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Artigos de revistas sobre o assunto "Social sciences – methodology – moral and ethical aspects"
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Zhila, Rahmanikhalilelahi. "MORAL DILEMMAS AND ETHICAL CONFLICTS IN RUSSIAN LITERATURE OF THE 20TH CENTURY AND IN THE PROSE OF F. ISKANDER". Kavkazologiya 2023, n.º 4 (30 de dezembro de 2023): 373–84. http://dx.doi.org/10.31143/2542-212x-2023-4-373-384.
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This article is an exploration of moral dilemmas and ethical conflicts in Russian literature of the 20th century and their influence on shaping public consciousness and dialogue on moral issues. The article actively engages in a deep analysis and discussion of various moral aspects present in Russian literature of the 20th century. Key themes such as freedom, justice, identity, collectivism, and individuality take center stage. The article examines these ethical questions through the prism of well-known literary works of that time, including those by B. Pasternak, M. Bulgakov, Y. Za-myatin, and the Abkhazian writer F. Iskander. Particular emphasis is placed on how these moral issues materialize in the characters and stories of literary works. The analysis explores the mean-ings, dilemmas, and conflicts presented by authors through their characters. This approach adds depth to the article, enriching the discussion of moral issues not only in the abstract but also in literary works. The study methodology is founded on an examination of the socio-cultural back-drop, the impact of historical events on social and moral standards, and a thorough examination of genres and major works. The novelty of the study lies in a comprehensive and in-depth analysis of moral dilemmas and ethical conflicts presented in Russian literature of the 20th century. The arti-cle’s findings can be valuable in literary studies, philosophy, ethics, education, social sciences, and cultural studies. They can be used to debate and examine moral concerns, the impact of litera-ture on public opinion, and to spark public debate and shape public consciousness. The article un-derscores the importance of Russian literature of the 20th century in exploring moral dilemmas and ethical conflicts, as well as its role in shaping public consciousness and dialogue on moral is-sues.
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Bailey, Lucy, e Simon John Williams. "The ethical challenges of researching refugee education". Qualitative Research Journal 18, n.º 4 (12 de novembro de 2018): 359–70. http://dx.doi.org/10.1108/qrj-d-17-00010.
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Purpose The purpose of this paper is to reflect on the authors’ experiences of conducting research with refugees and asylum seekers in Malaysia over multiple research projects in order to identify limitations to current procedures for receiving ethical approval for a study. It argues that the moral complexity of working with marginalized and excluded groups is not reflected in existing approaches. Design/methodology/approach Ensuring that research is ethical is integral to any empirical study, using any research design. Procedures for ensuring ethics have been developed by professional bodies across many academic fields, predominantly drawing on western legal frameworks and conceptions of agency. However, these procedures may not have applicability to certain cultural, social and political settings. The discussion in this paper focuses on devising ethical approaches for research participants from marginalized and excluded communities in diverse parts of the world, including those with no possibility of legal recourse. Findings Problems with the use of established procedures for four aspects of ethical research are identified, namely, access and gatekeepers; consent; reciprocity; and confidentiality. Originality/value The paper develops a framework for continuous ethical reflexivity. It argues that this framework should replace the established procedural approach to ethics, approved by an Institutional Review Board or ethics committee. Instead, the IRB should assign an ethical mentor who is jointly responsible with the researcher for ensuring research ethics through the use of the framework.
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Katselidis, Ioannis, George Daflos e Stelios Fetanis. "The markets' evaluation triangle". International Journal of Social Economics 47, n.º 12 (11 de novembro de 2020): 1499–512. http://dx.doi.org/10.1108/ijse-09-2019-0580.
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PurposeThe main goal of this paper is to provide us with a more systematic framework for examining the moral background of markets.Design/methodology/approachThe paper makes an attempt to put forward a way of market evaluation relying upon the three major moral theories of utilitarianism, deontology (Kantianism) and virtue ethics. Specifically, by using these three basic pillars, an “evaluation triangle” is constructed in order to examine various crucial moral aspects of markets' functioning.FindingsThe paper examines some significant distortions with respect to the three above-mentioned triangle's sides, using also examples from the real world. The paper also discusses the main findings from the previous analysis, stressing also emphasis on some crucial factors with respect to the triangle's functioning, such as the role of culture and time.Originality/valueMainstream economic theory, with a very few exceptions, does not acknowledge the interwovenness of economic behavior and morality, adopting the fact/value dichotomy underlying modern science. Accordingly, most economists usually avoid answering questions concerning ethical topics. The market system, however, has a direct effect on our everyday lives, so it is crucial that a systematic method of moral assessment can be proposed. Thus, this paper seeks to promote the dialogue with respect to the interconnection between economic and moral issues.
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Arefiev, Mikhail A., Antonina G. Davydenkova e Anastasija A. Vasilenkova. "The Phenomenon of Volunteerism as a Reflection of the Traditional Value of Mutual Assistance and Support (to the 100th Anniversary of the Passing of P. A. Kropotkin)". Humanitarian: actual problems of the humanities and education 21, n.º 3 (11 de outubro de 2021): 262–72. http://dx.doi.org/10.15507/2078-9823.055.021.202103.262-272.
