Дисертації з теми "Professional ethic"
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1
Lategan, Laetus O. K. "The truth stumbles on campus" : a contribution from theological ethics to the search for a professional ethic in research." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/390.
Анотація:
Published ArticleThis paper argues for a professional ethic in research and the contribution of theological ethics thereto. The author points out that although theological ethics is poor at dealing with issues related to professional ethics and its application to research, theological ethics can nevertheless make a fundamental contribution towards a professional ethic for research. It is also emphasised that although there is very limited (South African) literature on this topic, some theological ethics studies can contribute towards the understanding of such ethics. The author works with a triple helix approach to (theological) ethics. This approach to ethics is built upon the concept of responsible acts (Douma), making decisions (Fisher) and a growth ethic (Burggraeve). The article concludes with pointers for a professional ethic in research from a theological ethics perspective.
2
Skalbeck, Paul A. "Key components to an effective ethics training program." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007skalbeckp.pdf.
3
Balog, Barbara Jean. "Work images and clozentropy : a communication study of engineers at three levels of professional development /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555439774.
4
Jönsson, Lisa, and Therese Stensson. "Professional Responsibility Within Substance Abuse Treatment : In the Perspective of the Ubuntu Philosophy." Thesis, Linnaeus University, School of Education, Psychology and Sport Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-2445.
Анотація:
The Aim of this study is to interpret and analyse what is considered to be professional responsibility within substance abuse treatment in the unique perspective of Ubuntu philosophy. The Method is of hermeneutic tradition, which is based upon qualitative research with five interviews. Result: Ubuntu philosophy can be seen as a perspective when interacting with clients, professionals and surrounding community. Ethical responsibility is by the professionals considered as a positive attitude, different approaches and respect for the profession, co-workers and clients. The Discussion enlightens the importance of education, ethical responsibilities and how the Ubuntu philosophy creates a holistic perspective in treatment. Conclusion: There will always be differences when working with people but the differences should not be considered as dilemmas more as challenges.
5
Silva, Eufrosina Ribeiro Lopes. "Atua??o da comiss?o de ?tica p?blica no contexto da Universidade Federal dos Vales do Jequitinhonha e Mucuri, no per?odo de 2008 a 2014." UFVJM, 2015. http://acervo.ufvjm.edu.br/jspui/handle/1/1037.
Анотація:
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Um dos argumentos para a promo??o da ?tica nas organiza??es ? a necessidade de coibir e evitar pr?ticas de desvios ?ticos recorrentes nos ?rg?os p?blicos. Para tanto, o governo federal determinou a constitui??o das Comiss?es de ?tica, nos seus ?rg?os e institui??es, para contribuir com a plena vig?ncia do C?digo de ?tica do Servidor. Partindo do princ?pio de que a consci?ncia ?tica ? aprendida pelo ser humano, a ?tica na administra??o p?blica deve ser desenvolvida junto aos agentes p?blicos, de forma que possam conhecer e compreender o regramento ?tico pr?prio, educando-se para a pr?tica dos valores nele contidos. Diante disso, entende-se que a Comiss?o de ?tica deve executar suas fun??es para a observ?ncia do C?digo de ?tica, com a finalidade primeira de educar os agentes p?blicos, favorecendo a promo??o da ?tica. Entretanto, questiona-se se a Comiss?o de ?tica (CE) da Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) exerce sua fun??o educativa institu?da. Nesse sentido, o problema se desdobra nas seguintes perguntas norteadoras: Existe um plano de trabalho da CE? Quais s?o as atividades descritas nesse plano, que contemplam a fun??o educativa da comiss?o? Quais as principais atividades desenvolvidas concretamente pela CE, para efetivar sua fun??o educativa? Existem produ??es da CE para desenvolver sua fun??o educativa? A CE busca realizar parcerias com setores internos? Desse modo, o presente trabalho analisou a atua??o da CE no contexto da UFVJM, na perspectiva educativa, pautada nas normativas e nos Decretos que orientam sua constitui??o e funcionamento. Trata-se de uma pesquisa de abordagem qualitativa, com objetivo explorat?rio, valendo-se de pesquisas bibliogr?fica, documental e de campo. Analisaram-se as atividades desenvolvidas pela CE, no per?odo de 2008 a 2014, sob a perspectiva de suas a??es educativas, bem como, identificar quais s?o as principais dificuldades enfrentadas pela CE, para exercer suas fun??es. Tamb?m foram analisados os documentos n?o sigilosos e feitas entrevistas semiestruturadas com servidores, membros que atuam ou atuaram na CE. Mediante os resultados obtidos, foi poss?vel concluir que sobressaem as a??es de natureza investigativa, uma vez que, em sua maioria, pautou-se na apura??o de desvios ?ticos. Constatou-se que parte da comiss?o n?o recebeu capacita??o para exercer suas fun??es, sendo a falta de recurso da institui??o a justificativa para tal. Outro fator importante diz respeito ? forma??o dos integrantes da CE, pois, os entrevistados apontam como grande dificuldade, n?o ter uma forma??o que favore?a o desenvolvimento das atividades. Faz-se necess?rio apontar que para a composi??o da CE, seus membros julgam essencial a participa??o dos mesmos na indica??o dos pr?ximos indiv?duos a ocuparem as fun??es; haja vista que, no ?mbito da UFVJM, foi poss?vel identificar que, diversas vezes, essa decis?o n?o coube tamb?m ? CE, visto que as portarias de designa??o foram expedidas sem consulta pr?via ao CE ou ao novo integrante. Diante dos resultados obtidos, entende-se que existe necessidade de implanta??o de a??es educativas para a comunidade acad?mica e maior capacita??o dos membros da CE, a fim de que sejam fomentadas tanto a ?tica p?blica, como a ?tica profissional no ?mbito da UFVJM.
