Academic literature on the topic 'Combat – Moral and ethical aspects'
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Journal articles on the topic "Combat – Moral and ethical aspects"
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DOBRE, Cristian. "War Psychology and the Military Moral Dilemmas." Romanian Military Thinking 2022, no. 4 (December 2022): 294–309. http://dx.doi.org/10.55535/rmt.2022.4.17.
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"The article presents one of the most significant psychological aspects experienced by the military during their operations – ethics and morality. Thus, it dives deeper into the idea of “war psychology”, to then analyse the biggest ethical and moral dilemmas of the military during battle. Far from exhausting the subject, the article wants to draw attention to the fact that, in the end, the military is still human, and in the absence of adequate preparation for combat and adequate post-action psychological support at the end of the conflict, moral wounds can appear, which, most of the time, are as painful and devastating as the physical ones."
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Vincent, Heather, Deborah J. Jones, and Joan Engebretson. "Moral distress perspectives among interprofessional intensive care unit team members." Nursing Ethics 27, no. 6 (May 14, 2020): 1450–60. http://dx.doi.org/10.1177/0969733020916747.
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Aim: To examine interprofessional healthcare professionals’ perceptions of triggers and root causes of moral distress. Design: Qualitative description of open-text comments written on the Moral Distress Scale–Revised survey. Methods: A subset of interprofessional providers from a parent study provided open-text comments that originated from four areas of the Moral Distress Scale–Revised, including the margins of the 21-item questionnaire, the designated open-text section, shared perceptions of team communication and dynamics affecting moral distress, and the section addressing an intent to leave a clinical position because of moral distress. Open-text comments were captured, coded, and divided into meaning units and themes using systematic text condensation. Participants: Twenty-eight of the 223 parent study participants completing the Moral Distress Scale–Revised shared comments on situations contributing to moral distress. Results: All 28 participants working in the four medical center intensive care units reported feelings of moral distress. Feelings of moral distress were associated with professional anguish over patient care decisions, team, and system-level factors. Professional-level contributors reflected clinician concerns of continuing life support measures perceived not in the patient’s best interest. Team and unit-level factors were related to poor communication, bullying, and a lack of collegial collaboration. System-level factors included clinicians feeling unsupported by senior administration and institutional culpability as a result of healthcare processes and system constraints impeding reliable patient care delivery. Ethical considerations: Approval was obtained from the Institutional Review Board (IRB) of the University of Texas Health IRB and the organization in which the study was conducted. Conclusion: Moral distress was associated with feelings of anguish, professional intimidation, and organizational factors that impacted the delivery of ethically based patient care. Participants expressed a sense of awareness that they may experience ethical dilemmas as a consequence of the changing reality of providing healthcare within complex healthcare systems. Strategies to combat moral distress should target team and system interventions designed to improve interprofessional collaboration and support professional ethical values and moral commitments of all healthcare providers.
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DOBRE, Cristian. "Psihologia de război și dilemele morale ale militarului." Gândirea Militară Românească 2022, no. 4 (December 2022): 294–309. http://dx.doi.org/10.55535/gmr.2022.3.17.
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"The article presents one of the most significant psychological aspects experienced by the military during their operations – ethics and morality. Thus, it dives deeper into the idea of “war psychology”, to then analyse the biggest ethical and moral dilemmas of the military during battle. Far from exhausting the subject, the article wants to draw attention to the fact that, in the end, the military is still human, and in the absence of adequate preparation for combat and adequate post-action psychological support at the end of the conflict, moral wounds can appear, which, most of the time, are as painful and devastating as the physical ones."
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Iurcov, Raluca, Magdalena Iorga, and Beatrice Gabriela Ioan. "Ethical Dilemma in Dentistry Practice During COVID 19 Pandemic." Studia Universitatis Babeş-Bolyai Bioethica 65, no. 1-2 (December 30, 2020): 33–48. http://dx.doi.org/10.24193/subbbioethica.2020.03.
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"The dental medical services were forced to follow the decisions of the various national governments that declared a state of emergency and consequently the dental offices were closed for long periods. The present theoretical paper focuses on the moral and ethical aspects related to the patients’ access to dental services and to dentists’ activity (from interdiction of practice to re-opening, with strict preventive rules to combat de spread of infection). The article presents the situation of Romanian dentists during the first six weeks of the pandemic, and it analyses the struggles of patients and doctors to access and to provide dental services during COVID 19 pandemic. Keywords: ethics, dentistry, Romania, pandemic, medicine, COVID 19. "
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Kirillova, I. Yu. "CHUVASH DRAMA ABOUT THE GREAT PATRIOTIC WAR." Bulletin of Udmurt University. Series History and Philology 31, no. 3 (July 13, 2021): 603–7. http://dx.doi.org/10.35634/2412-9534-2021-31-3-603-607.
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This article is devoted to the analysis of Chuvash plays dedicated to the Great Patriotic War; reveals the peculiarities of their poetics and problems, shows conflict situations that reveal heroic characters. The main attention is paid to the analysis of the plays by N. Aizman, N. Terentyev, M. Yuhma, A. Vasiliev, M. Belov, N. Sidorov, and others. They are united by the themes of courage, heroism, the feat of Soviet people on the battlefield and in the rear. Whereas in the early decades dramatists focused their attention directly on combat events, modern war plays are filled with deep moral content, their plots are distinguished by the sharpness of moral choices, revealing the moral and ethical aspects of the individual.
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McConnell, T. "Moral Combat in An Enemy of the People: Public Health versus Private Interests." Public Health Ethics 3, no. 1 (November 5, 2009): 80–86. http://dx.doi.org/10.1093/phe/php029.
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Dikhtiarenko, Zoia, and Eduard Yeromenko. "Military and patriotic education of apprentice and student youth, cadets in the sports group «Combat Horting» under the conditions of marital state." Problems of Education, no. 2(97) (November 11, 2022): 239–65. http://dx.doi.org/10.52256/2710-3986.2-97.2022.14.
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The role of the «Combat Horting» sports clubs, especially in the conditions of martial law, is to promote the level of military-patriotic upbringing of school and student youth, cadets; forming among young people a persistent interest and need for regular classes in Ukrainian martial arts; raising the level of education in the field of physical culture, sports and a healthy lifestyle; improving the quality of the process of physical education and education among young people, etc.
