Rozprawy doktorskie na temat „Ethical guidance”

This thesis seeks to examine the ethical basis for occupational medicine, as it is practised in the United Kingdom (UK). There is empirical evidence of occupational physicians being confused with regard to confidentiality and consent, and variations in their practice. It is argued that the ethical guidance from the General Medical Council and the Faculty of Occupational Medicine on these matters, contributes significantly to such confusion. The doctor-patient relationship, consent for disclosure of a medical report, and medical confidentiality, all in the context of occupational medicine practice, are explored. These issues are addressed in the core part of this thesis in the form of the three published papers. In the first paper, the doctor-patient relationship in occupational medical practice is reviewed, and it becomes apparent that in the UK, the occupational physician carries out different roles and functions, ranging from duties that mirror those of a therapeutic encounter, to those that require the occupational physician to be completely independent for the purposes of a particular type of assessment (for ill-health retirement). The former is compatible with the assumption of a fiduciary relationship between doctor and patient, whereas in the latter situation, it would be incongruous to expect the doctor to be independent and owe the patient a “duty of undivided loyalty” simultaneously. In the second paper, consent for disclosure of information, in particular a medical report, is distinguished from the “informed consent” for treatment or interventional research, and the phrase “permission to disclose” is proposed for the disclosure situations. Although this distinction may not have much significance in therapeutic practice, the output of virtually all occupational physician activities results in the writing of a report, so this difference between the two “consents” has greater relevance. The third paper reviews the ethical, and in particular, legal basis for medical confidentiality with reference to an independently commissioned report. In such a situation, UK courts have been consistent in stating that disclosure of such a report to the commissioning party does not breach confidentiality, and no further consent for such disclosure is required. This conflicts with ethical guidance to occupational physicians on this matter. Such conflict between the law and ethical guidance are a further, and important, source of ethical confusion for occupational physicians. Indeed, a common theme through the three papers is that ethical guidance to occupational physicians is in parts either incongruent, incoherent, or conceptually flawed. This may not be surprising, as current ethical guidance is predicated on a doctor-patient relationship that exists in the usual setting for most doctor-patient encounters, that is, the therapeutic setting. It seems unreasonable to expect that simply transposing such an ethical paradigm into a different setting, with dissimilar roles and obligations, could work in a seamless manner. The occupational physicians’ ethical confusion thus reflects the confusion in their ethical guidance.

To date no systematic empirical study has been published that examines the association between the demographic and professional characteristics of school psychologists and their ethical beliefs concerning school psychology practice. In the present study a representative sample of 345 NASP members rated various behavior descriptions of possible school psychology practices with regard to their ethical beliefs of the appropriateness of such practices and their perceptions as to the frequency of occurrence of such practices. The differences between respondents' gender, age, type of work setting, theoretical orientation, educational level, type of certification, type of ethics training, year highest degree was obtained and years in practice on three dependent measures (i.e., total ethical behavior rating score, dual relationship domain score and competency domain score) were examined. The results showed that there was a high linear association between respondents' ethical ratings of selected behaviors and their respective ratings of the observed frequency of occurrence of such behaviors in practice. In addition, the findings between the demographic and professional characteristics indicated that: (1) female respondents scored significantly higher (i.e., more conservative/less permissive) than male respondents on the three dependent measures, (2) respondents who practiced less than 16 years or graduated after 1981 scored significantly higher (i.e., more conservative/less permissive) on the three dependent measures than those respondents who had worked either more than 16 years or graduated before 1981, (3) Master's and Ed.S. level respondents who had obtained their highest degree after 1981 scored significantly higher (i.e., more conservative/less permissive) than did those Master's and Ed.S. respondents who obtained their degree before 1981, and (4) Doctoral level respondents who received their degree before 1981 scored significantly higher (i.e., more conservative/less permissive) than those Master's degree respondents who received their degree before 1981. The present study's findings were discussed in relation to existing literature on psychology and ethics. In addition, limitations of the present study and suggestions for future research were also addressed.

