Relevant bibliographies by topics / Ethical inquiry

Academic literature on the topic 'Ethical inquiry'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Ethical inquiry"

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GORTNER, SUSAN R. "Ethical Inquiry." Annual Review of Nursing Research 3, no. 1 (January 1985): 193–214. http://dx.doi.org/10.1891/0739-6686.3.1.193.

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Coffee, Patrick. "An Ethical Inquiry." American Catholic Philosophical Quarterly 70, no. 2 (1996): 295–98. http://dx.doi.org/10.5840/acpq19967023.

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Duff, Heather. "POET(H)IC INQUIRY AND THE FICTIVE IMAGINATION." Art/Research International: A Transdisciplinary Journal 6, no. 1 (April 22, 2021): 187–217. http://dx.doi.org/10.18432/ari29559.

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Women’s voices have historically been silenced in a vast array of contexts. Ethical incongruities exist between theoretical perspectives regarding right action for protection of women’s dignity and the tangible dilemma presented by systemic silencing. A fictive imagination found in the arts – and literature in particular – often plays a role in bridging that ethical gap between theory and practice. Using my arts-based approach of poet(h)ic inquiry (Duff, 2016a), I portray the symbolic power of women’s voices, fictionality, and textual polyvocality in a research-based play. Poet(h)ic inquiry is a method for ethical reflection incorporating spiritual and poetic-aesthetic values: a pedagogical space of inquiry within a non-fixed site of teaching, life-long learning, creativity, and knowing, located at the confluence of the creative writing process (in the context of fiction as research), ethics, and spirit. In “Story about Story. Toronto 2001,” I inquire poet(h)ically, in a speculative fictional tale about a woman’s journey with her baby, using research journal data and “freefall writing” notes as springboard for a “fictive leap” (Mitchell, 1977). Through the fictive writing process, knowledge is generated with respect to themes of isolation and connection towards re-finding the lost self’s language. Voices heard and unheard, pinpoint an ethic of meaning towards transcending silence, suffering, and colonial injustices. My story evokes ironies and eco-ethical queries within wildlife research, as well as questions evoked by the sensory overload of urban commerce, and an unspoken class system. I include reflections on fictionality, literature, and redemption.
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김항인. "Ethical Inquiry and Dissemination of Research Ethics." Journal of Moral & Ethics Education ll, no. 24 (July 2007): 155–72. http://dx.doi.org/10.18338/kojmee.2007..24.155.

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Green, Gaye Leigh. "Imagery as Ethical Inquiry." Art Education 53, no. 6 (November 2000): 19. http://dx.doi.org/10.2307/3193879.

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Freiesleben, Johannes, and Thorsten Pohl. "Quality: An Ethical Inquiry." Total Quality Management & Business Excellence 15, no. 9-10 (November 2004): 1209–16. http://dx.doi.org/10.1080/1478336042000255587.

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Cacciattolo, Marcelle, Mark Vicars, and Tarquam McKenna. "Behind closed doors: negotiating the Ethical Borgs in qualitative inquiry." Qualitative Research Journal 15, no. 1 (February 2, 2015): 98–108. http://dx.doi.org/10.1108/qrj-11-2014-0058.

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Purpose – The Ethical Borgs are a fictional panel of a set of people who have the task of attending to the manner in which research “should” occur. The scenario is a series of “fictionalised encounters” between two researchers presenting their research proposals to the panel for approval. The purpose of this paper is to revisit and play out two researchers’ individual and collective experiences of gaining ethical clearance as emergent researchers. The tension of their place and status in academia drives their identity. Design/methodology/approach – This paper is presented in the form of a short play. The focus is on the manner in which the performance of the academic self as researcher can be impeded or assisted by the deliberations of the “Ethical Borgs”. These fictional encounters demonstrate the tension of being located in the in-between worlds of researchers in-waiting who need to negotiate their roles and whose ethical anxieties are critiqued through the lens of the “naive inquirer” the “too hard don’t touch inquirer” and the “medicalised” lens inquirer. Findings – The major themes examined in this paper address how the Ethical Borgs increasingly exercise power and have authority to authorise social inquiry. Originality/value – Questions that are also raised include what academic approval is required to inquire? How does a naive inquirer manoeuvre his or her way through institutionalised and bureaucratic procedures?
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Donohue, Brian. "Ethical Inquiry and Organisational Pathology." Philosophy of Management 3, no. 1 (2003): 25–36. http://dx.doi.org/10.5840/pom20033111.

