Rozprawy doktorskie na temat „Ethical guidance”
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Tamin, Jacques. "The doctor-patient relationship, confidentiality and consent in occupational medicine : ethics and ethical guidance". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-doctorpatient-relationship-confidentiality-and-consent-in-occupational-medicine-ethics-and-ethical-guidance(586107a4-ffe5-40be-ad19-acb9d329d732).html.
Pełny tekst źródłaNg, Sau-man Catalina, i 吳秀敏. "Ethical decision-making in individual counseling among student guidance teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961897.
Pełny tekst źródłaWong, Wai-hung, i 黃偉雄. "Ethical decision-making in individual counselling among secondary school guidance teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960558.
Pełny tekst źródłaWong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.
Pełny tekst źródłaLukomski, Jennifer Adele 1960. "Demographic and professional characteristics associated with school psychologists' ethical beliefs". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282187.
Pełny tekst źródłaMcCabe, Helen, i res cand@acu edu au. "The Ethical Implications of Incorporating Managed Care into the Australian Health Care Context". Australian Catholic University. School of Philosophy, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp48.29082005.
Pełny tekst źródłaJensen, Tobias, i Ulrika Hindersson. "Etiska dilemman på Stockholms Jobbtorg : Ur ett studie- och yrkesvägledarperspektiv". Thesis, Stockholm University, Department of Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28203.
Pełny tekst źródłaSyftet med denna uppsats var att undersöka hur studie- och yrkesvägledare på Jobbtorg arbetar med de dilemman som kan uppstå kring de etiska riktlinjerna. Författarnas hypotes har varit att det är svårt att tillämpa de etiska riktlinjerna i en målstyrd verksamhet som Jobbtorg. En kvalitativ metod har används där fem slumpmässigt utvalda studie- och yrkesvägledare på Jobbtorg Stockholm har intervjuats. Resultatet visar på att studie- och yrkesvägledarna upplever dilemman kring deras yrkesetik, men har utarbetat olika strategier för att hantera dessa dilemman. Det visade sig att studie- och yrkesvägledarna hade skapat sig ett stort arbetsutrymme kring studie- och yrkesvägledningen på Jobbtorg. Dilemman som de intervjupersonerna istället belyste var bland annat ekonomiska riktlinjer inom försörjningsstöd, att förmedla objektiv information och aspiranternas önskan om expertutlåtanden.
The purpose of this essay was to examine how the guidance counselour on Jobbtorg Stockholm works with the dilemmas which may arise over the ethical guidelines. The authors' hypothesis has been that it is difficult to apply the ethical guidelines of a targeted activity such as Jobbtorg. A qualitative approach was used in which five randomly selected guidance counselours on Jobbtorg Stockholm were interviewed. The result shows that guidance counselours experience dilemmas about their professional ethics, but have developed different strategies to deal with these dilemmas. It turned out that the guidance counselours have created a wide space around the guidance and counseling on Jobbtorg. Dilemmas that the interviewees rather highlighted, among other was economic policies, to provide objective information and the clients desire for expert advice.
Byrd, Rebekah J., L. Walker i Kelly Emelianchik-Key. "Animals All Around". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/895.
Pełny tekst źródłaWalker, L., i Rebekah J. Byrd. "Interdependence Day". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/876.
Pełny tekst źródłaFarrow, Soyna Hester, i Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
Pełny tekst źródłaBurch-Brown, Joanna May. "Consequences, action guidance and ignorance". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648094.
Pełny tekst źródłaMoula, Payam. "Virtue Ethics and right action". Thesis, Linköping University, Department of Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54309.
Pełny tekst źródłaThis paper evaluates some arguments made against the conceptions of right action within virtue ethics. I argue that the different accounts of right action can meet the objections raised against them. Michael Slote‘s agent-based and Rosalind Hursthouses agent-focused account of right action give different judgments of right action but there seems to be a lack of real disagreement between the two accounts. I also argue that the concept of right action often has two important parts, relating to action guidance and moral appraisal, respectively, and that virtue ethics can deal with both without a concept of right action.
Christensen, Elizabeth Helene 1950. "A handbook for mental health counselors in Arizona on ethics and law". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277867.
Pełny tekst źródłaBrenner, Michelle Klein. "Ideology and decision making in school-based counseling". Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601695.
Pełny tekst źródłaThe present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology.
Alexander-Goreá, Trenika. "Development of a Guideline for Hospice Staff, Patients, and Families on Appropriate Opioid Use". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4496.