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Introduction. Philosophy of culture one of the aspects of the subject field has an understanding of real cultural practice, based on multivariate reassessments of cultural traditions. The axiological component of the philosophy of culture affects the fundamental moral and ethical values of a person and society that contribute to social activity. The purpose of the article is to show the continuity of the ideological and practical volunteer movement, the importance of social activity of young people. Materials and Methods. In the article, the authors used the methodology of cultural and comparative analysis, the historical and philosophical approach to the problem, and the method of comparative studies. Among the historical foundations of axiology, there is a distinction between what is due and what is, concepts that unite ideas about ethics, human activity itself and its evaluation. The anarcho-communitarian construction of Prince Kropotkin’s ethics makes a significant contribution to this outline of reasoning, sets the guidelines for healthy human relations. The results of the Study. The principles of the evolutionary development of mutual assistance and support, solidarity and altruism, developed by the ethical philosopher and natural scientist Kropotkin in natural science and ethical works, in fact, were not only the theoretical basis of the philosophy of culture, but can also serve as guidelines for the practical activities and axiology of modern volunteers of the XXI century. Discussion. The article considers volunteerism as a continuation of a significant value tradition of mutual assistance and support, which has its historical incarnations. Solidarity, justice, altruism, instinct and the moral sense of a person – these are the main concepts of Kropotkin ethics as a doctrine of morality in its broadest sense. This year, the Russian scientific community is celebrating the centenary of the passing of P. A. Kropotkin. In this regard, it is particularly relevant to develop the principles of mutual assistance and support, which are practically in demand in the context of the cornavirus pandemic. Conclusions. The principles of the evolutionary development of mutual assistance and support, solidarity and altruism, developed by the ethical philosopher and natural scientist Kropotkin in natural science and ethical works, in fact, were not only the theoretical basis of the philosophy of culture, but also the practical activity of the axiology of modern volunteers of the XXI century, a manifestation of human social activity.
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Franek, Juraj. "Methodological Consilience of Evolutionary Ethics and Cognitive Science of Religion". Journal of Cognition and Culture 16, n.º 1-2 (24 de fevereiro de 2016): 144–70. http://dx.doi.org/10.1163/15685373-12342173.
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For the larger part of modern western intellectual history, it has been assumed that the study of morality and religion requires special methodology, insulated from, and in some important aspects incongruent with, the scientific method commonly used in the realm of natural sciences. Furthermore, even if it would be granted that moral and religious behavior is amendable to scientific analysis, the prospects of using evolutionary theory in particular to do the heavy lifting in explanation of these phenomena have been bleak, since many scholars doubted that a biological theory could possibly offer any valuable contribution. Recent advances in the fields of Evolutionary Ethics and Cognitive Science of Religion disprove both claims, emphasizing empirically founded explanations, demonstrating extraordinarily high degree of methodological consilience, and revealing utmost importance of the application of evolutionary theory in fields of study once deemed to be exclusive domains of social sciences and philosophy.
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Thompson, Phillip. "Seeking Common Ground in a World of Ethical Pluralism: A Review Essay of Moral Acquaintances: Methodology in Bioethcs by Kevin Wm. Wildes, S.J." HEC Forum 16, n.º 2 (junho de 2004): 114–28. http://dx.doi.org/10.1023/b:hecf.0000037122.94096.78.
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ÁRNASON, VILHJÁLMUR. "Nonconfrontational Rationality or Critical Reasoning". Cambridge Quarterly of Healthcare Ethics 20, n.º 2 (25 de março de 2011): 228–37. http://dx.doi.org/10.1017/s0963180110000873.
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Rationality and the Genetic Challenge by Matti Häyry is a well-written and thoughtful book about important issues in the contemporary ethical discussion of genetics. The book is well structured around seven practical themes that the author takes to exemplify “the genetic challenge.” He also refers to them as “seven ways of making people better,” which the subtitle of the book already puts into question form: Making People Better? In the first chapter of the book, Häyry introduces these seven themes and he discusses each of them in Chapters 3–9. In the remaining two chapters, 2 and 10, he describes the main normative positions analyzed in the book and clarifies his own methodology and position. He chooses six authors, or three pairs of authors, whom he takes to “represent the three normative doctrines of Western Moral philosophy” (p. 27) in order to demonstrate six “divergent rationalities” or “methods of genethics.” In this way, Häyry both summarizes the main prescriptive positions in contemporary bioethical debate and contrasts them with his own “nonconfrontational notion of rationality,” which aims to show that there is a variety of divergent, not mutually exclusive normative views, the justification of which “depends ultimately on the choice of worldviews, attitudes, and ideas about the foundation of moral worth” (p. 47).
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Monshipouri, Mahmood. "Political Science". American Journal of Islam and Society 14, n.º 4 (1 de janeiro de 1997): 99–101. http://dx.doi.org/10.35632/ajis.v14i4.2222.