Scientific works are analyzed in the scientific article N., Dovgan, M., Zubalii, K., Kukushkin, O., Ostapenko, S., Prysiazhniuk L., Pustoliakova, T., Fedorchenko, A., Khatko and other which reveal some aspects of the military-patriotic education of schoolchildren and student youth, cadets in the «Combat Horting» sports club.
Also, the concept of military-patriotic education of children and young people by means of combat horting (author E., Yeromenko) described by Z., Dikhtiarenko has been improved, as a predicted result of independent training with Combat Horting in conditions of martial law for school and student youth and cadets. The concept of «martial law» is singled out in the Law of Ukraine «On the Legal Regime of Martial Law».
The authors of the publication proved that the national professional and applied sport of Ukraine is Combat Horting, which is based on the cultural, health and martial traditions of the Ukrainian people and contributes to the comprehensive education of the younger generation to ensure the security of the state independence of Ukraine, eliminating threats to the preservation of the integrity of Ukrainian lands. It is a multi-year specially organized process of learning, comprehensive development, moral and ethical education and improvement of children and youth.
On the basis of the Concept of military-patriotic education of children and youth by means of combat horting (author E., Yeromenko) [5, p. 37-43] and the analysis of literary sources [1-23], Z., Dikhtiarenko determined the indicators for the predicted result of independent training with Combat Horting in conditions of martial law (to know; to be able to) for school and student youth and cadets.
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Minculete, Gheorghe, and Constantin Grigoraş. "Useful Approaches in Training and Developing the Professional Conduct of Land Forces Tactical Operational Leaders." Land Forces Academy Review 27, no. 2 (June 1, 2022): 102–12. http://dx.doi.org/10.2478/raft-2022-0014.
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Abstract The professional development of military leaders in accordance with the requirements of global and regional military challenges calls for their continuous education and training that harness the intellectual and practical tools necessary for the success of military action in times of peace, crisis or possible armed conflict, determined over time by the conditions of an unpredictable and unstable world. Regardless of the challenges faced today by NATO and by the military, it is obvious that the leaders of tactical structures must acquire moral and ethical qualities necessary for the leadership of operational military organizations in theatres (areas) of operations characterized by uncertainty and increased risk. This objective of this article is to highlight some aspects related to the tactical military leader’s attributes and competences that typify their professional conduct, which allow them to master the art of effective and successful operational leadership in the context of tactical combat structures These abilities are acquired progressively, during training and throughout military university studies as well as afterwards. Given the technological evolution of tactical combat potential and the need to ensure operational resilience through proactive and anticipatory risk management actions, we can argue that the leadership process characterizing this commander is quite different from the one of the past. Our approach is based on connections with some concepts that are considered familiar, due to the fact that, in the future, the leadership performed by the leader of a tactical operational structure will be increasingly complex and, consequently, will require ongoing learning and training.
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Сорочан, Д. А. "Administrative and Legal Principles of the Activities of the National Police of Ukraine in Preventing and Counteracting Bullying." Law and Safety 79, no. 4 (December 14, 2020): 48–53. http://dx.doi.org/10.32631/pb.2020.4.07.
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The negative socio-economic situation and large gaps in the moral and ethical education of the younger generation have led to an increase in the number of cases of deliberate abuse of older and stronger to the smaller and weaker members of educational institutions. The author has studied administrative and legal principles of the activity of the National Police of Ukraine on preventing and counteracting bullying. Based on a comprehensive analysis of national legislation on preventing and combating bullying in Ukraine, the author has determined perspective areas for improving administrative and legal principles in this area. It has been emphasized that the role of the National Police in this area cannot be limited to the preventive registration of a child. It is necessary to develop a set of preventive and educational measures aimed at preventing bullying manifestations among minors. It has been found out that there are no tools to assess the effectiveness of the impact of existing strategies to combat bullying in Ukraine, which necessitates further research in this area. It has been determined that it is necessary to fight not with individual facts of bullying, but to enshrine in the legislation the system of counteraction to harassment in educational institutions, which can be preventive in nature. It has been established that the legislator has introduced a number of amendments over the last few years, which are characterized by the strengthening of the component of protection of children’s rights. A positive novelty is that the main task of the juvenile police was preventive activity instead of punitive one. In general, the regulatory basis for the activities of the National Police of Ukraine to prevent and combat bullying can be divided into two parts: general legislative acts and departmental regulatory acts. It has been noted that the prevention of bullying and the prevention and combating of domestic violence are different aspects of the same problem, which are in constant close cooperation, and then the measures to overcome them should be common.
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Awofeko, Emmanuel Oluwasegun, Olatunji Olusegun Oyebanjo, and Oluwaseyi N. Shogunle. "The Role of the Family in the Restoration and Preservation of Yoruba Cultural Heritage." Yoruba Studies Review 5, no. 1.2 (December 21, 2021): 1–14. http://dx.doi.org/10.32473/ysr.v5i1.2.130085.
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Yoruba people have a unique cultural heritage which engulfs every aspect of their lives; hence, guides them in their daily activities. It was borne in their heart, incise in their offspring, and pass from one generation to another. Unfortunately, this cultural heritage is almost lost today, as civilization has denigrated almost all these cherished cultural values in Yoruba communities. Undoubtedly, the family where the whole cultural decadence started from has great roles to play in restoring and preserving these cultural values. This is the thrust of this work. The essay is therefore approached from historical and ethical perspectives with phenomenological methodology to examine the cherished Yoruba cultural heritage. The findings of the work show that moral training through informal education; means of identity; communal responsibilities; ascribed roles; etc., are missing among the youths today. The paper adopts Mary Jo Hatch’s theory of cultural dynamics to examine the changes in Yoruba cultural heritage, the causes of decadence of this heritage; and the role of the family in enthroning Yoruba cultural heritage among the youths today. The essay recommends that family needs to rise for the restoration and 70 Awofeko Oyebanjo, and Shogunle preservation of these cultural heritages to combat the socio-cultural threat confronting the society.
Dissertations / Theses on the topic "Combat – Moral and ethical aspects"
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Coleman, Stephen 1968. "The ethical implications of human ectogenesis." Monash University, School of Philosophy, Linguistics and Bioethics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8904.
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Olivier, Stephen Chris. "Ethical issues in human movement research." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1015402.