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Rydenfelt, Henrik. "Emotional interpretants and ethical inquiry." Sign Systems Studies 43, no. 4 (December 31, 2015): 501–17. http://dx.doi.org/10.12697/sss.2015.43.4.08.

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The connection between emotions and ethical views or ethical inquiry has been considered intimate by a number of philosophers. Based on Peirce’s discussion on the emotional interpretants in MS 318, I will suggest that such interpretants could be exploited in ethical inquiry. I will first argue, drawing on T. L. Short’s interpretation of Peirce, that there are final emotional interpretants, and such emotional interpretants actually formed (or dynamical) can be more or less appropriate concerning the sign’s (dynamical) objects. I will then explore the prospect that emotional interpretants could be harnessed for the particular cognitive purpose of ethical inquiry, concluding that normative judgments based on feelings could serve as its observational part.Includes: Comment. A note on moral sentimentalism in the light of the emotional interpretant by Jean-Marie Chevalier (pp. 513–517).
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Sheffield, James, and Zining Guo. "Ethical inquiry in knowledge management." International Journal of Applied Systemic Studies 1, no. 1 (2007): 68. http://dx.doi.org/10.1504/ijass.2007.013817.

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Dissertations / Theses on the topic "Ethical inquiry"

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Giles, Graham. "An ethical inquiry : toward education in an infinite condition." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45976.

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This study is a philosophical inquiry into the ethical conditions of modernity as these bear upon, and are expressed in, the educational project. In modernity, the ethical is assumed as both a juridical proceduralism (of codes of ethics for teachers, or of a broader legal context) and a moral result (of presupposed good and evil, vested in categories like humanity, liberalism, or difference). When ethics are assumed as completed in the form of codes or ideals, that is, as present and already acted upon, there remains little of an ethics of justice in the ancient sense of the pursuit of the right way to live. Supplanted by imperatives of management and morality, the ethical conditions of living are no longer vital to education. The problem is ontological. The revitalization of the ethical in education requires inquiry into the logics of being. These logics are widely implicated and thus the resources for this inquiry are necessarily historiographical, critical, and speculative. These are deployed in this study in three thematic movements: First to the question of education’s ‘emplacement’ within the modern ethos, or ‘of what’ is educational thought a consequence in the modern ethical settlement; second, how may this be seen to be expressed as ethical thought in contemporary educational discourse; and third, and on the basis of the previous two, to the question of how it may be possible to re-think education ethically. The modern ethical topography is articulated as an oscillation among the ontological forms of conceptual realism (the constructivist procedure of the adequacy of thought to being) and those of ethical idealism (the transcendental production of what cannot be thought). Expressed as ethics of phronesis (practical wisdom) and alterity in educational thought, these are contested on the basis of generic ontology, or that of immanent infinite multiplicity, toward a subjective ethics in education—one that refuses the idealist corruption of the ‘object’ where ethics are concerned. To do so, I propose to educational thought a concept of truth elaborated at the intersection of mathematical formalization (à la Badiou) and comic realism (à la Zupančič).
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Bridges, Nell Epona. "Maintaining ethical counselling despite contrary demands : a narrative inquiry." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/61b21a98-3c1b-407d-b8c0-6e1bb2d42d20.

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Piquemal, Nathalie. "Ethical learning and learning the other's ethics, a shared inquiry into the ethics of researching native knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ39581.pdf.