Pełny tekst źródłaKarlsson, Anette. "Jag finns här för eleven : Etik inom studie- och yrkesvägledning". Thesis, Stockholm University, Department of Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28566.
Pełny tekst źródłaDenna uppsats handlar mycket om hur man som studie- och yrkesvägledare kan agera när vi ställs inför etiska frågeställningar. I uppsatsen förklaras även vad etik egentligen är och vad som är skillnaden mellan etik och moral. Uppsatsen är kvantitativ och undersökningen har gjorts i form av att enkäter skickats ut till samtliga yrkesverksamma studie- och yrkesvägledare i en svensk kommun. De studie- och yrkesvägledare som har deltagit i undersökningen har bl.a. givit tips om hur man kan agera när man stöter på ett etiskt dilemma, de har givit sin syn på om de etiska frågeställningarna har ökat eller minskat under de senaste åren och de har även givit förslag på vilka etiska frågeställningar som man stöter på då och då som yrkesverksam studie- och yrkesvägledare.
This essay is about how a person how works with guidance for studdys and works can act when they manage ethical questions. In the essay explains even what is ethics really are and what moral really are, what are the difference? The essay are a quantity study and the examination have been done with help by a questionnaire which haw been sent out too the persons how works with guidance for studdys and works in a Swedish municipality. The people how works with guidance for studdys and works and have participate in this study have among other tings given proposition off how too act when they have too take position in a ethical questions, they have also given his/her sight of if the ethical questions have increased or reduced under the latest years and they have even given proposition at ethical questions how they how works with guidance for studdys and works can thrust during work.
Svalfors, af Ugglas RitaLinn, i Baurne Malin Johansson. "Karriärvägledaren som rustare mot risk : En kritisk policyanalys". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-184283.
Pełny tekst źródłaThe aim of this study is to examine how a desirable career guidance is portrayed in a national contemporary governmental perspective and an occupational ethics perspective by scrutinizing two documents. Thereby the study aims to develop in-depth understanding of how the ways in articulating a social practice forms claims of truth. Bacchis discourse analytical methodology WPR is applied on proposals and target descriptions in selected public documents in order to study which underlying mental frames and conceptions are used to underpin representations of problems in producing desirable and adequate priorities and considerations. Central findings show that the objective of career guidance is construed as an armouring against risk. The workings of the risk concept indicate an instrumental understanding of the mission of career guidance as it appears subsumed in a discourse of labor market policy. Diverging rationals are interpreted regarding the role of the professional as being primarily advisory alternatively non- advisory and regarding the meanings of equity and of how clients’ needs are to be understood, identified and met.
Johansson, Linda. "Autonomous Systems in Society and War : Philosophical Inquiries". Doctoral thesis, KTH, Filosofi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-127813.
Pełny tekst źródłaQC 20130911
Chekli, Latifa. "Développer la posture réflexive : une voie pour la professionnalisation des enseignants au Maroc : Cas des professeurs de français, première langue étrangère, au cycle secondaire (collège et lycée)". Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20026.
Pełny tekst źródłaUnder which conditions is it possible to create work-place professionalism? This is the main question addressed by the theme of this thesis. The theme came up as a result of the precariousness/downgrading of teaching/instructing French as a foreign language under the current Moroccan educational system. Other than efforts pertaining to reform and change, it does not seem that the current educational policies are capable of addressing this situation. Instruction as well as continuing education in basic training remains somewhat uncertain, keeping in mind that some instructors have not been given any such training. Professionalism among some of these instructors is lacking. However, helping them to develop a reflexive position would improve their level of professionalism. The purpose of this study is to ensure that didactic educational lessons are undertaken in a real classroom environment, that analysis of pedagogical practices is done concretely, that guidance/coaching is provided, and that reflexive writing is encouraged. These are steps or protocols among other instruments to experiment with towards further professionalization of instruction, in order to lead the new learner to develop his professional skills and to further improve the professional performance of those who are more experienced
Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Pełny tekst źródła王幼蘭. "The study of school social workers' experience of ethical dilemma: on serving dropout-guidance". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/60188662113787087219.