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In acknowledging past abuses of humans in research contexts, and recognising the potential for malpractices in Human Movement Studies (HMS), this study evaluated the extent to which ethical issues are addressed in the discipline. The primary method consisted of the standard techniques of philosophic analysis, with empirical data complementing the conclusions. In general, the study contends that insufficient attention is paid to ethical issues in HMS research. In response to a set of specifically constructed, ethically problematic research proposals, only 1.8% of comments from senior researchers advocated rejection of the proposals on ethical grounds. Also, a journal search indicated that consideration of ethical issues in published research may largely be absent. Questionnaire responses revealed that South African HMS departments may be deficient in terms of accountability towards ethical guidelines. Whilst noting the existence of utilitarian ethics in HMS research, it is advocated that deontologic principles should take precedence. Further, only a sound educative effort will produce improvements. In conclusion, this study advocates a deontology-based approach to research ethics. This is consistent with the contention that the use of humans in research is a privilege, and that the rights of participants ought to outweigh the desire of researchers to conduct research.
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Okolie, Patricia. "Suicide : a philosophical and ethical perspective." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52469.
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Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: Suicide is a truly philosophical problem. Judging whether life is or not worth living amounts to answering the fundamental question of philosophy. In Africa, suicide is not uncommon as evidenced by the Botswana experience. Suicide acts are the forefront of the daily existence even today. Suicide is felt in different areas of Botswana and while the study draws heavily on Africa especially Botswana, reference is also made to countries outside Africa. Hence, suicide in this thesis is not addressed in a restrictive manner. But its manifestation in essence is assessed in a general mode. This implies that the escalation of suicide is viewed from the sociological, psychological and philosophical implications. Although it is not easy to accept and live with suicide, people are beginning to accommodate it as an inevitable concept. However, the family and friends of a person who has committed suicide still feels ashamed, humiliated and sometimes guilty. The aim of this assignment is to analyse and evaluate the moral argument for and against suicide and to focus on the moral implications of committing suicide. While agreeing that individuals' autonomy are personal, the writer tries to suggest a way out of this self-destruction (suicide) which is just a means to an end and not an end in itself. The writer in the concluding chapter tries to explore the pros and cons of suicide, and comes up with the conclusion that the right to live should be given attention than the right to die, at least to preserve its generations which all creatures strive for. Areas of focus: • The concept of Suicide • The nature and incidence of Suicide. • Arguments in favour of Suicide • Arguments against Suicide • The Suicide I Euthanasia Debate
AFRIKAANSE OPSOMMING: Selfmoord is 'n ware filosofiese probleem. Om te oordeel of 'n lewe die moeite werd is om gelewe te word, vereis 'n antwoord op 'n fundamentele vraag van filosofie. In Afrika is selfmoord nie ongewoon nie, soos gesien in die geval van Botswana. Selfmoord kom baie algemeen daar voor. Selfmoord word aangetref in verskeie areas in Botswana, en, alhoewel die studie fokus op Afrika - en spesifiek Botswana, word daar ook verwys na lande buite Afrika. Maar die manifestasie daarvan word in essensie en in die algemeen aangespreek. Dit beteken dat die toename in selfmoord in terme van die verskynsel se sosiologiese, sielkundige en filosofiese implikasies aangespreek word. Alhoewel dit nie maklik is on selfmoord te aanvaar en mee saam te leef nie, begin mense dit aanvaar as 'n onvermydelike verskynsel. Maar die familie van 'n persoon wat selfmoord gepleeg het voel steeds skaam, verneder en soms skuldig. Die doel van hierdie werkstuk is om die argumente vir en teen selfmoord te analiseer, te evalueer, en om te fokus op die morele implikasies van selfmoord. Alhoewel die outeur saamstem dat individue outonoom is, word sterk teen die morele aanvaarbaarheid van selfmoord geargumenteer. In die gevolgtrekking ondersoek die outeur die voordele en nadele van selfmoord en eindig met die bevinding dat die reg tot lewe meer aandag behoort te kry as die sg. reg om te sterf. Areas waarop gefokus word: • Die konsep "selfmoord" as sodanig • Die aard van selfmoord en (hoe algemeen dit voorkom.) • Argumente ten gunste van selfmoord • Argumente teen selfmoord • Die selfmoord -genadedood debat
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Scott, Rebekah Anne. "On complex terms : James among the ethical critics." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609038.
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Van, Schalkwyk Tanya Leonie. "The ethical conduct of new entry level emerging contractors." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4932.
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Ethics is not a new or modern discipline. It was developed thousands of years ago and still remains relevant today. Ethics is applied in all spheres of modern life from philosophy to business and religious environments and even around dinner table conversations. It is applicable to all areas of life. This research is aimed at investigating whether ethical conduct among new entry level emerging contractors can contribute to and ensure their sustainable competitiveness within the South African construction industry. This research is also aimed at determining whether education and knowledge of entrepreneurship, business, project and construction management and building contracts can contribute to new entry level emerging contractors’ ethical conduct and sustainable competitiveness. The literature reviewed and results of quantitative and qualitative research amongst professional consultants in South Africa formed the basis of the study. Ethics is a sensitive topic within the industry and therefor it is difficult to gather data directly from contractors, as they are reluctant to participate in fear of revealing their identities and having it negatively influencing their personal and business credentials. Therefor unbiased respondents who were not directly linked to emerging contractors and who were unafraid to give objective opinions were questioned. These unbiased respondents included consultants within the industry. The study revealed that ethics is an important factor in any business environment and that the correct application thereof can partially contribute to the sustainable competitiveness of new entry level emerging contractors and this in turn can promote the long term survival of a business. Furthermore, knowledge of good management practices and building contracts can contribute to a successfully run business. However, the average new entry level emerging contractor has insufficient experience and knowledge of the management of construction projects, as well as building contracts.
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Hooker, Brad. "Why should I be moral?" Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:2b44fe6f-39b7-4d16-9b5c-8d8eb7251323.
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I begin my discussion of the question 'Why should I be moral?' by drawing distinctions both between possible different senses of 'moral' and also between different conceptions of what morality requires. I then criticize the idea that one should be moral because it serves self-interest. Self-interest is served by one's having benevolent concern for only a fairly small number of others, but being moral involves more than this. Furthermore, having moral dispositions other than benevolence is in one's interest only if these dispositions are required by the moral code predominant in one's society. Moreover, even if we confine our attention to people who live in such a society, each person would probably be better off with moral dispositions that were not so strong that they would always get their way, but the completely moral person would presumably have overriding moral dispositions. Finally, having the correct moral beliefs may not be in one's interest. But whatever the gap between self-interest and morality, might one not have most reason to be moral? Derek Parfit has recently argued that the view that one has most reason to do whatever best achieves one's present aims (and these may sometimes be moral aims) is at least as good as the view that one has most reason to do what best promotes one's own long-term good. I attack some of his arguments. But I then go on to argue that moral requirements as such—i.e., independently of whether they are reflected in present desires—do generate reasons for action. But are these moral reasons always stronger than reasons of other kinds? On the basis of an example I describe in the closing pages, I reluctantly conclude that they are not.
