary in the context of a competitive academic ethic. In this context something akin to Annette Lareau's concept of concerted cultivation can thrive, as students themselves practice what we call concerted medicalization in an attempt to literally embody the academic ideal. However, while medicine may enable students to manage academic performance and take control of "disordered bodies", many remain uneasy about the extent to which they feel controlled by a drug. In the context of medical ambivalence, ADHD students engage in reflexive identity management and strategic pharmaceutical use to achieve some semblance of self control and self preservation during their college years. As their college education comes to a close, many prepare to return to what they construct as their "authentic", non-medicated selves as they enter the work world.

Consumatori ambivalenti. Uso strategico di farmaci e gestione dell'identitÀ tra studenti universitari con ADHD

Drawing on interview data, this article examines how college students experience "the medicated self" in the context of ADD/ADHD. We find that many ADHDdiagnosed students taking psychostimulants are ambivalent users, who actively construct how they are shaped by the behavioral effects of medicine. Pharmaceutical enhancement may be perceived by students as necessary in the context of a competitive academic ethic. In this context something akin to Annette Lareau's concept of concerted cultivation can thrive, as students themselves practice what we call concerted medicalization in an attempt to literally embody the academic ideal. However, while medicine may enable students to manage academic performance and take control of "disordered bodies, many remain uneasy about the extent to which they feel controlled by a drug. In the context of medical ambivalence, ADHD students engage in reflexive identity management and strategic pharmaceutical use to achieve some semblance of self control and self preservation during their college years. As their college education comes to a close, many prepare to return to what they construct as their authentic, non-medicated selves as they enter the work world.