Programa de P?s-Gradua??o em Gest?o de Institui??es Educacionais, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015.
One of the arguments for ethics promotion in organizations is the need to restrain and avoid practices of appellant ethical deviations in public agencies. For this, the Federal Government has determined the constitution of Ethics Commissions, in its organizations and institutions, to cooperate with the full validity of the Laborer Ethics Code. Considering that ethic conscience is learned by the humans, ethics in public administration must be developed with the public agents, so that they may know and understand the self-ethical ruling, educating them to practice values within it. Considering that, we understand that the Ethics Commission (EC) must execute its functions to the Ethics Code observance, with the primordial purpose in educate the public agents favoring the ethic promotion. However, we ask if the Ethics Commission of the Vales do Jequitinhonha e Mucuri Federal University (UFVJM) wield its instituted educative function. In this way, the problem unfolds in the following guiding questions: Is there a work plan from the Ethics Commission? What are the activities described in this plan that include the educative function of the Commission? What are the main productions developed by the EC to wield its educative function? Are there CE?s productions to develop this educative function? Does the EC try to accomplish partnerships with other instances? Thus, this study analyzed the EC actions, in UFVJM context, regarding the educative perspective, set in Normative and Enactments that guide its constitution and operation. This research refers to a qualitative approach, with exploratory aim, making use of bibliographical, documental and field searches. The activities developed by the EC were analyzed in the period of 2008 to 2014, under the perspective of their educative actions, as well as we looked for to identify what are the main difficulties faced by the EC to perform their functions. We also analyzed the non-confidential documents and interviewed the laborers through a non-structured interview, persons who compound and compounded the EC. The results permitted to conclude that the actions of investigative nature stand, since, mostly, it was based on the investigation of ethical misconduct. It was found that the committee did not receive training to perform their functions, and the lack of the institution's resources was the justification for it. Another important factor to be discussed concerns to the training of the EC members, the interviewed ones pointed out as a big difficulty not to have an education that favors the development of activities. It is necessary to point that for the EC composition, its members deem essential their participation in indicating the next individuals to occupy the functions; given that, under the UFVJM, we observed that, several times, that decision did not have the EC participation, since the ordinances designation were issued without prior consultation to the EC or to the new member. Given the results, We understand that there is the necessity of implementing educational activities for the academic community and increased training of EC members in order to be promoted both public ethics and the professional ethics within the UFVJM.
6
Vigario, Maria Antonieta Lopes. "Professional ethics of information professionals : a Portuguese approach." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323060.
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Galhardo, Maria Inês Mendes. "Análise do estereótipo do profissional de contabilidade na população estudantil." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14930.
Анотація:
Mestrado em Contabilidade, Fiscalidade e Finanças EmpresariaisEste estudo tem como objetivo estudar quais as características que são associadas ao Profissional de Contabilidade, a possibilidade da existência de um estereótipo definido para estes profissionais, qual a perceção ética que estes transmitem ao público e com que base foram criadas e desenvolvidas essas perceções. Acrescentei a este estudo a análise do papel da religião na ética da profissão, com o objetivo de perceber se o facto de os indivíduos serem praticantes de alguma religião, poderia de alguma forma influenciar as suas decisões éticas. Os dados para este estudo foram obtidos através de um questionário em formato papel entregue a estudantes do Instituto Superior de Economia e Gestão da Universidade de Lisboa de 1º e 2º ano de Licenciatura das áreas de Gestão. Com este estudo foi possível concluir que relativamente aos fatores que condicionam essas perceções, destaca-se a importância dos fatores relacionados com a base contabilística no ensino secundário e o interesse em seguir a profissão de contabilidade. As duas fontes de informação que mais contribuem para a disparidade de perceções na amostra em causa, são a existência de familiar na área da contabilidade e a Internet.
This paper aims to study the characteristics associated with the Professional Accountant, the existence of a stereotype associated with these professionals, the ethical perception transmitted to the public and in what base these perceptions were created and developed. In addition to this paper, religion's role in professional ethic was also studied with the purpose of understanding in what way religious practices could influence ethical decisions. Data gathered for this study was obtained by a paper format survey delivered to 1st and 2nd year graduate students of Lisbon School of Economics & Management. With this paper, it was possible to conclude that regarding perception conditioning factors I can highlight the importance of high school accounting background and the interest on pursuing an accounting career. The information sources that contributed the most in this sample for perception differences are the existence of a family member in the accounting area and the Internet.
info:eu-repo/semantics/publishedVersion
8
SOREGOTTI, CARLO. "Le violazioni disciplinari degli assistenti sociali. Studio esplorativo nazionale sul procedimento di segnalazione ed elaborazione." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241131.