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Adopting an issue-oriented approach toward understanding Islamic andWestern political thought, Professor Abdul Rashid Moten places these two tradition'swithin historical and contemporary contexts. Moten's book thereby providesa comparative analysis of key issues, including Islamic research methodology,Islamic law, Islamic political and social order, strategies and tactics ofvarious Islamic movements, and the link between Islam and politics.In chapter 1, Moten examines the secular domination of Muslim thought andculture, arguing that secularism was imported into the Muslim world throughthe efforts of a Westernized elite. He adds that no such secular state had everexisted in the Muslim world. This owes much to the fact that there was (is) nocommon ground between Islam and secularism (p. 7). With secularism camenationalism, liberal political institutions, and the pursuit of a capitalist economicsystem. Nationalism, Moten notes, wedged its way into the Muslim world,dividing it into new nation-states and client states (p. 12). Since independence,secularism has failed to meet the socioeconomic and political needs of Muslimsocieties. The rising tide of Islamic revivalism against secular regimes inAlgeria and Turkey demonstrates disenchantment with the shattered secularistdreams in the Muslim world (p. 16).Chapter 2 attempts to scrutinize the inherent link between Islam and politics.The pillars of Islam, Moten writes, go beyond moral and spiritual upliftment;they entail both practical and symbolic significance in all aspects of life. InIslam, ethics sets the tone for politics, and the rules of political behavior originatefrom ethical norms. Political life cannot be separated from the broaderframework of the religious and spiritual life (p. 21 ). Islamic rulers have hardly,if ever, emphasized the separation of religion and politics. Since the nineteenthcentury, Islamic modernists and revivalists have debated the nature of this separation.The reemergence of Islam in Muslim politics and societies in the lastquarter of the twentieth century has pointed to a distinct Islamic order and thereawakening of Muslim identity. Moten cites, among others, Iran and Pakistanas examples of such a renaissance (p. 30). However, he fails to examine the divisiveeffects of lslamization programs in Pakistan (under Zia al-Haqq) and othercountries such as Sudan.The comparison between Western and Islamic methods of political inquiry isthe subject of close scrutiny in chapter 3. Moten maintains that the Islamic conceptionof polity is based on profound religious-cultural grounds and that religionand polity form an organic unity (p. 37). Likewise, ethics and politics are ...
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Aitalieva, Tolkun, Kaliia Kulalieva e Nurjan Sartbekova. "National specificity of the conceptual foundation of the epic poem “Manas”". Scientific Herald of Uzhhorod University Series Physics, n.º 55 (29 de janeiro de 2024): 275–85. http://dx.doi.org/10.54919/physics/55.2024.27so5.
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Relevance. The relevance of exploring the conceptual space and the artistic implementation of national elements in epic works is conditioned upon the need to establish international communication about the cultural heritage of the Kyrgyz people and the consolidation of its state status. Purpose. The purpose of this research was to explore the national identity of the Kyrgyz people through the analysis of the conceptual space of the heroic poem “Manas” with the consideration of conceptual categories and nomination of key concepts. Methodology. The following methods are used in this research: analytical-synthetic, selective artistic, conceptual, intertextual, cultural studies, structural, historical and contextual. Results. Using the above methods, the conceptual structure of the heroic epic “Manas” was considered and the following categories were identified: religious, mythological, historical, philosophical, educational and folk and everyday life. In addition, the concepts included in each of these categories were indicated. The research analyzed plots, motifs and images appearing in the text of a work of fiction to develop the national identity of the Kyrgyz people. The moral and ethical values of the nation and the specifics of Kyrgyz’s upbringing and mentality were emphasised. Attention was focused on the historical context of the work and closely related philosophical categories. The results of conceptual modelling are presented in the table. Based on the analysis of Manas, an idea of the cultural, social and literary context of Kyrgyzstan was developed. Conclusions. This work can be used for comparative research of different aspects: cultural, mythopoetic, religious, and historical based on the analysis of the heroic epic, to develop an idea of the national mental core of the peoples of Central Asia, to consider the key concepts actively used in the oral and written literary traditions of Kyrgyzstan.
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Kazantseva, Larisa. "Methodological issues related to the formation of preschool children’s ecological culture within the coordinates of the modern educational ideas". Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, n.º 3 (128) (31 de outubro de 2019): 26–32. http://dx.doi.org/10.24195/2617-6688-2019-3-4.
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The planet’s ecological situation demands an immediate change of mankind’s, each country communities’ and each person’s attitude to the natural environment, to the saving of the natural resources, to the necessity to form an active position which would deal with the renovation and withstand the loss of the nature’s elements, which might lead to the destruction of the ecological balance. The radical change of the situation towards people’s destroying activities can be stopped on condition that all social institutions consolidate, specialists in all fields and branches of life undertake common actions, efforts in the fields of science, economics, politics and culture are integrated. In our opinion, the most responsible mission facilitating the solution of the ecological problem belongs to education, since it is to educate a personality who is able to radically change the ecological trends, to build a personality possessing a new type of thinking, new moral orientations, ecological consciousness and culture (being typical of this personality). Preschool education has a great responsible for raising person’s ecological consciousness and culture. During the preschool period, when fundamentals of the future adult life are formed, the child masters those values, ethical norms, knowledge which will allow him / her to develop his / her own new style of interacting with the surrounding world, to develop the ecologically expedient models of behaviour. We consider the widening of the connections between preschoolers’ ecological education and natural sciences, philosophy and psychology to be the way to increase its efficiency. The content-based and technological aspects of the ecological education methodology should be grounded, in great extent, on the fundamentals of the philosophy of eco-centrism. They must recreate the natural knowledge of the out-ecology (individual attitude to ecology) and synecology about living organisms, their interconnection with the environmental habitat, about organisms’ adaptation to environment, about ecosystem, biocenosis, etc. The process of ecological education is to be developed as the real practice of child’s contacting with the elements of nature during which psychological feeling, as if being involved into the natural environment and being part of nature, is formed; a subject attitude to all nature elements as to important and equal ones in their rights is built; the demand for non-pragmatic interaction with nature is cultivated. Keywords: ecological consciousness, ecological culture, eco-centrism, ecological involvement, subjective attitude, non-pragmatic interaction.