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Sprod, Tim. "Philosophical discussion in moral education the community of ethical inquiry /." London : Routledge, 2001. http://www.myilibrary.com?id=7101.

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Ingram, Claire. "Ethical agency within the responsible tourism experience : a PARTicipative inquiry." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52284/.

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This thesis examines consumers’ ethical agency within the responsible tourism experience. It aligns with a post-structuralist, (late) Foucauldian position, adopting the theoretical constructs of ‘power struggles’ (1982), ‘problematisations’ (1984a) and ‘self-care practices’ (1984c) to engender a more fluid view of the market-consumer interface. It investigates (i) how consumers conform to, critique or resist market-promulgated ways of being a ‘responsible tourist’; (ii) how consumers (re)negotiate alternative meanings of how to be ethical and act ethically; (iii) what this reveals about the ways in which consumers retain, apportion or relinquish a sense of autonomy over their ethicality; and (iv) the tensions, struggles and dilemmas that consumers concurrently face. The thesis adopts a participative methodology in order to foster the involvement of participants across the total tourism experience. More specifically, the thesis conducts a PARTicipative inquiry in order to facilitate data collection before, during and after the holiday; enabling ‘prospective’, ‘active’ and ‘reflective’ triangulation (Ingram et al, 2017). To this end, the thesis presents data from participants’ pre-holiday and post-holiday interviews, as well as their (on-holiday) diaries and photographs. The findings of this thesis suggest that consumers’ ethical agency manifests in three main ways. Agency is represented through a critical awareness of the rhetorical construction of ‘responsibility’ within three types of market-consumer interface, namely ethical tourism spaces, ethical policies and market materials. Agency is also represented through consumers’ resistance towards three key areas of the organised tourism industry, specifically large corporations (e.g. chain hotels, international franchises), the tourism ‘package’, and tourism ‘hotspots’. Further, agency is represented through consumers’ self-reflexivity. Tourists are highly introspective of the ways in which they transform personal ethical reflection into action (‘walk the talk’); the ways in which they reflect on ethics but are unwilling to make any material alterations to their behaviour (‘reflexive inertia’); and the personal, product, and destination level considerations that impede their engagement in certain ethical practices (‘pragmatic utility’). Overall, this thesis aims to contribute to existing literature by fulfilling four research gaps. First, it focusses on the practices and narratives of responsible tourists, as opposed to the ‘responsibility’ discourses of travel companies (e.g. Caruana & Crane, 2008; Hanna, 2013). Second, it attends to the current lack of Foucauldian ethics within the consumer responsibility and responsible tourism literatures (Crane et al, 2008). Third, it progresses from studying the ethical consumption of commodity goods to focus on experiential consumption; specifically, highly performative experiential consumption in a potentially environmentally and socio-culturally disparate context to the ‘home’ setting (e.g. Jamal, 2004). Finally, it focusses on the total responsible experience by triangulating tourists’ prospective, active and reflective data. This thesis also has important practical implications. A stronger awareness of how tourists experience responsible tourism will better enable the tourism industry to tailor their products, services and spaces in a way which more effectively matches consumer demand. Further, an improved understanding of how consumers evaluate discourses on ‘responsibility’ will inform the tourism industry as to how responsible policies, guidebooks and other marketing messages are interpreted, and thereby constructed and communicated.
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Murphy, Kevin. "Sedation practices, tragic dying and palliative care: An ethical inquiry." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6089.