AIMS Managed care is a market model of health care distribution, aspects of which are being incorporated into the Australian health care environment. Justifications for adopting managed care lie in purported claims to higher levels of efficiency and greater ‘consumer’ choice. The purpose of this research, then, is to determine the ethical implications of adapting this particular administrative model to Australia’s health care system. In general, it is intended to provide ethical guidance for health care administrators and policy-makers, health care practitioners, patients and the wider community. SCOPE Managed care emerges as a product of the contemporary, neo-liberal market with which it is inextricably linked. In order to understand the nature of this concept, then, this research necessarily includes a limited account of the nature of the market in which managed care is situated and disseminated. While a more detailed examination of the neo-liberal market is worthy of a thesis in itself, this project attends, less ambitiously, to two general concerns. Firstly, against a background of various histories of health care distribution, it assesses the market’s propensity for upholding the moral requirements of health care distributive decision-making. This aspect of the analysis is informed by a framework for health care morality the construction of which accompanies an inquiry into the moral nature of health care, including a deliberation about rights-claims to health care and the proper means of its distribution. Secondly, by way of offering a precautionary tale, it examines the organisational structures and regulations by which its expansionary ambitions are promoted and realised. CONCLUSIONS As a market solution to the problem of administering health care resources, the pursuit of cost-control, if not actual profit, becomes the primary objective of health care activity under managed care. Hence, the moral purposes of health care provision, as pursued within the therapeutic relationship and expressed through the social provision of health care, are displaced by the economic purposes of the ‘free’ market. Accordingly, the integrity of both health care practitioners and communities is corrupted. At the same time, it is demonstrated that the claims of managed care proponents to higher levels of efficiency are largely unfounded; indeed, under managed care, health care costs have continued to rise. At the same time, levels of access to health care have deteriorated. These adverse outcomes of managed care are borne, most particularly, by poorer members of communities. Further, contrary to the claims of its proponents, choice as to the availability and kinds of health care services is diminished. Moreover, the competitive market in which managed care is situated has given rise to a plethora of bankruptcies, mergers and alliances in the United States where the market is now characterised by oligopoly and monopoly providers. In this way, a viable market in health care is largely disproved. Nonetheless, when protected within a non-market context and subject to the requirements of justice, a limited number of managed care techniques can assist Australia’s efforts to conserve the resources of health care. However, any more robust adoption of this concept would be ethically indefensible.

Syftet 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.

Book Summary: In this versatile new book, practicing school counselors share their favorite group activities 67 of them in all for working with children and adolescents in the schools. For ease of use, activities are arranged by age as well as by stage. Introductory chapters highlight selection, use, and processing of activities, as well as ethical issues inherent in working with students in the schools. Each activity contains specific directions, goals, materials, and suggestions for adaptation. Suggestions for creating a supportive environment for groups are also included.

Book Summary: In this versatile new book, practicing school counselors share their favorite group activities 67 of them in all for working with children and adolescents in the schools. For ease of use, activities are arranged by age as well as by stage. Introductory chapters highlight selection, use, and processing of activities, as well as ethical issues inherent in working with students in the schools. Each activity contains specific directions, goals, materials, and suggestions for adaptation. Suggestions for creating a supportive environment for groups are also included.

This 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.

The purpose of this study was the production of a handbook on ethics and law for mental health counselors in Arizona. The handbook is the summation of information from: professional literature, state statutes, professional codes of ethics, state agencies, a survey of Arizona counselors, evaluations by practicing counselors and graduate students in counseling, and personal interviews. A survey of Arizona Counselors Association members was conducted by a mailed questionnaire. The purpose of the questionnaire was to identify and assess typical counseling practices and to determine the perceived usefulness of the proposed handbook. Results of the survey indicate that respondent counselors' typical practices do not vary substantially from one Arizona metropolitan area to the next and that almost all of them would find the handbook useful. Some of the evaluators' suggestions for modifications of the proposed handbook have been incorporated in the version which is Appendix A to this thesis.

The 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.

There is an identified problem with patients receiving suboptimal pain management at a hospice agency in the northwestern United States. At this agency, undertreatment of pain is prevalent. Evidence indicates that this may be a result of a lack of guidelines, education, and knowledge of appropriate prescribing. Known barriers to the correct prescription and administration of potent opioids in the hospice setting include prevailing beliefs, knowledge, skills, and attitudes, all of which can impact care negatively. Contextually, hospice principles mandate patient comfort and caregiver involvement in continuous quality improvement, which includes adequate and informed pain management. Moreover, hospice metrics demand requisite knowledge, skills, and attitudes for optimal care, including pain management at the end of life. The Academic Center for Evidence-Based Practice (ACE) star model was used to guide the development of an evidence-based, guideline-supported educational program that will improve pain management at the hospice agency when implemented. The purpose of this project was to use transdisciplinary expertise and team collaboration to develop the program and then to conduct a formative and summative evaluation utilizing experts to prepare the guidelines and process for implementation. Ten experts reviewed the guideline, the educational materials, the process, and the evaluation plan and conducted reviews using the AGREE II tool. The panel of experts agreed within the 6 AGREE domains. Future implementation of this guideline, translation process, and evaluation tool will impact social change through the empowerment of the clinical staff, patients, and caregivers to provide the best pain control and comfort at end of life, a vulnerable time for all patients.