Teses / dissertações sobre o assunto "Social sciences – methodology – moral and ethical aspects"
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Ho, Ching-ching Mary, e 何晶晶. "Socially responsible investment indices in Asian markets : merging stakeholder theories with social construction for improved index construction methodology". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193511.
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The growth of the managed investment industry brings with it the potential for institutional investors to exert their influence on boards of listed companies to deliver strong and sustainable growth. The concepts of socially responsible investment (SRI), responsible investment (RI) or ethical investment (EI) have become part of mainstream investment practices in many financial markets. While SRI is largely a qualitative concept, its survival and adoption by the mainstream investment community may, in part, be due to the formalising of its concepts into language that investors, asset managers and analysts can more readily understand: the benchmark index.
SRI indices may hold the key to attracting attention to ESG issues in listed corporates and to help bring about positive outcomes in sustainable development. Figures show SRI investments in emerging markets are minimal when compared to those in developed markets but emerging markets hold great potential for growth and development of these tools.
This research develops a tool for bringing together social construction theory and stakeholder theory in understanding the construction of SRI Indices and in development of new indices.
The core of this research is an analysis of SRI indices in three major emerging markets of Hong Kong, India and China, together with an analysis of different perspectives of SRI in Asia. The purpose is to identify opportunities to building SRI indices through a stakeholder engagement approach.
The research was conducted over several phases between October 2008 and August 2010 and can be defined by three different studies:
1. a comparative study on SRI indices and their ESG criteria;
2. a comparative study on SRI indices and their stakeholder engagement approach; and
3. an analysis on the feasibility of building SRI indices in Asian markets.
The findings from the three studies indicate three main arguments. First, ESG assessment and criteria of SRI indices does have an impact on the creditability and value of the SRI indices. Due to the lack of transparency on the ESG assessment and criteria, SRI investors and other stakeholder groups are deterred from adopting SRI indices as SRI tool.
Second, stakeholder engagement is essential for SRI indices. And lastly, SRI indices in emerging markets, especially in the three studied markets, are attractive to both global and local SRI investors; however, these SRI indices need to include local ESG contexts to reflect the actual ESG concerns of the societies and avoid blindly following developed markets’ SRI index model, which in the end become unrealistic and unpopular to investors and stakeholder groups.
We recommend that stakeholder engagement in index criteria and corporate assessment be widened and deepened; that governments and stock exchanges can play a pivotal role in SRI development and should take the lead. We also recommend that SRI indices strengthen the institution of corporate research to rely less on secondary data when making their corporate assessments.published_or_final_version
Kadoorie Institute
Doctoral
Doctor of Philosophy
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Fait, Stefano. "The true, the good, and the beautiful : the dark side of humanist science : a study in the anthropology of science and social history". Thesis, University of St Andrews, 2004. http://hdl.handle.net/10023/14915.
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How do we systematise our knowledge without undermining mores and beliefs that have thus far guided our conduct? How do we account for free will in a cosmos made of molecules and universal laws? Is a metaphysical rebellion against the absurdity of a universe devoid of ethical significance unavoidable? Is this rebellion inevitably leading to the organization of the world in exclusively human terms? These are the problems that have been tackled among others by Dostoevskij, Kafka, Dickens, and Camus, thinkers who framed questions of paramount importance without finding persuasive answers (Davison 1997; Dodd 1992; Lary 1973). These are the same problems that many bio-scientists have grappled with in the past and I analyze the solutions they have identified. This work of mine could be seen as a follow-up to the qualitative survey carried out by Kerr, Cunningham-Burley, and Amos in 1998 among British scientists and clinicians with a well-established reputation. That investigation looked into the way the latter distance themselves from the dark shadow of eugenics and revealed that die equation of old eugenics and new genetics is deemed irrational because; scientific knowledge has grown by leaps and bounds ever since o the socio-political circumstances are radically different as coercion is unthinkable and the final decision rests with the individual who is protected by the principle of informed choice; o the aims of eugenics simply cannot be technically met; o the new genetics involves therapeutic aims as opposed to eugenics that concentrated on the alteration of the human gene pool; o the application of science is not necessarily one of scientists' main concerns; My contention is that these objections are too facile and unpersuasive. I submit that there is an obvious connection between how the existential and humanistic side of science failed to prove humanitarian, namely benevolent, compassionate and ultimately useful - the good -, the effort by several academicians to ground ethics on scientific evidence - the true -, And our incapacity to confront abnormality - the beautiful. This connection is eugenics. Eugenics is the scientific response to modern existential angst and social predicaments and is here to stay.
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Waghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole. Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
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Harte, David. "Internet content control in Australia : data topology, topography and the data deficit". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1073.