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With the increased ability of medical technology to manipulate or prolong the end of a patient's life, and with the increased dependency of patients on technology for survival and comfort, health care professionals who manipulate these "end of life" technologies seem to more directly manipulate the life and death of the patient. The end of life is the focus of the health care discipline of palliative care. It has been promoted as a holistic approach addressing the needs of dying patients which, if not addressed, give rise to requests for physician assisted suicide. Yet, concerns regarding the direct killing of patients also arise in palliative care through sedation practices. Discussion of this apparent contradiction is especially poignant given the value palliative care places on the dying process as a time of potential growth and self-actualization. Two traditional and foundational criteria within the principle of double effect (PDE) which are often cited as identifying significant ethical differences between killing and letting die are: (1) The psychological intention of the agent, (2) the direct/indirect action distinction. The problem is that the meaning and pertinence of these criteria have been argued as being both inadequate and adequate in demonstrating a moral difference between killing and letting die within healthcare debates. The question for palliative care clinicians is, "What is the ethically significant difference between killing and letting die in palliative care where death is not only foreseen through the treatment but, part of the complex act of doing good through the treatment, such as relieving pain and suffering?". A consistent goal of this inquiry has been to understand the one-sided nature of the principles, moralities and strategies implicit within palliative approaches to sedation practices. The moral reasoning implicit within the interpretation and application of PDE in palliative sedation literature was discovered to focus on the physical, causal or psychological intent of action and not integrate other elements signifying the moral intent or destiny of the action. Dialectics explored within the work of Paul Ricoeur offered insight into the complex operations within the process of interpretation and helped to frame and explore palliative sedation dilemmas as a complex problem of decision in situation. With novel palliative sedation dilemmas arising which betray convention, palliative care is engaged in a new moral frontier. The complexity and rawness of tragic suffering and dying, which accompanies the transition of identity and meaning of the patient, were discovered not as unexpected among palliative care professionals but interpreted as uncontrolled pathology and as the symbols of failure for palliative care. The humanization of dying, the ethical aim spawning the birth and genesis of palliative care, involved introducing a renewed vulnerability and mutuality within this clinical encounter. The challenge of re-establishing, continuing, and creating interpersonal meaning within the context of new and more dramatic forms of tragic suffering and fragmentation is the key challenge now facing the discipline of palliative care. Confronted by unique and tragic forms of dying, the resources of ethical deliberation, practical wisdom, vulnerability and mutuality between the self and the other, are approaches which palliative care professionals seek and yet feel ill prepared for by their own present health care formation.
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Tabron, Mattie J. "Ethical ideology: an inquiry into factors affecting the ethical position of selected future health administrators and practitioners." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53901.

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Members of the health professions are being faced with a wide range of ethical dilemmas, the resolution of which will often be influenced by the ethical ideology of individuals in various health fields. The purpose of this study was to measure the ethical position of junior and senior students in several health disciplines to determine if such factors as discipline, sex, ethnic membership, religious conviction, and locus of control were predictors of their ethical ideology. Two hundred sixty-seven junior and senior students enrolled in allied health, nursing, and medicine programs at two universities completed questionnaire's used in the study. One university was predominantly black and the other was predominantly white. Subjects were administered the Ethics Position Questionnaire and Rotter I-E Locus of Control Scale. Subjects also completed a personal data sheet. The results indicated that there was a significant difference in ethical ideology among health profession students as a function of type of health profession. Medical students tended to be subjectivist, nursing students, exceptionist; while allied health students were either situationist or absolutist. There were some evidence in the literature to support the results obtained for medical and nursing students. In addition, the literature would suggest that members of the same profession tend to share common values.
Ed. D.
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Ivits, Shantel. "Disturbing the comfortable : an ethical inquiry into pedagogies of discomfort and crisis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7292.