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Silove, Melanie. "Ethical decision-making in the therapeutic space : a psychoanalytic view." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1020873.
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This study examined the ethical decision-making process as it transpired in the everyday context of the therapeutic space. In-depth interviews explored the subjective experiences of six South African psychologists, practicing as psychoanalytic psychotherapists, and their efforts to resolve real-life ethical dilemmas. The theoretical framework used to interpret the data subsumed professional literature in psychology on principle-based ethical decision-making as well as contemporary psychoanalytic debates on the phenomenon of countertransference enactments. A review of ethics codes, survey research and seminal decision-making frameworks suggests that ethical dilemmas have traditionally been resolved by recourse to an objective and impartial “principle ethics” perspective. Empirical evidence shows, however, that logical thinking and the rational application of codes, principles and standards are often insufficient to secure ethical action. The establishment of reflective space and the core theoretical notion of “ethical decision-making enactments” were proposed in order to address the subjective, irrational and unconscious dimension of professional decision-making. This study used a broadly hermeneutic research method which transformed participants‟ descriptions of engagement with real-life dilemmas into a psychoanalytically informed interpretive account of ethical decision-making. Twelve aspirational ethical principles were found to guide participants‟ daily analytic work. Beneficence was the principle most strongly identified with and nonmaleficence was the most neglected ethical principle. Unprocessed countertransference responses were shown to drive earlier prereflective phases of the ethical decision-making process. Mature ethical judgment was predicated upon the retrospective analysis of enactment phenomena. Dissatisfaction was expressed by all participants with regard to the role of professional resources in aiding the resolution of stressful ethical dilemmas. Risk factors for compromised professional decision-making included the paucity and perceived irrelevance of postgraduate ethics training, supervisory failure to confront the ethical and countertransference dimensions of common dilemmas and professional isolation. Rather than eliciting the hope of emotional support and greater insight, professional resources on the contrary mostly appeared to induce anxiety, mistrust and fearfulness. Based on the data and the literature, a pragmatic psychoanalytically informed ethical decision-making model was finally generated. The model, which considers both principle ethics as well as countertransference phenomena, offers a preliminary contribution to professional dialogue on the development and evaluation of empirically based decision-making frameworks. Practical recommendations are made for both the revision of the current South African ethics code and for improving the postqualifying ethics education of psychoanalytic practitioners and supervisors. The limitations of the data are discussed and directions for future research initiatives are proposed.
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Van, Bogaert Louis-Jacques. "Abortion, sentience and moral standing : a neurophilosophical appraisal." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52619.
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Thesis (PhD)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Moral theories on abortion are often regarded as mutually exclusive. On the one hand, pro-life advocates maintain that abortion is always morally wrong, for life is sacred from its very beginning. On the other hand, the extreme liberal view advocated by the absolute pro-ehoieers claims that the unborn is not a person and has no moral standing. On this view there is no conflict of rights; women have the right to dispose of their body as they wish. Therefore, killing a non-person is always permissible. In between the two extreme views, some moral philosophers argue that a 'pre-sentient' embryo or fetus cannot be harmed because it lacks the ability to feel pain or pleasure, for it is 'sentience' that endows a living entity (human and non-human) with moral considerability. Therefore, abortion of a pre-sentient embryo or fetus is permissible. Neurophilosophy rests a philosophical conclusion on neurological premises. In other words, to be tenable sentientism - the claim that sentience endows an entity with moral standing - needs robust neurobiological evidence. The question is, then: What is the basic neuroanatomical and neurophysiological apparatus required to be sentient? The answer to that question requires a fair understanding of the evolution, anatomy and function of the brain. The exploration thereof shows quite convincingly that the advocates of sentientism do not provide convincing arguments to root their theory in neurobiological facts. Their claims rest rather on emotions and on behaviours that look like a reaction to pain. The other shortcoming of sentientism is that it fails to distinguish pain from suffering, and that as a utilitarian moral theory it considers only the alleged pain of the aborted sentient fetus and disregards the pregnant woman's pain and suffering. And, finally, sentientism leaves out of our moral consideration living and non-living entities that deserve moral respect. The main thrust of the dissertation is that the argument of sentience as its advocates present it has no neurophilosophical grounds. Therefore, the argument from sentience is not a convincing argument in favour or against abortion.
AFRIKAANSE OPSOMMING: Morele teorieë wat handeloor aborsie word dikwels as wedersyds uitsluitend beskou. "Pro-life" kampvegters hou oor die algemeen vol dat aborsie onder alle omstandighede moreel veroordeelbaar is, omdat die lewe van meet af heilig is. Daarteenoor hou die ekstreem-liberale oogpunt, wat deur "Pro-choice" voorstaanders ingeneem word, vol dat die ongeborene nie 'n persson is nie, en as sulks geen morele status het nie. Volgens hierdie standpunt is daar geen konflik van regte hier ter sprake nie; vroue het uitsluitelike beskikkingsreg oor hulle eie liggame. Dus is dit toelaatbaar om onder hierdie omstandighede 'n "nie-persoon" om die lewe te bring. Tussen hierdie twee ekstreme standpunte argumenteer party morele filosowe dat die voorbewuste embrio of fetus nie skade berokken kan word nie, omdat dit nie oor die vermoë beskik om pyn of plesier te voel nie. Dit is juis bewussyn en die vermoë om waar te neem wat morele status aan 'n entiteit (hetsy menslik of nie-menslik) verleen. Dus is dit toelaatbaar om 'n voorbewustw embrio of fetus te aborteer. Neurofilosofie basseer filosofiese gevolgtrekkinge op neurolgiese beginsels. Met andere woorde, so 'n standpunt sal eis dat 'n argument oor bewustheid op betroubare neurologiese feite gebasseer word, om sodoende met sekerheid morele status, al dan nie, aan de fetus of embrio toe te ken. Die vraag is dan: Wat is die basiese neuroanatomiese en neurofiologiese apparatuur waaroor 'n entiteit moet beskik om as bewus beskou te word? Die antwoord op hierdie vraag vereis dan ook 'n redelik grondige kennis van die evolusie, anatomie en funksie van die brein. Wanneer die vraagstuk van naderby beskou word, word dit duidelik dat voorstaanders van die bewustheids-argument oor die algemeen nie hulle standpunte op oortuigende, neurologiese feite berus nie. Hulle beweringe rus dan eerder op emosie en op waargenome optredes wat voorkom asof dit 'n reaksie op pyn is. Nog 'n tekortkoming van die bewustheids-argument is dat dit nie 'n onderskeid tref tussen die konsep van pyn en die van leiding nie, en dat dit as 'n utilitaristiese morele teorie slegs die beweerde pyn van die ge-aborteerde fetus in ag neem en nie die leiding van die swanger vrouw nie. Ten slotte neem die bewustheids-argument ook nie morele status van lewende en nie-lewende entiete, wat geregtig is op morele respek, in ag nie. Die hoof uitgangspunt van hierdie dissertasie is dan dat die bewustheids-argument, soos wat dit tans deur voorstanders daarvan voorgehou word, nie neurofilosfies begrond kan word nie. Dus is die argument vanuit 'n bewustheids-standpunt nie 'n oortuigende argument hetsy vir of teen aborsie nie.