Pełny tekst źródła國立臺灣師範大學
社會工作學研究所
100
The complexity of the problem and the inconstancy of the client often cause school social workers to confront with uncertainty during the process of service practice. Ensuring the clients’rights, assessing the client and his/her familys’abilities, integrating community resources, and maintaining the cooperation of all network units are some of the challenges await school social workers. This study discusses about the ethical dilemma that school social workers face during dropout-guidance as drop-outs are the majority of the clients in school. This study is a qualitative research, which uses snowball-sampling approach. 11 school social workers from three regions: Taipei City, New Taipei City, and HsinChu City were interviewed. The finding of the research shows that school social workers face different types of ethical dilemma: single situation with simple dilemma, single object with complex dilemma, single situation with complex dilemma. School social workers’ ethical decision-makings are affected by many factors, such as law and regulation, code of ethics, principal of ethics, practice wisdom, cooperation of the profession, and practice work. Furthermore, school social workers also reflex their experiences of ethical process and provide opinions for code of ethics in social work in Taiwan. The research suggestions are as follow: (1) revision of code of ethics in social work in Taiwan, (2) increase the professional trainings for school social workers, (3) increase the assistant channels for school social workers, (4) ensure the profession working system for social work, (5) emphasize incubation training, (6) increase the awareness of the school social workers toward the value of the individuals.
Bezerra, Maria de Jesus Ferreira Mira. "Condições do questionamento ético na carreira : estudo dos valores básicos de vida de estudantes e professores do ensino básico e secundário". Doctoral thesis, 2013. http://hdl.handle.net/1822/24793.
Pełny tekst źródłaNas últimas três décadas, as dinâmicas sociais que sustentam a evolução do conceito de carreira e o enfraquecimento de instituições e dispositivos que ofereciam modelos de comportamento muito definidos aos individuos, explicam, em parte, a necessidade de uma abordagem mais complexa do comportamento vocacional. Nela se inclui o questionamento ético no âmbito da carreira, onde cada individuo aprende a equacionar, desde cedo, as consequências das suas decisões para os outros e para a sociedade em geral. A abordagem ética dos projetos de vida implica a intenção de considerar o eu não só no sentido da realização pessoal mas preocupando-se igualmente com o outro mais próximo e distante. Quando o indivíduo pensa naquilo que quer fazer da sua vida, deve questionar-se sobre o lugar que os outros ocupam nessa vida, porventura, integrando esta preocupação no seu conjunto prioritário de valores humanos. Para tratar teoricamente esta questão, consideramos o construto de orientação sob a perspetiva de Jean Guichard (2010), a noção de questionamento ético segundo Paul Ricoeur (1990), e a teoria funcionalista dos valores básicos de Valdiney Gouveia (1990, 1998, 2003; Gouveia, Fonseca, Milfont, & Fisher, 2011. O nosso estudo insere-se num projeto mais amplo intitulado: Educação para a carreira e cidadania: condições pessoais e do contexto para o questionamento ético dos projetos de vida, e tem como objetivo principal, avaliar e comparar o conjunto dos valores básicos de vida de estudantes e professores dos 8ª, 10º e 11º anos, tendo como base o modelos de Gouveia, para assim compreendermos condições pessoais e do contexto para o questionamento ético na carreira durante a adolescência. O plano da avaliação inclui a recolha de dados demográficos dos alunos e dos professores, e sobre os valores de vida destes, com rescurso a um questionário demográfico e ao Questionário dos Valores Básicos (QVB) desenvolvido por Gouveia (1998, 2003, 2009). A partir desta teoria, procurou-se analisar a natureza dos valores de vida dos alunos do ensino básico e secundário e dos respetivos professores, encarados como orientadores da sua ação (Tipo de orientação) e como expressão cognitiva das suas necessidades (Tipo de motivador). Realizou-se um estudo empírico, com medidas repetidas no qual participaram 483 alunos dos 8º (n= 273), 10º (n= 118) e 11º anos (n=92), e respetivos professores, num total de 69, de três escolas do norte de Portugal. Dos 483 alunos, 276 são raparigas (57,1%) e 207 são rapazes (42,9%), com idades compreendidas entre os 12 e os 19 anos, sendo a média de 14,3 anos, com um desvio-padrão de 1.4. Relativamente aos professores, 46 são mulheres (66,7%) e 23 são homens (33,3%), com idades compreendidas entre os 29 e os 58 anos, sendo a média de idades de 43.1 anos, com um desvio padrão de 7.9. Os alunos foram avaliados em três momentos: T1, no início do ano letivo 2010/2011; T2, a meio do ano letivo 2010/2011, no T3, no início do ano letivo 2011/2012. No que concerne aos professores, eles foram avaliados em dois momentos: no T1, no início do ano letivo 2010/2011 e no T3, no ano letivo de 2011/2012. O estudo procurou testar diferenças nos valores básicos dos alunos em função do momento de avaliação, e em função do sexo e do ano escolar. Relativamente aos professores, avaliaram-se diferenças nos valores básicos em função do momento de avaliação e do sexo de pertença.Finalmente, pretendeu-se verificar as diferenças entre alunos e professores, tendo em conta o ano lectivo e a escola. Relativamente aos alunos, analisámos as diferenças nos resultados de cada subfunção em função do sexo e ano escolar dos alunos, separadamente em cada ano lectivo. Os