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Educators are traditionally expected to provide safe, supportive and caring learning spaces for students. Yet some educational theorists suggest that, if educators seek to disrupt oppression, they must call on students to step outside of their comfort zones to acknowledge and question how one’s privilege implicates one in the oppression of others. Megan Boler and Kevin Kumashiro are two scholars who question the desirability of comfortable learning spaces. Both theorists build upon Shoshana Felman’s use of testimonies of trauma to invite or lead students into discomfort or crisis. But what are the ethical implications of this approach to education? The purpose of this study was to undertake an ethical inquiry into Boler’s pedagogy of discomfort and Kumashiro’s pedagogy of crisis. This inquiry applied the conceptual framework of Judith Butler, particularly her conception of ethical violence, in order to critique these pedagogies. Butler suggests that subjects are required to appropriate certain discursive norms in order to be considered intelligible human beings. When a subject is unable to appropriate such a norm, that norm is said to be ethically violent. According to Butler, dominant ethical discourses require subjects to present an autonomous, coherent self in order to be considered intelligible. Butler argues that this norm is inappropriable, because subjects are constitutively dependent and incoherent, and thus inflicts ethical violence. This study considered if and how Boler’s pedagogy of discomfort and Kumashiro’s pedagogy of crisis risk inflicting ethical violence upon students. The principal conclusion was that, left unchecked, the use of testimony in pedagogies of discomfort and crisis risks inflicting ethical violence if students are required to give responses to testimonies of trauma that present an autonomous, coherent self. Narrative responses to testimonies of trauma also risk functioning as a mode for governing students’ subjectivities. Based on this finding, the author suggests ways that educators may minimize, if not eliminate, ethical violence in pedagogies of discomfort and crisis.
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Falzon, Rose. "Ethical dilemmas in therapeutic supervision : a narrative inquiry researching the Maltese context." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559377.

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supervision is considered essential as a form of professional mentoring to support good practice in the talking therapies. This research explored the experiences of practitioner supervisors in Malta in order to consider the ethical dilemmas encountered in supervision. The research examined the source of ethical dilemmas and what this revealed about the . cultural context. As a practitioner researcher, I used narrative inquiry and auto-ethnography within an orientation of critical reflexivity as my research methodology. The fieldwork involved unstructured in-depth interviews with eight practitioners and supervisors. A methodology was developed for thickening the narrative synopsis, which presented these interviews in the form of narratives depicting the experience of supervisors working in a variety of settings within the Maltese therapeutic field. The research concluded with a narrative analysis that forms the basis of the researcher's reflections. The concluding chapters identified key inductive observations and questions about the professional practice of supervision and set out the social factors that make this work so challenging and distinctive in the Maltese context.
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White, Sarah. "An appreciative inquiry : the perceptions of frontline educational psychologists into ethical issues." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/47157/.

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This study is concerned with ethical issues in professional educational psychology. It investigates how twelve frontline educational psychologists employed in one local authority educational psychology service perceive and manage ethical issues. It examines what they perceive as desirable support and identifies what organisational features contribute to effective support in the management of ethical issues. Educational psychologists encounter a range of ethical issues in their practice. However little is known about the perceptions of frontline educational psychologists in the United Kingdom. This dissertation begins with an examination of the changing professional landscape and its consequences for educational psychologists in their practice. Given the scope of the inquiry, the relevant background literature relates to a broad range of subject areas. The literature review focuses on research evidence into ethics and psychology, ethical theories and concepts, professionalism in educational psychology, features of professionalism and ethical practice in organisations. Owing to the sensitivities of the context of the research setting, Appreciative Inquiry was selected as the most appropriate methodological orientation. The research constitutes a case study of one local authority educational psychology service. Educational psychologists identified a wide range of difficult situations and challenges to professionalism in their practice. Of the final themes to emerge character, relationships, supervision and the workplace environment are of significant importance to frontline educational psychologists in managing the ethical issues in their practice. The study presents an appreciative model identifying factors contributing to the management of ethical issues. It is proposed that educational psychologists are best supported by a range of formal and informal professional support within an organisation characterised by certain features including on-going CPD, leadership and vision, policies, procedures and guidance and a conducive workplace environment. Areas for future research into the management of ethical issues are called for, including research into fully traded, semi traded and independent models of service delivery.
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Books on the topic "Ethical inquiry"

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Finance, Joseph de. An ethical inquiry. Roma: Editrice Pontificia Università Gregoriana, 1991.