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Brouillet, Miriam. "Is it justified to patent human genetic resources?" Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19699.
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In the past century, the scope of patentable objects has greatly expanded. Patents are now being granted on living organisms, human biological material and genes. What are the consequences of such practices for scientific research and health care? One of the fundamental philosophical questions behind this issue is the following: are we justified in patenting human genetic material? An examination of the traditional philosophical justification of intellectual property will allow us to critically explore whether or not this practice is ethically justifiable. It will be argued that the consequentialist justification of intellectual property requires, in this present case, that we modify the patent regimes in order to maximise social benefits and minimize public burdens.
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Bigney, Mark W. "Neither mechanic nor high priest : moral suasion and the physician-patient relationship." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99576.
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The most ordinary man or woman has means of knowledge concerning his own feelings and circumstances that immeasurably surpass those that anyone else can have.-John Stuart Mill, On LibertyOne feature that varies within competing conceptions of medical shared decision-making is how a patient's values are to be engaged by a physician. One detail that can be overlooked under "shared" decision-making is whether or not a physician ought (or be allowed) to attempt to persuade the patient to adopt particular health-related values. Some argue that it is incumbent on a physician to share her privileged understanding of medicine so as to help her patient embrace "better" values. This thesis argues that it is dangerous to patient autonomy for a physician to exert moral suasion on her patient to attempt to influence or change those values; the danger lies in the power imbalance between patients and physicians that seems inherent in medical encounters, and is exacerbated by the sick role. Thus, while a physician ought to help her patient articulate his health-related values, she ought not try to change them.
Books on the topic "Combat – Moral and ethical aspects"
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Moral combat. Cambridge: Cambridge University Press, 1999.
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Boutin, Christine. Une éthique sans citoyen: Le combat d'un député. [Paris]: Editions universitaires, 1991.
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Moral combat: A history of World War II. London: HarperPress, 2010.
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Moral combat: Good and evil in World War II. New York: Harper, 2011.
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Djèm, Abanda à. Le COMBAT POUR L'ESSENTIEL - En toi, un autre toi-même. Paris: Editions L'Harmattan, 2006.
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Tom, Lewis. Lethality in combat: A study of the true nature on battle. Newport, N.S.W: Big Sky Pub., 2012.
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Frame, T. R. Moral injury: Unseen wounds in an age of barbarism. Sydney, NSW: New South Publishing, 2015.
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1969-, Delmotte Hélène, ed. Urgence absolue: Ultime combat pour la vie. Paris: Vuibert, 2006.
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Killing in war. New York: Oxford University Press, 2011.
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Embattled courage: The experience of combat in the American Civil War. New York: Free Press, 1987.
Find full textBook chapters on the topic "Combat – Moral and ethical aspects"
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Giosan, Cezar. "Moral and Ethical Aspects in CET." In SpringerBriefs in Psychology, 31–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38874-4_6.
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Kasher, Asa. "At the Edge of Viability: Philosophical, Moral and Ethical Aspects and Proposals." In The Embryo: Scientific Discovery and Medical Ethics, 371–400. Basel: KARGER, 2004. http://dx.doi.org/10.1159/000082237.
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Huppenbauer, Markus, and Carmen Tanner. "Ethical Leadership – How to Integrate Empirical and Ethical Aspects for Promoting Moral Decision Making in Business Practice." In Empirically Informed Ethics: Morality between Facts and Norms, 239–54. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01369-5_14.
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Quarteroni, Alfio. "BIG DATA—BIG BROTHER (or, on the Ethical and Moral Aspects of Artificial Intelligence)." In Algorithms for a New World, 55–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96166-4_6.
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Miller, Gloria J. "Artificial Intelligence Project Success Factors—Beyond the Ethical Principles." In Lecture Notes in Business Information Processing, 65–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98997-2_4.
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AbstractThe algorithms implemented through artificial intelligence (AI) and big data projects are used in life-and-death situations. Despite research that addresses varying aspects of moral decision-making based upon algorithms, the definition of project success is less clear. Nevertheless, researchers place the burden of responsibility for ethical decisions on the developers of AI systems. This study used a systematic literature review to identify five categories of AI project success factors in 17 groups related to moral decision-making with algorithms. It translates AI ethical principles into practical project deliverables and actions that underpin the success of AI projects. It considers success over time by investigating the development, usage, and consequences of moral decision-making by algorithmic systems. Moreover, the review reveals and defines AI success factors within the project management literature. Project managers and sponsors can use the results during project planning and execution.
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Gómez-Parra, María-Elena, and Bashar Daiss. "The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School." In Educational Theory in the 21st Century, 79–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_4.