resultados mostram que há diferenças nos resultados entre o ano escolar dos alunos. Quanto ao sexo de pertença, também se verificam diferenças em diversas subfunções dos valores básicos, nos T1, T2 e T3. (e.g. Existência, Interativa, Experimentação, Realização). Quanto aos professores, para cada subfunção, verificaram-se as diferenças entre os dois momentos de avaliação, em função do sexo e do tempo de avaliação. Registaram-se diferenças em função do sexo na subfunção Suprapessoal, nos T1 e T2. Relativamente à comparação entre professores e alunos, foram feitas as análises das diferenças em cada momento de avaliação por ano escolar, por escola e, finalmente por ano e por escola simultaneamente. Registaram-se diferenças entre alunos e professores em diversas funções dos valores básico, quer no momento T1, quer no momento T3 (e.g. Existência, Experimentação, Realização). Os resultados mostram que, de uma forma geral, alunos e professores atribuem maior importância a valores de orientação central e social, contudo, essa importância vai diminuindo ao longo do tempo.
In the last three decades, the social dynamics that support the evolution of the concept of career and the weakening of institutions and arrangements that offered models of behavior very defined to individuals, explain, in part, the need for a more complex approach of vocational behavior. This shall include the ethical questioning in the career, where each individual learns to equate early on the consequences of their decisions for others and for society in general. The ethical approach of life projects involves the intent to consider the self not only in the sense of personal achievement but also worrying with each other who is near and far. When individuals think about what they want to do with their life, they should wonder about the place that others occupy in this life, perhaps integrating this concern as a whole priority of human values. To address this question theoretically, we consider the construct of orientation under the perspective of Jean Guichard (2010), the notion of ethical questioning according to Paul Ricoeur (1990), and the functionalist theory of basic values of Valdiney Gouveia (1990, 1998, 2003; Gouveia Fonseca Milfont, & Fisher, 2011. Our study is part of a larger project entitled: Education for citizenship and career: personal circumstances and the context for ethical questioning of life projects, and its main objective is to evaluate and compare all the basic values of life students and teachers of 8th, 10th and 11th grades, based on the model of Gouveia, to understand personal circumstances and the context for ethical questioning career during adolescence. The evaluation plan includes the collection of demographic data of students and teachers, and the values of life, using a demographic questionnaire and the Basic Values Questionnaire (QVB) developed by Gouveia (1998, 2003, 2009). From this theory, we tried to analyze the nature of the values of life for students of primary and secondary education and the respective teachers, viewed as guiding its action (type orientation) and as an expression of their cognitive needs (type of motivator). We carried out an empirical study, with repeated measures, with the participation of 483 students from the 8th (n = 273), 10th (n = 118) and 11th (n = 92) grade, and their respective teachers, a total of 69, from three schools in northern Portugal. Of the 483 students, 276 were girls (57,1%) and 207 were boys (42,9%) with ages ranged from 12 to 19 years old, and the average being 14,3 years old, with a standard deviation of 1.4. Concerning the teachers, 46 were omen ( 66,7%) and 23 were men ( 33,3%), with ages ranged from 29 to 58 years old, and the average being 43,1 years old, with a standard deviation of 7.9. Students were evaluated on three occasions: T1, at the beginning of the academic year 2010/2011, T2, half of the academic year 2010/2011, in T3, at the beginning of the academic year 2011/2012. Concerning teachers, they were evaluated in two moments: T1, at the beginning of the academic year 2010/2011 and T3, in academic year 2011/2012. The study sought to test differences in basic values of students depending on the time of evaluation, and on sex of belonging and school year. For teachers, we evaluated differences in basic values depending on the time of assessment and sex of belonging. Finally, we sought to investigate the differences between students and teachers, taking into account the academic year and the school. For students, we analyzed the differences in the results of each sub-function on sex and school year of the students, separately for each academic year. The results show that there are differences between the school year of the students. Regarding sex of belonging, there are also differences in some sub-functions of the basic values in T1, T2 and T3. (e.g. Existence, Interactive, Experimentation, Achievement). The results of teachers, for each sub-function, showed that there are differences between the two time points, by sex and time of assessment. There are differences by sex in sub-function Suprapersonal at T1 and T2. Regarding the comparison between teachers and students, the analyzes were made of the differences in each evaluation point per school year, per school, and finally by year and school simultaneously. There are differences between students and teachers in many functions of the basic values, either at the time T1 or the time T3 (e.g. Existence, Experimentation, Achievement). In general, the results show that students and teachers give more importance to the central values and social orientation, however, this significance reduces over time.