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Steeves, H. Peter. Founding community: A phenomenological-ethical inquiry. Dordrecht: Kluwer Academic Publishers, 1998.

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Struever, Nancy S. Theory as practice: Ethical inquiry in the Renaissance. Chicago: University of Chicago Press, 1992.

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Aquinas on the emotions: A religious-ethical inquiry. Washington, D.C: Georgetown University Press, 2009.

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The responsible scientist: A philosophical inquiry. Pittsburgh: University of Pittsburgh Press, 2008.

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Rescher, Nicholas. Ethical idealism: An inquiry into the natureand function of ideals. Berkeley: University of California Press, 1987.

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Cloniger, David Stephen. Corporate social responsibility and the business manager: An ethical inquiry. Ann Arbor, Mich: University Microfilms International, 1985.

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McLaren, Ronald. Solving moral problems: A strategy for practical inquiry. Mountain View, Calif: Mayfield Pub. Co., 1989.

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Ethics and public policy: A philosophical inquiry. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Qualitative inquiry and human rights. Walnut Creek, CA: Left Coast Press, 2010.

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Book chapters on the topic "Ethical inquiry"

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Solvason, Carla. "Conducting ethical professional inquiry alongside children." In Challenging the Intersection of Policy with Pedagogy, 20–34. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429454035-2.

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Fletcher, David-Jack. "Gerontological Treatment Protocols: An Ethical Inquiry." In Age as Disease, 233–300. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0013-5_5.

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Lyons, Nona. "The Ethical Dimensions of Reflective Practice." In Handbook of Reflection and Reflective Inquiry, 517–26. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_26.

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Schalow, Frank. "A New Leaping-Off Place for Ethical Inquiry." In Heidegger's Ecological Turn, 40–66. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195139-3.

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Josselson, Ruthellen. "The Ethical Attitude in Narrative Research: Principles and Practicalities." In Handbook of Narrative Inquiry: Mapping a Methodology, 537–66. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.n21.

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Haney, Walter, and M. Brinton Lykes. "Practice, Participatory Research and Creative Research Designs: The Evolution of Ethical Guidelines for Research." In Transforming Social Inquiry, Transforming Social Action, 275–94. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6_14.

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Mauthner, Natasha S. "A Posthumanist Ethics of Mattering: New Materialisms and the Ethical Practice of Inquiry." In The SAGE Handbook of Qualitative Research Ethics, 51–72. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526435446.n4.

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Arford, Tammi. "Touring Operational Carceral Facilities as a Pedagogical Tool: An Ethical Inquiry." In The Palgrave Handbook of Prison Tourism, 925–45. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56135-0_44.

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Nie, Jing-Bao. "Abortion and China’s State Birth Control Program: A Socio-Ethical Inquiry." In Abortion, 241–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63023-2_20.

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Brätland, John. "On the Impossibility of “Just Compensation” When Property Is Taken: An Ethical and Epistemic Inquiry." In The Pursuit of Justice, 145–68. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109490_8.

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Conference papers on the topic "Ethical inquiry"

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Ferrante, Linda, Simona Normando, Daniela Florio, and Barbara De Mori. "Animal welfare and Ethics course for post-graduate at Veterinary School: how to improve assessment methodologies with a bottom up approach." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5535.

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Animal Welfare, with its strong ethical component, is increasingly central to public debate and in all sectors dealing with animals has become a key expertise to acquire. This paper presents a post-graduate level course on animal welfare and ethics assessment delivered by the Veterinary School of Padua University, Italy. The course was delivered at Garda Zoological Park, Italy, allowing students to do an experience with wildlife in a peculiar management system. Teachers used an inquiry-based approach to lead students ‘construct’ their experience in welfare assessment. At the end of the course students, divided into groups, had to develop a protocol for the assessment of the animal welfare of a species in the zoo. The analysis of these final works and a pre-test and post-test questionnaires were used to assess the effectiveness of the course. Results highlighted a growing awareness of the complexity of assessment methodologies and more attention on animal based indicators. Students found difficulties using a bottom-up approach but were satisfied at the end of the course. Improvements can be done to promote reflections on reasons to assess animal welfare and its ethical component, on the utility of such assessment and on a balanced use of tools and methodologies.
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Pribyl, Barbara, Satinder Purewal, and Harikrishnan Tulsidas. "Development of the Petroleum Resource Specifications and Guidelines PRSG – A Petroleum Classification System for the Energy Transition." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205847-ms.