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The success of the online adult industry has provoked a public policy controversy over the need for internet censorship, and in recent times there has emerged desire to protect minors from possibly unsuitable content. On January 1st 2000, the Broadcasting Services Amendment (Online Services) Act (Cwlth, 1999) (BSA) was proclaimed. The Act purports to regulate and control Internet content in Australia. Operating in tandem with the Act is the Internet Industry Association Code of Practice, giving Australia a co-regulatory approach to Internet content control. The Australian Broadcasting Authority (ABA) is charged with implementing the regime. This study sets out examine the Internet content control problem in the Australian context. The political issues surrounding the topic of Internet censorship and the lack of reliable operational statistics, revealed the difficulty of estimating the effectiveness of the current control regime. Pivotal questions for the study concerned the scope and scale of content control in the Australian context and trends in hosting. This study used website typology, as defined by data topology and data topography, to examine the scope and scale of the content control task, and the implications for the effectiveness of the BSA. It was expected that if the BSA was to have an impact, that a discernible change in user download behaviour should ensue. This study used information provided by the adult Internet Content Provider (ICP) industry to gauge the BSA's impact-on user download behaviour as a measure of the control regime’s effectiveness. It was suggested by some observers that the so-called 'data deficit' between Australia and the US would be exacerbated by the new content control regime, with possible negative implications for the conduct of e-commerce in Australia generally. A study of Australian adult website hosting arrangements and data topography was conducted to examine the implications of the control regime for the "data deficit'. This study suggests that most Australian online adult content is in fact hosted in the US. The reasons for offshore hosting are almost totally financial and pre-date the introduction of the Broadcasting Services Act (Online Services) Amendment Act 1999. The study also suggests that any effect on the 'data deficit' should be minimal, and that the typology of adult content websites in such that the current co-regulatory regime may prove ineffective in controlling access to adult content.
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Corbella, Nicole. "Ethics and social science research : a survey of social science researchers' experiences of ethically challenging incidents and ethics review". Thesis, 2007. http://hdl.handle.net/10413/2148.
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This study aimed to profile social science researchers' experiences of ethically challenging incidents and ethics review and to consider these experiences in terms of the two institutions from which participants were selected. Data was gathered by means of an email survey sent to social science researchers working in both a university and a research organisation. The findings reveal that ethically challenging incidents involving privacy, confidentiality and anonymity, harm, beneficence, poor science, role conflict, informed consent, recruitment of participants and publication were encountered frequently by social science researchers. While respondents reported both positive and negative experiences of ethics review, researchers at the university reported significantly more ethically challenging incidents and negative experiences of ethics review than did researchers from the research organisation.Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Koen, Jennifer Leigh. "The "over-researched community" : an exploration of stakeholder perceptions and ethical analysis". Thesis, 2010. http://hdl.handle.net/10413/5163.
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Research in resource-limited, multi-cultural contexts raises complex ethical concerns. The term ‘over-researched
community’ (ORC) has increasingly been raised as an ethical concern and potential barrier
to community participation in research. However, the term lacks conceptual clarity and is omitted from
established ethical guidelines and academic literature. In light of the concern being raised in relation to
vitally needed HIV prevention research in developing countries, a critical exploration of the meaning of
the notion was undertaken.
Guided by Emanuel et al.’s (2004) eight principles for ethically sound research in developing countries,
this study explored the relevance and meaning of the terms ‘over-research’ and ‘over-researched
community’ through a thorough review of ethical guidance documents and analysis of key stakeholder
perspectives. In-depth interviews were conducted with 23 resource persons from research ethics
committees, community advisory boards and research organisations in South Africa. Interviews were
transcribed and translated where necessary and data were analysed thematically.
‘Over-research’ was found to reflect a conglomeration of ethical concerns, often being used as a proxy
for existing ethical concepts. ‘Over-research’ might be interpreted to mean exploitation. However,
exploitation itself could mean a range of different things. ‘Over-research’ seemed fundamentally linked
to disparate positions and perspectives between different stakeholders in the research interaction,
arising from challenges in inter-stakeholder relationships. Analysis of the data suggests that using the
term may lead to an obscured understanding of real or perceived ethical transgressions, making it
difficult to intervene to address the underlying concerns. It is recommended that the term not be used
in research ethics discourse. However, because it represents other legitimate concerns, it should not
be dismissed without careful exploration.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Majola, Pinky Zibuyile. "Autonomy, relatedness and ethics : perspectives from researchers, community members and community representatives". Thesis, 2009. http://hdl.handle.net/10413/682.
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Miskelly, Kenna Jill. "Exploring ethical issues in data mining: the role of collective privacy". Thesis, 2006. http://hdl.handle.net/1828/2302.
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Data mining and other information technologies cause ethical concerns when they are used to categorize and discriminate. Even though there is an intuitive connection between privacy and personal information, it is hard to conceptualize the troubling issues raised by certain data mining applications in terms of privacy. This is largely due to the emphasis that traditional privacy definitions place on the value and protection that privacy provides to the individual. A notion of "collective privacy" emphasizes the broader social importance of privacy and provides philosophical clarity to the privacy issues raised by data mining. The policy suggestions that result from acknowledging the social value of privacy could benefit many in our society and work to fortify our privacy in this information age.
Livros sobre o assunto "Social sciences – methodology – moral and ethical aspects"
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Granberg, Donald. A most human enterprise: Controversies in the social sciences. Lanham, Md: Lexington Books, 2010.
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K, Sterba Sonya, ed. Handbook of ethics in quantitative methodology. New York: Routledge, 2011.