Fourie, Johan David. "Arbeids- en bestuursetiek in metableties-andragogiese perspektief : 'n poging tot fundering". 1996. http://hdl.handle.net/10500/16804.
Pełny tekst źródłaThe contents of this study represents an attempt to obtain a metabletic-andragogical perspective-grasp on the indisputable reality of an ever-changing labour- and management-milieu by penetrating to the radix of the problematic nature, regarding the labour- and managerial-ethical-agein occurrence. The resultant findings that were arrived at pertinently indicate that labour- and managerial-ethical-guidance is obviously at present not being sufficiently achieved as a result of various destructive influences from within the technocratic dispensation. On the contrary, the present-day manager's guidance-role has become so much more difficult and complicated and in many cases even impossible. This state of affairs also gives rise to the fact that the modern-day manager cannot always distinguish the difference between what is "right" and "wrong" regarding "ethical issues" in his daily life. Such an occurrence has particularly far-reaching implications for the protege's (subordinate's) adequate labour and managerial-ethical-adulthood, since the manager, in spite of his protege's agein-need for ethical-guidance, is incapable of setting an example of labour- and managerial-ethical-adulthood worthy of emulation. Labour- and managerial-ethical-adulthood could therefore only be attained by putting into practice the norm-image of labour- and managerial-ethical-adulthood. In organisational-context such implementation occurs through the establishment and institutionalisation of an ethical-culture with an ethical code of conduct as criteria for evaluating ethical and moral issues. These criteria for a norm-image of labour- and managerial-ethical-adult hood could be established as norms within the ethical climate of a particular organisation by means of such an ethical code of conduct
Philosophy, Practical & Systematic Theology
D.Ed. (Philosophy of Education)
Bondy, Harry Joseph. "Outside the Wire: Foucault's Ethics and the Canadian Military". Doctoral thesis, 2009. http://hdl.handle.net/11858/00-1735-0000-000D-F0A9-2.
Pełny tekst źródłaChen, Hui-chun, i 陳慧君. "A Care Ethics Approach to Guidance and Discipline". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/05173644168989389077.
Pełny tekst źródła華梵大學
哲學系碩士班
97
This study investigated teachers’ guidance and discipline from the view of care ethics. Through discussion of “teachers’ guidance and discipline method” and analysis of the current status of teachers’ guidance and discipline, it aimed to find the main problems in teachers’ guidance and discipline. First of all, the concept of “teachers’ guidance and discipline method” was analyzed. It was discovered that “teachers’ guidance and discipline method” is mainly based on principle ethics. Although guidance is included in the method, it is provided mainly for the purpose of safeguarding the right to education, and it only has a small coverage in the method. Therefore, the ideas of guidance were not discussed in this study. Later, through analysis of the implementation of the method, its ethical foundation, and current status of teachers’ guidance and discipline, the following issues were obtained: how to implement teachers’ guidance and discipline, how to reduce the negative effect of teachers’ guidance and discipline, and how to reduce the negative impact caused when teachers use coercion, impose punishment, and advocate compliance with norms. This study attempted to solve the above-mentioned issues through textual analysis of Noddings’ hypothesis about dynamics of morality, methods of moral education, and related theories. Solutions included: providing sources of moral motivations to students through caring; reducing the negative effect of guidance and discipline through dialogue, communication, and active recognition; helping students accept norms through joint discussion between the teacher and students; helping students better accept coercion through negotiation and adjustment; and minimizing the negative effect of punishment by having a sense of guilt and using positive desert. Through discussion of Noddings’ care ethics, this study expected to provide a new direction for “teachers’ guidance and discipline method” and teachers’ guidance and discipline.
Гасанов, С. П., i S. P. Gasanov. "Аксиологизация потребностей – детерминанта социально-этичного маркетинга в сфере инклюзивного образования в УрФУ : магистерская диссертация". Master's thesis, 2015. http://hdl.handle.net/10995/36129.