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Abstract The Petroleum Working Group (PWG) of the United Nations Economic Commission for Europe (UNECE) has developed the Petroleum Resource Specifications and Guidelines (PRSG) to facilitate the application of the United Nations Framework Classification for Resources (UNFC) for evaluating and classifying petroleum projects. The UNFC was developed by the Expert Group on Resource Management (EGRM) and covers all resource sectors such as minerals, petroleum, renewable energy, nuclear resources, injection projects, anthropogenic resources and groundwater. It has a unique three- dimensional structure to describe environmental, social and economic viability (E-axis), technical feasibility and maturity (F-axis) and degree of confidence in the resource estimates (G-axis). The UNFC is fully aligned to holistic and sustainable resource management called for by the 2030 Agenda for Sustainable Development (2030 Agenda). UNFC can be used by governments for integrated energy planning, companies for developing business models and the investors in decision making. Internationally, all classification systems and their application continue to evolve to incorporate the latest technical understanding and usage and societal, government and regulatory expectations. The PRSG incorporates key elements from current global petroleum classification systems. Furthermore, it provides a forward-thinking approach to including aspects of integrity and ethics. It expands on the unique differentiator of the UNFC to integrate social and environmental issues in the project evaluation. Several case studies have been carried out (in China, Kuwait, Mexico, Russia, and Uganda) using UNFC. Specifically, PRSG assists in identifying critical social and environmental issues to support their resolution and development sustainably. These issues may be unique to the country, location and projects and mapped using a risk matrix. This may support the development of a road map to resolve potential impediments to project sanction. The release of the PRSG comes at a time of global economic volatility on a national and international level due to the ongoing impact and management of COVID-19, petroleum supply and demand uncertainty and competing national and international interests. Sustainable energy is not only required for industries but for all other social development. It is essential for private sector development, productive capacity building and expansion of trade. It has strong linkages to climate action, health, education, water, food security and woman empowerment. Moreover, enduring complex system considerations in balancing the energy trilemma of reliable supply, affordability, equity, and social and environmental responsibility remain. These overarching conditions make it even more essential to ensure projects are evaluated in a competent, ethical and transparent manner. While considering all the risks, it is also critical to reinforce the positive contribution a natural resource utilization project provides to society. Such an inquiry can focus on how the project contributes to the quality of life, environment, and the economy – the people, planet, and prosperity triad. Such an approach allows consistent, robust and sustainable investment decision making and energy policy development.
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Vidotto, Danica, Rebecca Hughes, and Karyn Cooper. "VIDEO DOCUMENTARY IN THE GRADUATE CLASSROOM: THE ACADEMIC MERIT, ETHICS, AND TECHNOLOGICAL CONSTRAINTS FOR RESEARCH AND INQUIRY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2298.

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Flores, Fabiana Figueira Sanches, and Silvio Romero Lemos de Meira. "Houston, we may have a problem: Results of an exploratory inquiry on software developers’ knowledge about Codes of Ethics." In 2019 IEEE International Systems Conference (SysCon). IEEE, 2019. http://dx.doi.org/10.1109/syscon.2019.8836945.

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Reports on the topic "Ethical inquiry"

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Childress, Jill. An Inquiry into Developing College Student Socially-Responsible Leadership: Ethics of Justice and Care in the Midst of Conflict and Controversy. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7344.

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