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AbstractThe concept of change includes a variety of topics, situations, disciplines, dimensions, and aspects. Its diversity and impact on individuals and organizations has led to an array of definitions, models, and theories. Thus, changes constitute a response to values, transformations that are interpreted as opportunities to improve an organization’s resilience and increase its achievements. This chapter will further discuss the concept of change, leading to a deep analysis of teachers’ moral and ethical role in one of the most impactful changes in schools: the technological revolution. If teachers believe that change is necessary, they will make great efforts to implement it effectively both in class and at school. International examples will be shown (e.g., Israel, USA, UK, and Turkey), and conclusions will be drawn regarding the need to specifically train teachers to raise their ICT awareness and understand the drawbacks and risks of technology in the twenty-first century. Schools’ transformation in information and communication is not just a technological revolution but also a social and ethical change that involves teachers in a complex weave of technologies, its creators and users, their interactions, and the social context.
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Smith, Marcus, and Seumas Miller. "The Rise of Biometric Identification: Fingerprints and Applied Ethics." In Biometric Identification, Law and Ethics, 1–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90256-8_1.
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AbstractIn the late nineteenth century, it became understood that the patterns on the skin of the fingers were unique and could be used for identification purposes, leading to the development of biometric identification (Smith M, Mann M, Urbas G. Biometrics, crime and security. Routledge, 2018). The ease with which fingerprints can be accessed and recorded, and the ease with which they transfer to surfaces and objects, made them ideal for law enforcement purposes. Today, in digital form, fingerprints and other biometric identification techniques, notably DNA profiles and facial recognition technology, are a widely used means of identification across a range of applications, from accessing personal devices, to banking, border security and law enforcement. However, these uses have raised a raft of ethical or moral (we use these terms interchangeably) concerns, some of the more important of which we discuss in this work.In the first chapter, we discuss general aspects of biometric identification, before focusing on fingerprint identification, including its reliability as form of evidence. Secondly, we provide an overview of applied ethics; and outline a key theoretical notion, relevant to many of the issues discussed throughout the later chapters: collective responsibility. Finally, we analyse the ethical risks and benefits associated with the technique of fingerprint identification.
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Nolan, Daniel. "What Would Lewis Do?" In Perspectives on the Philosophy of David K. Lewis, 220–40. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192845443.003.0012.
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Abstract David Lewis rejected consequentialism in ethics. However, two aspects of his meta-ethical views do not sit naturally with this anti-consequentialism. Lewis endorses a conception of rationality where to be rational is to maximise value of a certain sort; it seems possible to be both rational and moral; and yet he rejects conceptions of moral action as acting to maximise moral value, and arguably suggests that maximising moral value is sometimes impermissible. The second tension is that his meta-ethics is primarily an account of value, including moral value, and his story about moral motivation goes via a motivational connection to value. Yet his anti-consequentialism seems to commit him to rejecting a story of moral action given entirely in terms of pursuit of moral value. This chapter explores what a Lewisian’s options are here. It also makes the case that, despite first appearances, Lewis is perhaps best interpreted as an agent-relative consequentialist.
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"Constraints on Ethical Reasoning in Combat." In Pursuing Moral Warfare, 44–55. Georgetown University Press, 2019. http://dx.doi.org/10.2307/j.ctvb1htwk.7.
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"Moral Values and Legal Reasoning: Some Aspects of Their Mutual Relations." In Ethical Dimensions of Legal Theory, 15–32. BRILL, 1991. http://dx.doi.org/10.1163/9789004457225_003.
Full textConference papers on the topic "Combat – Moral and ethical aspects"
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Alexandrache, Carmen. "ETHICAL AND MORAL ASPECTS OF THE COMMUNIST EDUCATION AND THEIR REFLECTION IN THE HISTORY ROMANIAN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2594.
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Casany Guerrero, María José, and Marc Alier Forment. "Debates on tech-related moral dilemas usign ethical theories to teach engineering ethics." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1364.
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A significant number of universities where engineering is taught acknowledge the influence on society and the environment of the scientific and technological practice, as well as the ethical problems it presents, and the need to provide their students with courses covering this as a subject. The accelerated pace of innovation in these fields amplifies the issue. Computer Engineering schools are no exception. So, the IEEE/ACM Computer Science Curriculum 2013, identifies social issues and professional practice as key knowledge areas that computer undergraduate students must learn. Students should be knowledgeable about the interplay of ethical issues, technical problems, and aesthetic values that play an important part in the development of computing systems. The authors have taught for many years an optional course about the social, and environmental aspects of ICT as well as ethics. In this paper, the authors propose an approach to study ethics in Computer engineering schools. The approach consists in providing students with general ethic frameworks to reason about moral dilemmas as well as providing the basics of deontology. The lessons are complemented with case studies where technology is a key factor. Students are assigned roles to work on the cases and in the end, a discussion is done in the classroom. After the lessons, the authors have observed that students are able to understand and use the tools provided by the teachers to reason about moral dilemmas.
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Carvalho, Luiz Paulo, Lucas Murakami, José Antonio Suzano, Jonice Oliveira, Kate Revoredo, and Flávia Maria Santoro. "Ethics: What is the Research Scenario in the Brazilian Conference BRACIS?" In Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/eniac.2022.227590.
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Artificial Intelligence (AI) presents many ethical dilemmas, such as explainability, bias, military uses, surveillance capitalism, employment, and jobs. In the scientific context, AI can lead us to a crisis of reproducibility spread across several areas of knowledge and guide mathematicians to solve high complexity problems. Both companies and government forward their guidelines, recommendations, and materials combining Ethics and AI. In this paper, we investigate the involvement of the Brazilian academic-scientific community with moral or ethical aspects through its publications, covering the Brazilian Conference on Intelligent Systems (BRACIS) as the most prominent Brazilian AI conference. Through a Literature Systematic Review method, we answer the main research question: what is the panorama of the explicit occurrence of ethical aspects in the BRACIS, ENIAC, and STIL conference papers? The results indicate a low occurrence of ethical aspects and increasing behavior over the years. Ethical deliberation was fruitful, constructive, and critical among these few occurrences. Whether in the Brazilian or international context, there are spaces to be filled and open opportunities for exploration along this path.
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Tebeanu, Ana voichita, and George florian Macarie. "ADDRESSING ETHICAL VALUES IN EDUCATIONAL PRACTICE. AN ESSAY." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-156.