Denna 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.

Målet för denna studie är att undersöka hur god studie- och yrkesvägledning gestaltas i ett nationellt samtida myndighetsperspektiv och ett professionsetiskt perspektiv genom att granska två dokument. Därigenom avser studien utveckla fördjupad förståelse av hur sätten att tala om en social praktik formar sanningsanspråk. Genom Bacchis diskursanalytiska metodologi WPR undersöks via förslag och målbeskrivningar i utvalda offentliga dokument, vilka underliggande tankeramar och begrepp som används för att underbygga problemrepresentationer som framställande önskvärda och ändamålsenliga prioriteringar och hänsyn. Centrala resultat visar att mål för vägledning konstrueras som ett rustande mot risk. Verkan av tankefiguren om risk indikerar en instrumentell förståelse av vägledningsuppdraget när den framstår som inordnad i en arbetsmarknadspolitisk diskurs. Särskiljande rationaliteter uttolkas avseende professionens roll som i huvudsak rådgivande alternativt icke-rådgivande samt avseende innebörder av likvärdighet och hur klienters behov bör förstås, identifieras och tillgodoses.
The 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.

The overall aim of this thesis is to look at some philosophical issues surrounding autonomous systems in society and war. These issues can be divided into three main categories. The first, discussed in papers I and II, concerns ethical issues surrounding the use of autonomous systems – where the focus in this thesis is on military robots. The second issue, discussed in paper III, concerns how to make sure that advanced robots behave ethically adequate. The third issue, discussed in papers IV and V, has to do with agency and responsibility. Another issue, somewhat aside from the philosophical, has to do with coping with future technologies, and developing methods for dealing with potentially disruptive technologies. This is discussed in papers VI and VII. Paper I systemizes some ethical issues surrounding the use of UAVs in war, with the laws of war as a backdrop. It is suggested that the laws of war are too wide and might be interpreted differently depending on which normative moral theory is used. Paper II is about future, more advanced autonomous robots, and whether the use of such robots can undermine the justification for killing in war. The suggestion is that this justification is substantially undermined if robots are used to replace humans to a high extent. Papers I and II both suggest revisions or additions to the laws or war. Paper III provides a discussion on one normative moral theory – ethics of care – connected to care robots. The aim is twofold: first, to provide a plausible and ethically relevant interpretation of the key term care in ethics of care, and second, to discuss whether ethics of care may be a suitable theory to implement in care robots. Paper IV discusses robots connected to agency and responsibility, with a focus on consciousness. The paper has a functionalistic approach, and it is suggested that robots should be considered agents if they can behave as if they are, in a moral Turing test. Paper V is also about robots and agency, but with a focus on free will. The main question is whether robots can have free will in the same sense as we consider humans to have free will when holding them responsible for their actions in a court of law. It is argued that autonomy with respect to norms is crucial for the agency of robots. Paper VI investigates the assessment of socially disruptive technological change. The coevolution of society and potentially disruptive technolgies makes decision-guidance on such technologies difficult. Four basic principles are proposed for such decision guidance, involving interdisciplinary and participatory elements. Paper VII applies the results from paper VI – and a workshop – to autonomous systems, a potentially disruptive technology. A method for dealing with potentially disruptive technolgies is developed in the paper.

QC 20130911

À quelles conditions est-il possible de se construire une professionnalité sur le lieu de travail ? Telle est la question principale de notre sujet de thèse. Celui-ci est né d’une situation problématique qui se résumerait en la précarité que connaît l’enseignement/apprentissage du français (première langue étrangère) dans le système éducatif marocain. Les politiques éducatives, hormis les efforts déployés en réformes et changements, semblent ne pas pouvoir remédier à ces conditions. La formation à l’enseignement (initiale et continue) reste quelque peu aléatoire. Certains enseignants n’en ont pas du tout reçu. La professionnalité de certains d’entre eux interroge. Aider les uns et les autres à développer une posture réflexive favoriserait leur professionnalisation. Observation de leçons didactiques en classe réelle ; analyse des pratiques pédagogiques in concreto ; accompagnement ; écriture réflexive…sont, entre autres outils, démarches ou encore protocoles à expérimenter, à l’aune de la professionnalisation enseignante… en vue d’engager le novice dans le développement des compétences professionnelles et de réajuster l’agir-professionnel chez le plus expérimenté : telle est la visée de notre étude
Under 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

碩士
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.