Анотація:
La ricerca fornisce un inquadramento teorico, empirico e riflessivo al sistema predisposto dal d.p.r. 7 agosto 2012, n. 137 riguardante il procedimento disciplinare per presunte violazioni commesse da assistenti sociali. Con tale decreto il legislatore ha incaricato l’Ordine professionale, nel quadro delle sue competenze disciplinari, di regolamentare e amministrare lo svolgimento del procedimento, dalla segnalazione alle eventuali sanzioni.
Ponendo particolare attenzione alle modalità scelte dai Consigli Territoriali di Disciplina (CTD) per implementare a livello locale il sistema, e all’attività da questi svolta tra luglio 2014 e giugno 2017, si sono individuate tre domande di ricerca, che operativamente guidano lo studio e che riguardano: (a) gli aspetti di complessità del dispositivo e della sua gestione, (b) le caratteristiche delle segnalazioni, dei procedimenti disciplinari aperti e degli attori coinvolti e infine (c) rappresentazioni, attribuzioni di senso e impatto del sistema sulla professione. Per ognuna delle tre domande di ricerca sono state selezionate tecniche di raccolta e analisi dei dati adeguate all’oggetto di studio.
Tramite analisi documentale dei regolamenti si illustrano le fasi del procedimento disciplinare, constatando come la presenza di aspetti ambigui del regolamento nazionale abbia portato alla necessità di integrazioni a livello territoriale, e alle conseguenti differenze tra le pratiche adottate dai vari CTD, confermate poi anche dall’esame dei siti Web dei Consigli Regionali dell’Ordine.
La raccolta e analisi di 769 casi di procedimenti disciplinari provenienti da 12 Regioni in 3 anni ha permesso di “misurare” la portata del fenomeno e di raccogliere informazioni quantitative su soggetti segnalanti, assistenti sociali segnalati e lavoro compiuto dai CTD. Emerge così l’alto numero di violazioni per inadempienze amministrative nei confronti dell’Ordine, la criticità dei casi di conflittualità tra genitori e l’incidenza di casi archiviati senza esiti sanzionatori.
Infine, tramite interviste a esperti e testimoni privilegiati si sono ottenute informazioni rispetto a come il procedimento disciplinare venga considerato un passaggio importante, ancorché problematico, nel processo di professionalizzazione del Servizio Sociale, e quali possano essere le direzioni percorribili per un suo complessivo miglioramento.
La novità del procedimento disciplinare, le sue potenziali implicazioni in termini di tutela del pubblico e della professione stessa, e l’assenza di ricerche in merito sono elementi che accrescono considerevolmente la rilevanza di questo studio, che permette di approfondire come l’Ordine assolva alle sue funzioni disciplinari di tutela del pubblico e della professione stessa.The research focuses on the d.p.r. 7 August 2012, n. 137 concerning the disciplinary procedure for alleged violations committed by social workers. It provides a theoretical, empirical and reflective analysis of the system. Given the disciplinary powers held by the Professional Order on its members, the legislator has instructed it to regulate and administer the entire proceeding, from collecting complaints to possible sanctions. The attention is focused on the methods chosen by the Territorial Councils of Discipline (CTD) to implement the system at local level, and to the activity carried out between July 2014 and June 2017. Three main research focus have been identified, which empirically drive the study: (a) the procedural complexities of this device and its management; (b) the features of the disciplinary proceedings and of the actors involved; and (c) representations, attributions of meaning and impact of the system on the profession. I choose data collection and analysis techniques according to the target of each focal point. Firstly, I used documental analysis on the national regulation, describing the phases of the disciplinary procedure. The presence of ambiguous aspects has led to the need for territorial integrations, and to the consequent creation of local differences between the praxis adopted by the various CTDs. This result has been later confirmed by the in-depth examination of the websites of the Regional Councils of the Order, which provide different level of informativity and accessibility. To study the second focus, I collected all the disciplinary proceedings received by 12 CTDs in 3 years. I analysed a total of 769 cases with the aim of measuring the extent of the phenomenon. I sued quantitative techniques to identify recurrent elements and find out information on the person who made the complaint, the social worker complained and the bureaucratic proceeding managed by the CTDs. A high number of violations due to non-compliance with administrative and professional requirements emerges, as well as the highly critical situation of parents’ conflicts and the incidence of cases filed without any sanctions. Finally, the third topic is addressed through interviews with experts and privileged witnesses. Information collected regard how the disciplinary procedure is considered an important step, albeit problematic, in the process of professionalization of the Social Work, and which directions can be taken for its overall improvement. The novelty of the disciplinary procedure, its potential implications in terms of protection of the public and of the profession itself, as well as the absence of previous research on the subject are elements that considerably increase the relevance of this study, allow to deepen how the Order absolved the its disciplinary functions of protecting the public and the profession itself.