Pełny tekst źródłaВ данной работе нами рассматривается проблема развития потребностей индивида в условиях техногенной революции с точки зрения маркетинга. Применен термин «Аксиологизация потребностей», который отображает духовно ценностное развитие индивида и процесс, перехода к концепции социально-этического маркетинга. Духовно - ценностное развитие индивида является элементом развития общества и возникновения высших потребностей. Благотворительность как форма духовно – ценностного развития выступает неотъемлемой частью социально – этического общества. Помощь людям с ограниченными возможностями уровне нами рассматривается как процесс становления нового духовного общества с качественно новыми ценностями и взглядами на жизнь. И проблема интеграции людей с ограниченными физическими возможностями в профессиональную среду и их социальная реабилитация в качестве полноценных членов общества, является прикладной частью нашего исследования. Был разработан проект, нацеленный на создание образовательной программы по профессиональной подготовке и переподготовке людей с ограниченными физическими возможностями посредством применения инклюзивного подхода в образовательном процессе. Инклюзивное образование подразумевает совместное обучение инвалидов и физически полноценных студентов в УрФУ, на общей образовательной программе.
Priestman, Scott. "Educating for wisdom : an inquiry into value". Thesis, 1999. http://hdl.handle.net/2429/9729.
Pełny tekst źródłaWeitsz, Gillian Hume. "The communication of Christian principles of sexuality during a family guidance programme". Thesis, 2014. http://hdl.handle.net/10210/12924.
Pełny tekst źródłaCh-Hs, Chung, i 鍾建興. "Exploring the Professional Ethics of the Guidance of Students’Lives in Colleges and Universities from the Perspectives of Moral Educational Thoughts of Confucian Analects". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/47k2jn.
Pełny tekst źródła華梵大學
哲學系碩士班
106
Due to the drastic changes of our society, with the prevailing double-income families to cause the alienation of the parent-child relationship, people’s morality is breaking down gradually and thus generates a lot of social problems. The range of moral degradation even extends to schools where educational practitioners teach students knowledge and skills. Therefore, educational practitioners at school take the heaviest responsibilities to deal with ” the guidance of students’ lives.” Many moral thoughts and perspectives about moral education elaborated in Confucian Analects can be applicable at all times and can also be regarded as the foundation of modern education. With the increasing moral degradation nowadays, to confront with the elite college educaiton, this research is to discuss how to employ the Confucius’ thoughts about moral education in Confucian Analects to correct the wrong and help the crisis. The following are the research methodologies the researcher adopts to conclude and analyze the research data. There are five chapters to discuss the thesis. In Chapter one: Introduction, the researcher states the research motivation, the research purpose, the research field, the research methodology, the research conceptual framework, and literature review. In Chapter two, the researcher, in terms of the current practical experiences for the guidance of students’ lives, points out the existing problems of moral education. In Chapter three, through the literature analysis, the researcher realizes the connotation of educational thoughts in Confucian Analects. In Chapter four, based on the leterature analysis, the researcher finds out the direction for modern moral education. In Chapter five,to sum up, the researcher makes a review and offers suggestions for future prospect for this research. Through the enlightenment of Confucian Analects on moral education, the researcher finds that Confucious’ thoughts indeed help offer strategies of resolution for the dilemma when confronting with the contemporary guidance of students’ lives. This research not only helps the researcher benefit from it but also establishes definite objectives for moral education. The researcher hopes to arouse the educational practitioners’ action for moral education when dealing with the guidance of students’ lives in the future.
Maupa, Beatrice. "An evaluation of the effectiveness of guidance and counselling services offered in Zimbabwean universities". Thesis, 2020. http://hdl.handle.net/10500/27297.
Pełny tekst źródłaPsychology of Education
Ph. D. (Psychology of Education)
Ohei, Kenneth. "An investigation into the application of appropriate information systems research methodologies of IT/IS and MBA mini-dissertations at North West University / kenneth Ohei". Thesis, 2014. http://hdl.handle.net/10394/16982.
Pełny tekst źródłaThesis (M.Computer Sc & Information Systems) North-West University, Mafikeng Campus, 2014
Labuschagne, Philippus Gerhardus Albertus. "The benefits of heutagogic learning : a case study to deepen the appreciation of a career counselling intern's professional development". Diss., 2014. http://hdl.handle.net/10500/14403.
Pełny tekst źródłaIndustrial & Organisational Psychology
MCom (Industrial and Organisational Psychology)