Tese de doutoramento em Psicologia (especialidade em Psicologia da Educação)
Nas 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.

Die inhoud van die studie verklank 'n paging om vanuit 'n meta­ bleties-andragogiese perspektief 'n greep op die onloenbare werk­ likheid van 'n voortdurend veranderende arbeids- en bestuursmi­ lieu te verkry, deur tot die radix van die problematiek rakende die arbeids- en bestuursetiese-ageinsgebeure deur te dring. Die bevindinge waartoe gekom is, dui pertinent daarop dat ar­ beids- en bestuursetiese-begeleiding as gevolg van verskeie de­ struktiewe invloede vanuit die tegnokratiese bestel teenswoordig nie meer so vanselfsprekend en toereikend geskied nie. Inteen­ deel, die eietydse bestuurder se begeleidingsopgawe word al moei­liker en al hoe meer gekompliseerd en in baie gevalle selfs on­moontlik. Hierdie toedrag van sake gee dan oak daartoe aanleiding dat die hedendaagse bestuurder in sy handel en wandel nie meer altyd be­ treffende "etiese kwessies" 'n onderskeid kan tref tussen wat "reg" en wat "verkeerd" is nie. Sodanige gebeure hou verreikende gevolge in vir die begeleideling (ondergeskikte) se toereikende arbeids- en bestuursetiese-volwassewording, aangesien die bestuurder ten spyte van sy begeleideling se ageinsnood aan etiese-begeleiding, nie daartoe instaat is om 'n nastrewenswaar­ digevoorbeeld van arbeids- en bestuursetiese-volwassenheid te kan stel nie. Arbeids- en bestuursetiese-volwassenheid kan derhalwe slegs be reik word aan die hand van die praktykwording van die normbeeld van arbeids- en bestuursetiese-volwassenheid. In organisasieverband geskied sodanige praktykwording deur die vestiging en insti­tusionalisering van 'n etiese kultuur met 'n etiese gedragskode wat as meet- en rigsnoer dien ten opsigte van etiese en morele kwessies. Deur middel van hierdie etiese gedragskode kan die kriteria vir 'n normbeeld van arbeids- en bestuursetiese-volwassenheid dan as norme binne die etiese kultuur van 'n bepaalde organisasie gevestig word.
The 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)

碩士
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.

In this paper we consider needs development problem of the individual in the tech revolution period in terms of marketing. Applying the term "Axiology of needs" that displays the spiritual and worth development of the individual and the process of transition to the concept of social-ethical marketing. Spiritual development of the individual is part of the development of society and the emergence of higher needs. Charity as a form of spiritual needs of persons performs an integral part of the socio - ethical society. Helping people with disabilities we have seen as a process of becoming a new spiritual community with qualitatively new values and outlook on life. The project aims to create an educational program for training and retraining of people with disabilities through the use of an inclusive approach in the educational process. Inclusive education involves coeducation persons with disabilities and of physically healthy students at the university, on the general education program.
В 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.

Many of today's children find themselves with an unprecedented amount of freedom to choose what sort of life to pursue. A corollary of this freedom however is the burden of sorting through the many options which life offers. Without some guidance in wading through this values-minefield, some children simply become stuck, unable to choose or to choose well. What is a good life? What sorts of goods in life ought we to pursue? These questions motivate the present project but they are not ones which I attempt to answer. Instead, I examine the kinds of tools that could help students to answer such questions in a thoughtful, intelligent and caring way. In order to live a good life, we need to choose well regarding what is valuable. In this thesis I argue that such a process, choosing well about what is valuable, is the result of wisdom. Wisdom is that set of characteristics which allows us to live well. This thesis is the development and justification of this conception of wisdom. It explores how wisdom is related to three key concepts: knowledge, value and morality. I do not argue that this is the only way to think about wisdom. However, it is a way of thinking about wisdom which could usefully and justifiably find a place in the educational system of a liberal democratic state. This thesis is an attempt to understand how educators can teach for the most important goal in life: how to live well.

碩士
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.