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Trevor, Welland, e Pugsley Lesley, eds. Ethical dilemmas in qualitative research. Aldershot, Hants, England: Ashgate, 2002.
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Homan, Roger. The ethics of social research. London: Longman, 1991.
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1941-, Alver Bente Gullveig, Fjell Tove Ingebjørg 1961-, Øyen Ørjar e Folklore Fellows, eds. Research ethics in studies of culture and social life. Helsinki: Suomalainen Tiedeakatemia ; Academia Scientiarum Fennica, 2007.
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J, Downing Martin, e Tenney Lauren J, eds. Video vision: Changing the culture of social science research. Newcastle: Cambridge Scholars, 2008.
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Van den Hoonaard, Will. C. 1942-, ed. Walking the tightrope: Ethical issues for qualitative researchers. Toronto: University of Toronto Press, 2002.
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Bell, Wendell. Foundations of futures studies: Human science for a new era. New Brunswick, N.J: Transaction Publishers, 2004.
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Greig, Anne. Doing research with children. London: SAGE Publications, 1999.
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Handbook of Ethics in Quantitative Methodology. Routledge, 2011.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Social sciences – methodology – moral and ethical aspects"
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Casson, Mark. "Moral Leadership in Ethical Economics". In Methodology of the Social Sciences, Ethics, and Economics in the Newer Historical School, 467–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59095-5_18.
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Jacobs, Jonathan. "In Dialogue with Philosophy". In Crime, Justice, and Social Order, 60—C4.P61. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192859600.003.0004.
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Abstract Tony Bottoms’s work has a crucial role in developing ethical studies in the criminological context. Numerous social scientists have investigated ethically important issues of criminal justice, including some discussion of moral theory. However, rather than ‘applying’ ready-made moral theory to criminology, Tony employs moral thought as a set of conceptual tools for articulating the diverse presence of moral value in the issues studied. This is a way of pursuing an empirically based project of moral thought, judgement, and inquiry. It is, in important respects, a contemporary version of the ‘moral sciences’ approach in the tradition of the British Moralists, such as Hume, Smith, and others. Tony has explored in considerable depth critically important issues concerning agency and how its exercise is to be understood—both in contrast to and in conjunction with the sorts of causal explanations criminologists often seek. He has articulated a sophisticated awareness of aspects of moral thought and theorising, showing how they are integral to understanding criminological topics. His approach overcomes the alleged fact/value compartmentalisation in a way that is illuminating for both criminology and moral philosophy.
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Das, Somnath. "WOMEN AND VALUE EDUCATION". In Futuristic Trends in Social Sciences Volume 3 Book 7, 142–49. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bjso7p2ch2.
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Value means different things to different people. It is a cognitive as well as spiritual idea that permeates our intuition in everyday life. Value plays a crucial role in a persons’ life and give their character, purpose and power. It reflects on women life stands on her opinions, choices, attitudes actions, interpersonal interaction, hope and goal. It is the overarching principle of life that promotes holistic growth, and improved the quality of life. Value is mostly profound and radical socio-cultural and political changes occurring in our nation. Value education change the damage mind of a woman and become a young, fresh, healthy, honest sensitive. All of women should be utilised to in-still values everyone. Our task is to make our nation and all aspects of our society more normally upstanding by instilling moral, social and spiritual principle in its citizen so our civilisation is suffering form and illness brought on by the lack of ethical behaviour, where femaleness is the part of surprise value as consideration of professional ethics in global scenario. After all value education
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Weinstein, Mark. "The Philosophical Importance of the Periodic Table". In Mendeleev to Oganesson. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190668532.003.0018.
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The Centrality of the periodic table to chemistry is beyond dispute. What seems just as obvious to me is that the table should be seen to play an equally central role in the philosophical understanding of scientific inquiry. This may be a minority opinion; if we look at philosophical discussions of scientific issues broadly, such a view seems unsupported by philosophical practice. Philosophers have been exercised by the problematic aspects of science: revolutions rather than normal scientific practice; aspects of science that are conceptually problematic, for example, quantum mechanics; areas of science that include explanatory accounts that deviate from standard models, for example, evolutionary theory; or aspects of science that raise moral or social issues, such as the biomedical sciences. Chemistry, with a long track record of unsurprising growth, with myriad of applications taken for granted, and with a strongly supported and unifying theory may seem to be just too boring to exercise philosophers interested in resolving puzzles, developing surprising theories, and engendering novel insights. But as I will attempt to show, the most normal of normal sciences, physical chemistry with the periodic table at its core, offers a view of science relevant to central philosophical concerns. In what follows I will offer an overview of three philosophical areas for which the periodic table is salient, while indicating a logical image of a scientific structure of the sort that the table exemplifies. I look first at methodology, and in particular the role of counterevidence in evaluating generalizations. Second I look at how the table permits a reinterpretation of foundational epistemological notions of truth. Finally, I will look at ontology, how the table supports our commitment to the fundamental nature of reality. The basis of my analysis is a model of emerging truth (MET). This metamathematical model is available in a number of publications and I will include only its most basic elements in a technical appendix. In place of the formal construction I will offer the philosophical intuitions it encodes, intuitions that draw upon the structure of chemistry with the periodic table at its core.