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Eurico, Márcia Campos. "Questão racial e serviço social: uma reflexão sobre o racismo institucional e o trabalho do assistente social." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/17519.
Анотація:
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Previous issue date: 2011-06-01Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The complexity of the racial relationships in Brazil reveals the battle field in which the social service is called out to intervene, because the ethical-political project that guides social worker's professional work is bearer of a social management in the perspective of the collective fellows' emancipation. The present work is a result of the research and reflection on the institutional racism and social worker's duty. It seeks to investigate professionals' perception concerning the racism, prejudice and the racial discrimination in their everyday work, from the way the institutions are organized. One of the hypotheses is that the professional work suffers interferences of the institutional racism, which strengthens the naturalization and culpability of the black people for its major permanence in the most vulnerable layers of the brazilian society, complicating the proposition of actions that modify this reality. The research unveiled the difficulty of articulation between professional ethics and the social worker's everyday work. The racism remains as the racism from the other and the social service also produces the silence that reigns in the society regarding the need to consider the specialties of the black population. We realize that the ethical-political positioning in relation to racial matter passes through the knowledge and/or engagement in the fight by the several social movements against the discrimination, in all its forms, it being race, sexual orientation, religious choice, etc. For all that has been said, nowadays, the lack of professional commitment in relation to the social matter is not tolerable anymore, whether there's a wide debate in the society on the promotion of the racial equality - although historically the dominant groups continue trying to disqualify the collective fight - or because the professional ethical-political project of the social service, explicit in the Ethics Code of 1993 recognizes freedom as central ethical value, it proposes the uncompromising defense of the human rights, the elimination of all prejudice forms and the non discrimination as fundamental ethical principals
A complexidade das relações raciais no Brasil revela o campo de disputas em que o Serviço Social é chamado a intervir, pois o projeto ético-politico que orienta o trabalho profissional do assistente social é portador de uma direção social na perspectiva da emancipação dos sujeitos coletivos. O presente trabalho é resultado da pesquisa e da reflexão sobre o racismo institucional e o trabalho do assistente social. Busca-se investigar a percepção dos profissionais acerca do racismo, do preconceito e da discriminação racial no seu trabalho cotidiano, a partir da forma como as instituições estão organizadas. Uma das hipóteses é que o trabalho profissional sofre interferências do racismo institucional, que fortalece a naturalização e a culpabilização da população negra por sua permanência majoritária nas camadas mais vulneráveis da sociedade brasileira, dificultando a proposição de ações que modifiquem essa realidade. A pesquisa desvelou a dificuldade de articulação entre ética profissional e o trabalho cotidiano do assistente social. O racismo permanece como o racismo do outro e o Serviço Social também reproduz o silêncio que impera na sociedade quanto à necessidade de considerar as especificidades da população negra. Percebemos que o posicionamento éticopolitico em relação à questão racial passa necessariamente pelo conhecimento e/ou engajamento na luta travada pelos diversos movimentos sociais contra a discriminação, em todas as suas formas, seja por raça/etnia, orientação sexual, opção religiosa, etc. Por tudo o que foi exposto, não é mais tolerável na atualidade a falta de compromisso profissional coletivo em relação à questão racial, seja porque há um amplo debate na sociedade sobre a promoção da igualdade racial - ainda que historicamente os grupos dominantes continuem tentando desqualificar a luta coletiva -, seja porque o projeto ético-politico profissional do Serviço Social, explicitado no Código de Ética de 1993 reconhece a liberdade como valor ético central, propõe a defesa intransigente dos direitos humanos, o empenho na eliminação de todas as formas de preconceito e a não discriminação como princípios éticos fundamentais
10
Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.
11
Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
12
Hatcher, Julie Adele. "The public role of professionals developing and evaluating the civic-minded professional scale /." Connect to resource online, 2008. http://hdl.handle.net/1805/1703.
Анотація:
Thesis (Ph.D.)--Indiana University, 2008.Title from screen (viewed on June 4, 2009). Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert G. Bringle. Includes vita. Includes bibliographical references (leaves 120-130).
13
Fischer, James Karl. "Professional sacrifice : architects, ethics and advertising." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411258.
14
Sarvarian, A. "Professional ethics at the International Bar." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1355960/.
Анотація:
This thesis poses the research question of whether it would be desirable and feasible to articulate common ethical standards for counsel. It conducts original research into the issues arising from the nascent process of professionalisation of advocacy before international courts and tribunals. Its methodology includes: historical narration, comparison between national standards, detailed examination of the procedures and practices of international courts and analysis of international codes of conduct. Its research sources include: national and international rules and cases, published secondary sources, interviews with judges and advocates and unpublished archival materials. The thesis first sets out the theoretical and historical framework in which the research question is situated. It defines key conceptual terms such as 'advocacy', 'professionalisation' and 'procedural integrity' in placing the problem of common ethical standards within the sociological context of the wider international judicial system. It describes the historical origins of advocacy, compares the ethics of major national jurisdictions and sets out the historical evolution of international advocacy. It then examines the procedural architectures and practical experiences of the International Court of Justice, European Court of Justice and International Criminal Court in a comparative study. In seeking to determine whether the articulation of common ethical standards would be desirable, it identifies areas of commonality and difference amongst three distinct international courts. Finally, it addresses the question of whether the professionalisation of advocacy through common ethical standards would be feasible. It considers the competence of international courts to prescribe and enforce such standards as well as early efforts to articulate common ethical standards. It analyses whether an international bar of centralised regulatory authority is feasible and the potential consequences of professionalisation. In answering its research question, the thesis argues that common ethical standards are both desirable and feasible. It suggests that the rationale for such standards is the protection of the integrity of judicial proceedings. It contends that such standards are feasible through a coordinated process that involves carefully articulated principles by senior counsel with the involvement of national bar authorities and judges.