This study sought to evaluate the effectiveness of guidance and counselling services offered in Zimbabwean universities. A mixed-methods design consisting of quantitative and qualitative approaches was adopted for the study and data were collected through questionnaires and unstructured interviews. The population for this study comprised all the 18 universities in Zimbabwe with approximately 75 000 students and 200 counsellors. The participants in the study comprised eighty (80) students (40 males and 40 females) in their second year of study and upwards and nineteen (19) guidance counsellors (11 females and 8 males). The Statistical Package for the Social Sciences Version 20 was used to analyse quantitative data derived from closed-ended questionnaire items. Frequencies and percentages were then derived from the quantitative data. Thematic analysis was used to analyse qualitative data from open-ended questionnaire items and interviews. The study revealed that although both students and guidance counsellors expressed positive perceptions of guidance and counselling services offered in their universities, in terms of their potential benefits to students, the majority of students regarded personal-social, career, placement, consultation, assessment, referral and evaluation services ineffective. The majority of guidance counsellors also regarded assessment, follow-up and evaluation services offered in their universities ineffective. The study also showed that the majority of guidance counsellors (63.2%) were not professionally trained. It also emerged from the study that internal evaluation of guidance and counselling services offered in the universities was never taken seriously. The study also showed that Zimbabwean universities were not adequately resourced in terms of guidance and counselling personnel and materials. The study revealed that generally guidance and counselling services offered in Zimbabwean universities were not effective. The study recommended that if Zimbabwean universities and their stakeholders collaborated and instituted a clear guidance and counselling policy which, among other important things, stipulates how guidance and counselling programmes would be run in universities, the effectiveness of guidance and counselling services offered in universities would most likely be enhanced. It was also recommended that if universities employed adequate fulltime professionally qualified guidance counsellors; periodically run training and in-service training workshops for the guidance counsellors and peer guidance counsellors; build proper infrastructure for all guidance and counselling activities; and secure proper assessment tests, the quality of guidance and counselling services offered in universities may be enhanced. The study also recommended that if guidance and counselling personnel were supervised regularly, and guidance and counselling services offered to students evaluated periodically and objectively, the guidance and counselling services offered in universities would be enhanced. This study may be significant to university counsellors, students, stakeholders and researchers in that it shares knowledge about the importance of effective guidance and counselling services offered to students and what constitutes effective guidance and counselling services.
Psychology of Education
Ph. D. (Psychology of Education)

The dissertation provides a consideration of the significance of choosing an appropriate post-graduate research methodology and application in higher education institutions. Research education has become a matter of concern as there are low completion rates of masters' students in South African universities. This study addresses the issue with the application of appropriate IS research methodologies of IT/IS masters' and MBA dissertations/theses at the NWU to determine whether the research approaches used in both disciplines were relevant to their studies. The choice of an appropriate research methodology is an arduous task with which many researchers are confronted during the research process. The problem is that IT/IS masters' and MBA students use particular research methodologies inappropriately but consider these to be the most appropriate methodologies for IS research for purposes of writing their dissertations. The primary research objective was to explore IT/IS and MBA students' ideological approach towards comprehending information and understanding dissertation requirements by preparing them to undertake sound research projects that culminate in masters' dissertations and improve research completion rates. Secondarily, it attempts to investigate the associated roles between students and supervisors, and to identify challenges encountered, specifically with IT MBA students that will force them to use particular research methods in their research dissertations. A quantitative research approach was adopted and a structured framework was used as an instrument for data-gathering. This structured framework was used randomly on all IT/IS masters' and MBA dissertations in the NWU library. The majority of IT/IS masters' dissertations were sourced through the Nexus Database to ensure a better return rate. The finding gathered from the use of a structured framework for purposes of investigating IT/IS masters' and MBA dissertations indicated that both disciplines, most especially the MBA dissertations, lack a conceptual matrix for research alignment, supervision guidance, and badly-structured research dissertations. There is a need for a graduate school and IT/IS department to introduce and encourage the use of an appropriate conceptual matrix underlying various research activities.
Thesis (M.Computer Sc & Information Systems) North-West University, Mafikeng Campus, 2014

The professional development of a career counselling intern on a satellite campus at a distance education institution was facilitated with the use of a heutagogic learning strategy. The heutagogic learning process was recorded by reflective writing based on Kolb's experiential learning model. This research is a disquisition of the reflective dataset. The research is an autoethnographic case study in the constructionist paradigm with a creative analysis process. During the research process features about the benefits of heutagogic learning in the professional development of the career counselling intern were critically constructed. The findings of the research are captured in memescapes showing mindset changes and mental transformations on patterns which describe the theory-praxis gap, diversity, wellness, the macro-ethic. The recommendations include the hope that these findings will feed through to inform future career counselling internships in the IOP field.
Industrial & Organisational Psychology
MCom (Industrial and Organisational Psychology)