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Teaching ethical aspects in the social sciences has always been a challenge, both for the professors and students involved. Ethical values and dilemmas can be presented through educational movies, examples from clinical, organizational or pedagogical practice, or even through personal disclosures offered with 'pros' and 'cons' arguments. In the past few years we took over this challenge, when conducting classes and seminaries at the disciplines "Educational Psychology" and "Foundations of Pedagogy" with first and second year students enrolled in the Teachers' Training Module, at the University "POLITEHNICA" of Bucharest. Several themes for applications (e.g., designing and conducting a social experiment; naive subjects; cooperation and empathy; obedience and authority; manipulation of external variables in a social context, e.g. a laboratory or a classroom) tackled the concept of how the moral values develop from childhood and adolescence through adulthood. For their exemplification we chose from time to time to present the series of experiments conducted by Stanley Milgram. In this classical, yet impossible to repeat nowadays experiment, he concluded that people- from various walks of life- obey either out of fear or out of a desire to appear cooperative, even when acting against their own better judgment, moral values and desires. Discussing with the students about the results of this experiment left us, almost every time, with a controversial state- students divided themselves into 'those who obey' vs. 'rebels', with some of them situating in between ("obeyed but blames themselves') (exactly as the participants in the original experiments!) In the long run, due to this extraordinary reaction we had from our students, these applications used for educational purpose became more complex. Thus, we translated a topic for an essay used by us in a Master of Bioethics program in the USA (2014-2015) and we reframed it for educational purpose. The topic refers to "Death and dying" and presents 6 types of killing which are legally sanctioned in the United States, including, for example, killing in self-defence or the capital punishment. The initial task we had in the Master program was, leaving legality aside and focusing only on morality, to rank each six of the categories in order--most immoral (#1) to least immoral (#6) according to our personal values. In doing so, we were also asked to provide a moral argument to justifying our ranking. Also, we were told that for the purposes of this essay, religious or legal arguments are not acceptable. This essay presents in extenso a personal exemplification of a possible ranking of these categories, the results of the exercise performed with the students, and proposes furthermore an educational framework- ready to be used by them. Thus, we hope to offer a relevant and actual application for teaching ethical issues in an university setting, which goes beyond a mere description of theoretical concepts and provides ethical tools for understanding the social life.
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Mata, Liliana, Roxana maria Ghiatau, Alexandra georgiana Poenaru, and Ioana Boghian. "MODELS AND THEORIES OF UNETHICAL USE OF INFORMATION TECHNOLOGY IN HIGHER EDUCATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-018.
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The purpose of the study is to analyze the theories and models based on the exploration of ethical aspects of information technology in higher education. Based on the analysis of literature, three categories of theories have been identified in this field: general theories (the theory of reasoned action, theory of planned behavior, the theory of James Rest), decision making models (the model of Ferrell ?i Gresham, Hunt-Vitell theory (or model) of ethics about ethical decision making in general, Person- situation interactionist model, Bommer's ethical decision-making model, the model of Jones) and information technology models (IT ethical model, the model of unethical usage of information technology, the model of ethical behaviour in computer use, digital piracy attitude model, hypothetical and actual information security compliance models). The general theories have underpinned the later developed models, which have also begun to expand on IT-based models as well. The theory of reasoned action and The theory of planned behavior are the basis for the overwhelming majority of studies on the relationship between attitude, intention and unethical versus ethical behavior. Along with these models, the theories on the stages of moral development can also be considered as they have underpinned the construction of decision models (such as the interactive model) or have provided the foundation for studies related to teachers level of moral reasoning. The result of the analysis of these models will lead to the elaboration of a comprehensive model of factors influencing the attitudes of higher education teachers towards the unethical use of information technology.
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BAKER, Jennifer. "VIRTUE ETHICS BEHIND RIGHTS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.4.
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Virtue ethics is not typically invoked by academics today for the evaluation of political systems or political action. We could, however, recognize its potential role in this regard, turning to the history of its use as illustration. Interpreters who have attempted to theorize about political rights apart from moral psychology fail to recognize the support the underlying moral psychology provides to the notion of rights. Contemporary objections to the use of ethical theory in justifying rights may assume political theory is adequate enough when kept in terms that abstract away from any particular aspects of moral psychology. Yet a virtue-based approach to political system recognizes the desires for freedom, the risk of preferences being subsumed into a consequentialist assessment, and more readily enables agents themselves to assess what is necessary to condemn political systems as well as political efforts, such as the Russian invasion of Ukraine. Key words: Rights, Law, Moral Psychology, Cicero, Virtue, Rawls, Virtue Ethics
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Dammacco, Gaetano. "LEGAL RESTRICTIONS DUE TO CORONAVIRUS AND RIGHT TO RELIGIOUS FREEDOM." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.51.
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The current pandemic has created new scenarios and problems regarding religious freedom. To combat the spread of the coronavirus, governments have ordered social distance and total closure of numerous activities including the celebration of sacred rites without consulting religious authorities. Religions have accepted the restrictions with a sense of responsibility, but the sacrifice of religious freedom for the faithful has been great. In addition, the effects of the pandemic together with the negative effects of globalization will continue over time, generating economic and social damage. In addition to prayer, religions have invited the faithful to a social commitment to reduce the critical issues of the crisis and specially to combat poverty. It is therefore necessary to analyze some topics: critical issues relating to the limitation of the right to religious freedom; what problems arise in the relations between powers (civil and religious); what problems arise in relations between state and religions; how the constitutional rights of the faithful and citizens are protected; what are the legal problems internal to the different religions, considering that the judgment on the validity of online rites is different; what is the role of religions in the face of the economic crisis. For the first time since the beginning of the human rights era, there has been a serious conflict between human rights, especially for the greater protection given to the right to health. The right to religious freedom also suffered, but it must be considered that the protection of the right to religious freedom also contributes to the recovery of a „good” economy, which can counteract the negative effects of the pandemic and globalization. We must build a personalist humanism, which the alliance between religions can promote. A humanism that respects the rights and dignity of man, against the logic of profit, and that rewrites the ethical rules of the economy. Looking at the post-pandemic, religions can be the soul of the ethical and moral rules that must guide the „good economy” in society to overcome social and economic differences.
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Ciachir, Lilian, Oana alexandra Vochin, and Alexandru Motataianu. "FACING ETHICAL CHALLENGES IN THE PROVISION OF ELEARNING BY ROMANIAN HEIS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-161.