15
Miller, Rebecca K. "The Value of Values-Based Literature: An Exploration of Librarianship's Professional Discussion of Core Values." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/457.
Анотація:
In an attempt to describe the nature of recent journal literature revolving around the eleven core values of librarianship, as articulated by the American Library Association, this exploratory study analyzed 114 articles from four peer-reviewed library publications over the past five years (2002-2006): College & Research Libraries, Library Trends, Library Quarterly, and portal: Libraries and the Academy. This content analysis noted the levels of complexity with which the core values were discussed, the frequencies of the eleven core values (access, confidentiality/privacy, democracy, diversity, education and lifelong learning, intellectual freedom, preservation, public good, professionalism, service, and social responsibility), and the types of library environments found in the journal literature. The results are intended as a catalyst for the library profession to examine the way it discusses core values and uses them to guide and inform professional practice.
16
Castelot, Pauline. "Ordres professionnels et ordre concurrentiel." Thesis, Montpellier, 2016. http://www.theses.fr/2016MONTD057.
Анотація:
Les Ordres professionnels ont pour objectif d'organiser certaines professions qui nécessitent un encadrement particulier, tant dans leur accès que dans leur exercice. A travers cette organisation, l'Ordre va avoir pour mission de veiller sur la profession libérale et sur ses intérêts. Le développement de l’exercice de cette dernière sur le marché va opposer les règles édictées par l’Ordre professionnel aux règles organisant le marché, composant l’Ordre concurrentiel. A travers cette étude, il convient donc de s'interroger sur la pertinence du rôle de l'Ordre professionnel face au droit de la concurrence et sur sa place au sein d'un ordre concurrentiel sur le marché. Ainsi, la problématique suivante peut être soulevée : la reconnaissance des ordres professionnels peut-elle s'inscrire dans une politique de concurrence ? Autrement dit, les ordres professionnels peuvent-il s'adapter à un objectif concurrentiel et se soumettre au droit de la concurrence ? L’existence de deux Ordres, un Ordre professionnel et un Ordre concurrentiel, au sein du marché va entrainer une étude croisée des schémas d’organisation ainsi que de leurs influences réciproques. C’est à l’issue de cette confrontation qu’émergera une redéfinition de l’Ordre professionnel et de ses pouvoirs afin de permettre aux professionnels organisés en institution ordinale de concilier au mieux les intérêts éthiques et les problématiques concurrentiellesThe purpose of professional associations is to regulate access and practice of particular professions. Through this organization, interests of independent professions are protected. Then, such rules overthrow and may breach competition law.Accordingly, this PhD underlines hurdles that professional associations can encounter on a competitive market. The question is to know under which circumstances and conditions professional associations must abide by competition policy.Furthermore, the study of both bodies of rules will shed the light on the influence they can have on each other. This will enable to define more properly professional associations and their powers in order to accommodate professional ethics with competition
17
Igoumenidis, Michael. "Professional ethics and the concept of'double morality'." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496701.
Анотація:
Professional ethics often asks for a kind of behaviour which is at odds with basic moral requirements, or it imposes moral restrictions which are not to be found in ordinary everyday interactions. Therefore, the individual professional must develop a sort of 'double morality', that is, he must learn how to use different sets of moral rules depending on whether he finds himself in a professional context or not.
18
Webb, Betsy M. "Clashing Codes: How Unwritten Codes Collide with Professional and Personal Codes in Educational Settings." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WebbB2008.pdf.
19
Renehan, Cynthia Lee. "Teacher Leaders: Demonstrating the Ethic of the Profession." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/32008.
Анотація:
Educational AdministrationEd.D.
This case study investigated the ethic of the profession, one of the four ethical frameworks used for ethical decision-making in education. Typically, this line of research is applied to school administrators; however, this investigation extended this research to teacher leaders by examining their daily practice. Out of a pool of thirty-six respondents, nine teachers were chosen to participate in the study. These teacher leaders were employed in urban, exurban, and suburban school districts, with experience levels varying from three to thirty-three years. Participants were required to complete the following: the Self-Assessment to Assess Readiness for Leadership, creation of personal code of ethics, and the creation of professional code of ethics. An in-depth interview to discuss the codes, and clashes between codes was conducted, as well as a second interview to address an ethical dilemma identified by the participants. Categorical analysis was used to recognize recurring themes. A conceptual model of the decision-making process was developed to explain the phenomena observed in these data. In addition, recurring themes were identified through analysis of the interview data. Themes included a prevailing concern for fairness, student welfare, educational equality, safety, and student discipline. When responding to critical events that triggered ethical dilemmas, these participants habitually used their personal and professional codes of ethics to determine a course of action. Participants exhibited a sophisticated decision-making approach which moved participants past the reliance on one ethical frame of justice, critique, or care, into the use of multiple paradigms to solve ethical dilemmas. In the final analyses, the ethic of the profession was demonstrated by these nine teacher leaders through reflection and reliance on personal and professional codes of ethics, and by placing students at the center of the ethical decision-making process.