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"balances) which should have been asked before the introduction of some new technology were not. Think of it in another way. Trying to frame up general questions to cover all eventualities will not work when there are so many conflicting interests at stake. Without a specific idea of the sorts of ethical questions we would like answered we are working in the dark. Unfortunately, philosophers and theoreticians, who study ethics tend not to deal in specifics, but try and formulate rules and frameworks of thought which can then be adapted to specific questions. This may seem a rather soft approach, but it does at least have the merit of being able to help in answering, if not actually answering, a question in the future which was not even dreamt of when the theoretical consideration of ethics started. Stevenson, in Ethics and Language (1944, New Haven: Yale UP), tried to demonstrate that ethics can be a rational discourse, by saying that if an individual says that tolerance is good the individual is approving of tolerance, but also more significantly, suggesting that you do as well. If you do not, then you have to be persuaded, but that implies a value judgment on the arguments which are to be put to persuade you that tolerance is good. The idea of persuasion is an interesting one, because the philosopher is always trying to produce an algebraic description of ethics and morals. The other end of the spectrum is the case where it could be stated that what is true in one case, or held to be true by an individual in a particular case, must be true in all other cases. One could logically see that this latter case would result in a pacifist point of view, that is, it is not right to kill so I will not kill, ie a general philosophical idea of ethics taken as a personal guide. Where this and every other argument falls down is in cases where a terrorist says it is correct for me to kill, but not for you. Such moral conundrums have stretched moral debate since the dawn of rational thought, with solutions being found in every moral and ethical document, whether religious or secular. But where does this lead us in terms of the legal aspects of the application of DNA technology? In a way into a more complicated world, but also one far more relevant to the individual than a theoretical argument. DNA profiling affects the individual far more than any aspect of the other sciences. Physics has never singled out an individual; like chemistry the moral repercussions these sciences have wrought have been on a grander scale. You may be a victim, but you are not alone. This will be small comfort to the victim, but there is solidarity in social cohesion. DNA is different. It can be used not only to single out the individual, but also to penalise and degrade that individual. The first thing to be said about ethical questions is a very practical one. It assumes a benign State, a regime which is trying to do the best for the population as a whole. A tyrannical regime of any sort can do what it likes and therefore does not have to be morally accountable for its actions. This point is important because in a benign State it is everyone’s right, if not duty, to challenge morally repugnant actions. In such a State it is legal action which is the immediate point of challenge to such behaviour, whether it is an individual committing a crime, which we have collectively decided is not acceptable, or a government behaving in a manner". In Genetics and DNA Technology: Legal Aspects, 108. Routledge-Cavendish, 2013. http://dx.doi.org/10.4324/9781843146995-16.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Social sciences – methodology – moral and ethical aspects"
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Tebeanu, Ana voichita, e George florian Macarie. "ADDRESSING ETHICAL VALUES IN EDUCATIONAL PRACTICE. AN ESSAY". In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-156.
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Teaching ethical aspects in the social sciences has always been a challenge, both for the professors and students involved. Ethical values and dilemmas can be presented through educational movies, examples from clinical, organizational or pedagogical practice, or even through personal disclosures offered with 'pros' and 'cons' arguments. In the past few years we took over this challenge, when conducting classes and seminaries at the disciplines "Educational Psychology" and "Foundations of Pedagogy" with first and second year students enrolled in the Teachers' Training Module, at the University "POLITEHNICA" of Bucharest. Several themes for applications (e.g., designing and conducting a social experiment; naive subjects; cooperation and empathy; obedience and authority; manipulation of external variables in a social context, e.g. a laboratory or a classroom) tackled the concept of how the moral values develop from childhood and adolescence through adulthood. For their exemplification we chose from time to time to present the series of experiments conducted by Stanley Milgram. In this classical, yet impossible to repeat nowadays experiment, he concluded that people- from various walks of life- obey either out of fear or out of a desire to appear cooperative, even when acting against their own better judgment, moral values and desires. Discussing with the students about the results of this experiment left us, almost every time, with a controversial state- students divided themselves into 'those who obey' vs. 'rebels', with some of them situating in between ("obeyed but blames themselves') (exactly as the participants in the original experiments!) In the long run, due to this extraordinary reaction we had from our students, these applications used for educational purpose became more complex. Thus, we translated a topic for an essay used by us in a Master of Bioethics program in the USA (2014-2015) and we reframed it for educational purpose. The topic refers to "Death and dying" and presents 6 types of killing which are legally sanctioned in the United States, including, for example, killing in self-defence or the capital punishment. The initial task we had in the Master program was, leaving legality aside and focusing only on morality, to rank each six of the categories in order--most immoral (#1) to least immoral (#6) according to our personal values. In doing so, we were also asked to provide a moral argument to justifying our ranking. Also, we were told that for the purposes of this essay, religious or legal arguments are not acceptable. This essay presents in extenso a personal exemplification of a possible ranking of these categories, the results of the exercise performed with the students, and proposes furthermore an educational framework- ready to be used by them. Thus, we hope to offer a relevant and actual application for teaching ethical issues in an university setting, which goes beyond a mere description of theoretical concepts and provides ethical tools for understanding the social life.
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Rueangkhachit, Saowanee. "THE RESULTS OF USING STORYTELLING WITH POSITIVE REINFORCEMENT FOR DEVELOP RESPONSIBLE BEHAVIOR OF STUDENTS IN KINDERGARTEN 1/1 WATWETAWANTHAMMAWAT SCHOOL". In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/t873ipo.