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According to the EU 2020 strategy, one of the objectives for Romania in the field of education is that at least 40% of the population aged 30 to 34 years to complete tertiary education (university and non-university). In 2013-2014 only 23.8 % of the population is in this situation and the goal set was to reach 26.7%. Due to the fact that the number of pre-university students is estimated to decrease by 40% between 2005 and 2025, the number of traditional students is also declining. Second chance education could be considered as a solution to tackle the discrepancy between the policy goal and the real trend observed in the last few years, and eLearning appears to be an appropriate medium to encourage non-traditional students to enrol for further education and successful finish tertiary education. In Romania, only about 60% of universities are involving eLearning solutions in their current education offer. On the other hand, for the moment being, there is no Romanian HEI offering full eLearning study programs. However, there is a great diversity in Romania combining face-to-face with elements of bended learning and eLearning. Romanian universities have always been concerned with ethical aspects of their activities and many of them adopted codes of moral or ethical conduct. In some universities the principles of ethical conduct are implicit provisions of their charts or mission statements (e.g. Transilvania University of Brasov or West University of Timi?oara). As the practice of eLearning is becoming increasingly applicable in the study programs offered by Romanian universities, the ethical dimensions of the student-teacher relationship and the responsibility for the quality of learning outcomes turns into a real challenge: - Students for cheating and plagiarism attempts; - Professors for their responsibility in quality assurance of the educational resources for eLearners; - Students and professors for their co-responsibility for the quality and relevance of the eLearning outcomes. As the Romanian society perceives high corruption in individual and institutional behaviour, the ethical challenges in the field of higher education merit a closer attention. Another strong argument is offered by the frequent complaints of plagiarism in doctoral theses, which let us understand that in lower levels of higher education there are also practices against the code of ethical conduct adopted in HEIs. In this context, examples of good practice in overcoming ethical shortages in the provision of eLearning and in the evaluation of the learners should become a focus point in preparing for enhanced eLearning and blended learning (UK, etc). The purpose of this article is to analyse the status quo of the ethical challenges in the provision of eLearning by Romanian HEIs and to suggest recommendations to solve existing or potential ethical problems in the delivery of blended and or eLearning programs.
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Makalyutin, Vladsilav. "PROBLEMS OF IMPLEMENTATION OF THE MEDIA PROCEDURE IN MODERN RUSSIA." In Current problems of jurisprudence. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02032-6/142-152.
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The article is devoted to the study of problematic aspects of the implementation of the mediation procedure in Russia. The author noted that mediation on the path of its development in the country encountered a number of obstacles of a moral, ethical, psychological, economic and legislative nature, the solution and settlement of which requires certain efforts both from the side of society and public organizations, and from the state. Using the method of analytical review of theoretical and practical developments of domestic researchers and legislative documents, the article identifies the following problems of mediation: low legal culture of the population; lack of confidence in this service; lack of awareness of society as a whole, and of citizens in particular, about mediation, its advantages as an alternative to the trial method; the position of the parties that do not want to compromise; the difficulty of choosing a mediator - as a highly professional person; mainly the social foundations for the development of mediation and insufficient state support. These problems are interrelated, therefore, their solution requires an integrated approach.
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Cmeciu, Camelia, Doina Cmeciu, and Monica Patrut. "CSR 2.0 - FRAMING ONLINE LEARNING ENVIRONMENTS IN CAMPAIGNS ON NON-FORMAL EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-200.
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Education is one of the most important signs of social progress and throughout the years a twofold evolution has taken place: on the one hand, the providers of knowledge have evolved from schools and universities to the business community and on the other hand, the traditional receivers of knowledge have changed into creators of knowledge. Business organizations have become aware that the corporate involvement in the community by implementing social campaigns on education may trigger a higher degree of visibility and consolidate the stakeholder relationship management. Thus the well-known corporate social responsibility (CSR) syntagm, ?doing well by doing good? (Rawlins, 2005) has turned into a pervasive element of the organizational discourse. As the report on CSR of the European Commission and the Directorate-General for Employment, Social Affairs and Inclusion (2011) highlighted, CSR should not be ?an isolated practice or teaching subject but a cross-cutting approach embedded in the wider concept of sustainable development?. The economic, legal, ethical, and philanthropic dimensions beyond every CSR activity should be integrated within the framework of campaigns which ?are often driven by reform efforts, actions that seek to make life or society or both better, as defined by emerging social values? (Dozier et. al, 2001). The final outcome of improving people?s life and/ or society involves stirring one?s awareness towards an issue. Investing into people?s education has become a pervasive issue for many organizations nowadays and non-formal education is a type of acquiring knowledge which the business community seems to prefer because it lies on social constructivism whose purposes are self-knowledge, development of identities, and belief that stakeholders can make a difference in the world (Oldfather et al., 1999). Within the age of Web 2.0 the traditional non-formal learning settings (museums, zoos, botanical gardens, planetariums and so on) have changed into online environments where features such as engaging, participating, connecting, collaborating, and sharing (Lee, Williams, Kim, 2012) prevail. Running a CSR 2.0 campaign on non-formal education implies that business organizations create these virtual environments where social media applications are used as a bidirectional information delivery system where stakeholders play an active role in the collaborative knowledge construction. As methodology, we will use the framing theory in order to provide the content analysis of the CSR 2.0 campaigns on non-formal education which were awarded at the Romanian PR Award in 2009, 2010 and 2011. Frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating (e-)text. We will provide a threefold analysis: a) a general framework of the Romanian CSR 2.0 campaigns on non-formal education taking into account R. Entman?s four frame types: problem definition, causal interpretation, moral evaluation and treatment recommendation; b) a structural analysis of non-formal education virtual environments as a hybrid genre formed of multimodal resources; c) a comparative analysis of the online environments framed as treatment recommendations which were used in the awarded Romanian CSR 2.0 campaigns on education. The research questions will focus on four aspects: the salience of business organizations as providers of non-formal education; the dominance of the awarded thematic online environments; the types of social actions framed in the different thematic e-learning environments; the types of digital identities virtually assigned to stakeholders. References Dozier, D.M., Grunig, L.A., & Grunig, J. E. (2001). Public relations as communication campaign. In R. E. Rice, & Ch. K. Atkin (Eds.), Public communication campaigns. 3rd edition (pp. 231-248). Thousand Oaks, London, New Delhi: Sage Publications. Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Oldfather, P., West, J., White, J., & Wilmarth, J. (1999). Learning through children?s eyes. Social constructivism and the desire to learn. Washington D.C.: American Psychological Association. Rawlins, B. L. (2005). Corporate Social Responsibility. In R.L. Heath (Ed.), Encyclopedia of Public Relations (pp. 210-214). Thousand Oaks, London, New Delphi: Sage Publications. 210-214. CSR