Temple University--Theses
20
Fischer, Grönlund Catarina. "Experiences of being in ethically difficult care situations and an intervention with clinical ethics support." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-126973.
Анотація:
Background: Studies show that healthcare professionals often experience ethical difficulties in their relations with patients, relatives, and other professionals and in relation to organisational issues, and these can sometimes be difficult to handle. Failing to act or to relate in accordance with one’s values for what is good and right might cause a troubled conscience that is connected to feelings of guilt and ill-being. Ethical issues related to the care of patients with end-stage renal disease have been described, but no studies in this context have been found that explore registered nurses’ (RNs’) and physicians’ experiences of being in ethically difficult situations that give rise to a troubled conscience. The importance of communicating ethical issues in order to understand and handle ethically difficult care situations has been emphasized. Various forms of clinical ethics support (CES) have been described and evaluated, but studies on the communication processes and the organisation of CES interventions are sparse and no study describing a CES intervention based on Habermas’ theory of communicative action has been found. Aim: The overall aim was to increase our understanding about being in ethically difficult care situations and about how communication concerning ethical issues in healthcare can be promoted. More specifically, the aim of studies I and II was to illuminate experiences of being in ethically difficult situations giving rise to a troubled conscience among RNs and physicians, while studies III and IV aimed to describe the communication of value conflicts (III) and the organisation and performance of a CES intervention (IV). Methods: In studies I and II narrative interviews with ten RNs (I) and five physicians (II), were performed in a dialysis care context. The interviews were analysed using a phenomenological hermeneutic approach. In studies III and IV, eight audio- and video-recorded and two audio-recorded sessions of the CES intervention, were conducted and sorted by the data tool Transana and analysed in accordance with a qualitative content analysis (III) and a qualitative concept- and data-driven content analysis (IV). Results: The RNs’ narratives (I) resulted in the theme ‘Calling for a deliberative dialogue’. Their narratives expressed feelings of uncertainty, solitude, abandonment, and guilt in complex and ambiguous ethically difficult situations. The narratives concerned the value conflict between preserving life by all means and preserving life with dignity. The physicians’ narratives (II) resulted in the themes ‘Feeling trapped in irresolution’ and ‘Being torn by conflicting demands’. Their narratives expressed feelings of uncertainty, solitude, abandonment and guilt related to the obligation to make crucial decisions and in situations when their ideals and the reality iii clashed. The analysis of the communication of value conflicts during the CES intervention inspired by Habermas’ theory of communicative action (study III) revealed a process of five phases: a value conflict expressed as feelings of frustration, sharing disempowerment and helplessness, revelation of the value conflict, enhancing realistic expectations of the patients and relatives, and seeing opportunities to change the situation instead of obstacles. The CES intervention (study IV) was organised as a framework with a given structure and an openness for variations to facilitate communicative action. Three courses of actions to reach a communicative agreement were identified and concerned the approach to achieve a permissive communication, opening up for extended views, and enhancing mutual understanding (IV). Conclusion: The results show that both RNs and physicians expressed feelings of uncertainty abandonment and loneliness in similar ethically difficult situations but from different points of view. They struggled with the same value conflicts and feelings, but they did not share their struggles with each other. The lack of communication and confirmation led to distrust and increased feelings of uncertainty. The CES intervention, inspired by Habermas’ theory of communicative action, offered the possibility of dealing with experiences of ethically difficult care situations. In the permissive atmosphere, the professionals helped each other to balance their ambiguity, frustrations, and powerlessness and came to an agreement about how to handle the value conflicts and how to act. The findings from this CES intervention constitute a step towards a CES method that is clearly described so that leaders can be educated and extended intervention studies with different kinds of data can be conducted in order to further develop knowledge about how to promote an inter-professional dialogue about ethical difficulties.
21
Lundy, Shaun James. "Professional ethics in occupational health & safety practice." Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13712/.