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This thesis investigates the effectiveness of employing storytelling techniques combined with positive reinforcement strategies to cultivate responsible behavior among kindergarten 1/1 students at Watwetawanthammawat School. The study delves into the pivotal role of early childhood education in shaping positive behaviors and attitudes in young learners. Grounded in the theories of social learning and behavioral psychology, the research aims to explore how storytelling, as a pedagogical tool, can influence children's moral and ethical development. The research methodology employed a quasi-experimental design, dividing the participants into two groups: the experimental group, where storytelling sessions with positive reinforcement were implemented, and the control group, following traditional teaching methods. The study meticulously analyzed behavioral patterns, classroom interactions, and academic performance over an academic year. Additionally, qualitative data was collected through interviews and observations to gain deeper insights into the students' responses and experiences. The findings reveal a significant positive impact on the experimental group, indicating that incorporating storytelling with positive reinforcement techniques fosters responsible behavior among Kindergarten 1/1 students. The children in the experimental group exhibited improved social skills, empathy, and cooperation, leading to a more conducive and harmonious classroom environment. Moreover, their academic performance displayed notable enhancements, showcasing the holistic benefits of integrating storytelling and positive reinforcement methods in early childhood education. This research contributes valuable insights to the field of education, emphasizing the potential of innovative teaching strategies in nurturing responsible behavior among young learners. The study advocates for the adoption of storytelling with positive reinforcement techniques in early childhood education curricula, promoting a positive and inclusive learning environment that shapes the moral fabric of future generations.
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Cmeciu, Camelia, Doina Cmeciu e Monica Patrut. "CSR 2.0 - FRAMING ONLINE LEARNING ENVIRONMENTS IN CAMPAIGNS ON NON-FORMAL EDUCATION". In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-200.
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Education is one of the most important signs of social progress and throughout the years a twofold evolution has taken place: on the one hand, the providers of knowledge have evolved from schools and universities to the business community and on the other hand, the traditional receivers of knowledge have changed into creators of knowledge. Business organizations have become aware that the corporate involvement in the community by implementing social campaigns on education may trigger a higher degree of visibility and consolidate the stakeholder relationship management. Thus the well-known corporate social responsibility (CSR) syntagm, ?doing well by doing good? (Rawlins, 2005) has turned into a pervasive element of the organizational discourse. As the report on CSR of the European Commission and the Directorate-General for Employment, Social Affairs and Inclusion (2011) highlighted, CSR should not be ?an isolated practice or teaching subject but a cross-cutting approach embedded in the wider concept of sustainable development?. The economic, legal, ethical, and philanthropic dimensions beyond every CSR activity should be integrated within the framework of campaigns which ?are often driven by reform efforts, actions that seek to make life or society or both better, as defined by emerging social values? (Dozier et. al, 2001). The final outcome of improving people?s life and/ or society involves stirring one?s awareness towards an issue. Investing into people?s education has become a pervasive issue for many organizations nowadays and non-formal education is a type of acquiring knowledge which the business community seems to prefer because it lies on social constructivism whose purposes are self-knowledge, development of identities, and belief that stakeholders can make a difference in the world (Oldfather et al., 1999). Within the age of Web 2.0 the traditional non-formal learning settings (museums, zoos, botanical gardens, planetariums and so on) have changed into online environments where features such as engaging, participating, connecting, collaborating, and sharing (Lee, Williams, Kim, 2012) prevail. Running a CSR 2.0 campaign on non-formal education implies that business organizations create these virtual environments where social media applications are used as a bidirectional information delivery system where stakeholders play an active role in the collaborative knowledge construction. As methodology, we will use the framing theory in order to provide the content analysis of the CSR 2.0 campaigns on non-formal education which were awarded at the Romanian PR Award in 2009, 2010 and 2011. Frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating (e-)text. We will provide a threefold analysis: a) a general framework of the Romanian CSR 2.0 campaigns on non-formal education taking into account R. Entman?s four frame types: problem definition, causal interpretation, moral evaluation and treatment recommendation; b) a structural analysis of non-formal education virtual environments as a hybrid genre formed of multimodal resources; c) a comparative analysis of the online environments framed as treatment recommendations which were used in the awarded Romanian CSR 2.0 campaigns on education. The research questions will focus on four aspects: the salience of business organizations as providers of non-formal education; the dominance of the awarded thematic online environments; the types of social actions framed in the different thematic e-learning environments; the types of digital identities virtually assigned to stakeholders. References Dozier, D.M., Grunig, L.A., & Grunig, J. E. (2001). Public relations as communication campaign. In R. E. Rice, & Ch. K. Atkin (Eds.), Public communication campaigns. 3rd edition (pp. 231-248). Thousand Oaks, London, New Delhi: Sage Publications. Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. Lee, K., Williams, M.K. & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 560-565). Oldfather, P., West, J., White, J., & Wilmarth, J. (1999). Learning through children?s eyes. Social constructivism and the desire to learn. Washington D.C.: American Psychological Association. Rawlins, B. L. (2005). Corporate Social Responsibility. In R.L. Heath (Ed.), Encyclopedia of Public Relations (pp. 210-214). Thousand Oaks, London, New Delphi: Sage Publications. 210-214. CSR