Анотація:
This thesis provides a critical evaluation of a real world project involving the researcher as leader of a review and subsequent development of a new Code of Conduct for the world’s largest health and safety body, the Institution of Occupational Safety Health (IOSH, 2011). The health and safety profession in the UK has seen many changes over the last 10-years, in particular a stronger focus on degree education, continual professional development (CPD) and Chartered Practitioner status. In addition to these progressive changes the profession has also seen a rise in the negative media coverage regarding reported risk aversion in decision-making processes. In response to the negative media and at the request of the conservative party, then in opposition, Lord Young led a complete review of health and safety in Great Britain(Young, 2010). More recently, the Government requested a further independent review into health and safety legislation (Löfstedt, 2011). Since the publication of these reports there have been calls for more rigorous competence standards for consultants and a move towards more industry led self-regulation. This has seen IOSH placed in a strong influencing position, albeit with added scrutiny of its own regulation of members. The researcher led a critical review of the existing Code as part of an IOSH standing Committee, the Profession Committee (PC) that has the responsibility among other things for examining allegations of misconduct. The project was conducted as action research and was divided into 4 cycles or stages. Stage 1 involved the critical review and benchmarking of the existing Code against other Codes using an adaptation of the PARN criteria. Stage 2 involved the consultation process for the development of a new Code. This included the researcher’s role as leader of the project and an evaluation of misconduct cases reviewed by the PC. Stage 3 involved semi-structured interviews of practitioners to explore experiential accounts of ethical issues from practice to inform the guidance on the Code. Finally, Stage 4 involved the concluding consultation and consolidation of all the stages for presentation of the revised Code to IOSH Council for approval. The project reinforced the benefits of applying a systematic approach for the development of professional body documentation. It also revealed the value of applying a flexible iterative methodology in the real world environment to prevent the project from diverging from its real world objectives. The outcome of the project has been positively received by IOSH. A new Code was produced with guidance and a revised disciplinary procedure that is fit for purpose and adaptable to change through the use of robust development and broad consultation processes. It is anticipated that these changes will make a significant contribution to the wider profession and practice. An ethical decision making model was developed from the findings and includes a dissemination strategy for the profession.
22
Ng, Chi-hung, and 吳志雄. "Teachers' perceptions of professional ethics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957365.
23
Fassett, William E. "Doing right by students : professional ethics for professors /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7641.
24
Fawkes, Johanna. "The shadow of professional ethics : a Jungian approach." Thesis, Leeds Beckett University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715403.
25
Norman, Patrick. "“Is this actually a good thing?”: Teacher professional identity and professional ethics under neoliberalism." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25531.
Анотація:
This study considers the way teacher professional identity and ethics come into tension with governing policies in education.
Informed by institutional ethnography, the research is a case study of a public secondary school in Sydney, Australia. This case study begins from the standpoint of five teachers, mapping outwards through significant policy texts to the ‘ruling relations’ and discourses that articulate a vision of teacher professionalism in New South Wales. A series of classroom observations contrast these governing discourses with the material reality of the classroom. In this way the design of the study mirrors the tension between neoliberal policy and the practices of teachers as they engage in policy enactment.
Through the course of this research, a mandated professional development process emerged as a significant mode of discursive governance that conceptualises professional identity in particular ways. Reflecting neoliberal accountability approaches as well as diluted goals of ‘equity and excellence’ expressed in Australian education policy, this process purports to define teachers’ work and professionalism. While teachers find the process useful, it contributes to the growth in administrative workload that is emblematic of neoliberalism. This thesis understands policy enactment as involving practices of attachment, aversion, and indifference, designed to mitigate the impacts on teacher workload of new accountability demands and frequent policy changes. However, there is also an excessive and contingent dimension to classroom practice for which teachers must also prepare: something that cannot be captured in policy and paperwork. This dimension demands a strong sense of ethical identity and professionalism; practices that are not privileged in the quantifiable, thinned-out logic of neoliberalism.
This thesis contributes to ethical and political debates about the nature of teacher professional identity under neoliberalism. It argues that teachers have a role as ‘truth speakers’ as well as an ethical duty of care to help their students prepare for the challenges of a transformed and transforming world. While professional development processes may be helpful in developing some elements of pedagogical and professional practice, this thesis shows that the attitudinal and ethical domains of teacher professional learning deserve a greater emphasis in education policymaking, and teachers deserve greater freedom to strengthen the moral and transformative capabilities of their students.
26
Oliveira, Anthony J. "Ethics and the principalship." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135736/.
27
Kelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.
28
Devine, Ann. "Professional Conduct and Ethics Education for Public Sector Lawyers." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/227113/1/T%28LAW%29%2015_Devine_1996.pdf.
Анотація:
Public sector lawyers constitute a subset of the profession. However, there is no
requirement that public sector lawyers engage in continuing legal education nor
are they subject to the regulation of the professional legal bodies in Queensland.
There is an absence of analysis and critical reflection about the duties of public
sector lawyers and the means to ensure they engage in ethical conduct. This is
an issue of importance which warrants investigation due to the dual obligations
public sector lawyers owe by virtue of their roles as public servant and lawyer.
There is a gap in the knowledge about the way one section of the legal profession
is regulated and performs their duties. This paper will review and adapt existing
theoretical knowledge about the particular professional obligations of both
lawyers and administrators to construct a framework to be utilised by
Queensland public sector lawyers to guide decision making to ensure it is ethical.
Further, it purports to contribute to the areas of professional conduct and
training of lawyers working specifically for state government agencies in
Queensland by extending the knowledge about the duties of lawyers and public
servants, to formulate the duties which specifically apply to public sector
lawyers working for the Queensland public sector. Existing knowledge about
ethics education and training and adult education theories are combined to
produce the most effective ethics education and training schemes for public
sector lawyers in the Queensland public service.
The focus of the paper is on lawyers employed in the Queensland state public
service. It concerns the dual roles of lawyer and public servant and the duties
which flow from the duality of professional roles. The duties are determined by
the important function performed by the public sector lawyer. It incorporates
the duty to act in the public interest and to see, to the greatest extent possible
that justice is done.
The author proposes that the best way to enhance professional conduct of public
sector lawyers is to simultaneously improve existing regulatory mechanisms by
developing an enforceable code of conduct and establishing an ethics education
and training program for public sector lawyers, to foster a more accountable
government legal service.
29
Paschoal, Amália Madureira. "A questão do método no ensino do serviço social: um estudo aproximativo." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/17488.
Анотація:
Made available in DSpace on 2016-04-29T14:15:55Z (GMT). No. of bitstreams: 1
Amalia Madureira Paschoal.pdf: 1109894 bytes, checksum: a3bcf3ce5a72d66edac0dc8bd210099b (MD5)
Previous issue date: 2010-11-19Conselho Nacional de Desenvolvimento Científico e Tecnológico
The theme of this thesis is the theoretical-methodological perspective of Marx treated like the question of the method due to its incorporation issue. This is to discover the reasons for the separation between theory and method, especially in the Social Service teaching, which denies the totality vision in Marxist social theory. It refers to the theme in the Social Service teaching from Marx‟s historical-social thought studies and, therefore, the denial of the reversed and irrational forms of logic capitalist. It analyses challenges to effective professional political-ethic project. It has been justified by political ideas which are recognized to need theoretical and practical habilitation or competence for breaking through ideological conservatism using to positivism and common sense interventions, among others theories. A theoretical reference is Marx Method as being a knowledge method which whether did not offer indicative actions, therefore can reveal a practice without efficiency and innovation when it has not been as fundament on sound knowledge. The production and reproduction social relationship become capable of comprehension due to its existence in historically conditions determined which has found justification and intelligibility. Research hypothesis which has been a significant part of social workers did not elaborate enough the whole knowledge about social reality and sub-hypothesis which has a method concept, while a analytical direction has differed much from that one has taken this method as a set of conjunctures. The guiding question has been a prevalence or not of ontological or epistemological ways of understanding social work method. The general goal is analyzing this question of social work method looking for contributing to deep debates about training on Professional Political-ethic Project. Specifically objectives are for examining what is the conception on question of method and for distinguishing which are conceptions or distinctions present in teaching method. This empirical research effecting has happened when were selected and studied subjects using a non-probability or intentional sample and this study has had descriptive nature. Teachers from four institutions from the state of Paraná were research subjects, intentionally identified among those with experience in teaching social work, and linking with their own state professional movement joined to different professional associations. The interviews took place by the way a qualitative research tool, using opened items and flexible subjects based on a guiding question. Firstly it was done a pre-test with social work teachers from UNIOESTE (Universidade Estadual do Oeste of Paraná). The results are a description of knowledge through away of capacity on Education Office determinations in this proposal question. It was a knowledge that looked for going beyond of immediacy which on my own understanding has been guaranteed by a process of data analysis of critical feedback on thought level constituting a concret thought of a teaching method on subjects investigated/studied
O tema desta tese é a perspectiva teórico-metodológica de Marx tratada como a questão do método devido à sua incorporação problemática. Trata-se de descobrir as razões da separação entre teoria e método, especialmente no ensino do Serviço Social, o que nega a visão de totalidade inscrita na teoria social marxiana. Refere-se ao tema no ensino do Serviço Social a partir do estudo do pensamento sóciohistórico de Marx e, portanto, da negação das formas invertidas e irracionalistas da lógica capitalista. Analisa os desafios à efetivação do projeto ético político profissional. A justificativa, pelas convicções ídeopolíticas, é o reconhecimento da necessidade da competência teórica e prática para a ruptura com o conservadorismo ideológico, com o positivismo e com as intervenções do senso comum, dentre outras. A referência teórica é o método de Marx como método de conhecimento, que, se não oferece indicativos para a ação revela que a prática não terá eficiência e inovação se não estiver fundamentada em conhecimentos sólidos. As relações sociais, de produção e reprodução, tornam-se passíveis de compreensão pela sua existência em condições historicamente determinadas, encontrando nestas determinações sua inteligibilidade e justificativa. A hipótese de trabalho é que uma parcela significativa dos assistentes sociais não elabora o conhecimento necessário sobre a realidade social e a sub-hipótese é a de que a concepção de método, enquanto direção analítica difere, e muito, daquela que toma o método como um conjunto de procedimentos. A questão norteadora questiona qual a prevalência ou não das formas epistemológica ou ontológica de compreender o método no ensino do Serviço Social. O objetivo geral é analisar a questão do método no ensino do Serviço Social procurando contribuir para o aprofundamento dos debates sobre a formação profissional sob a égide do Projeto Ético-Político Profissional. Especificamente, os objetivos são examinar qual a concepção sobre a questão do método e distinguir quais as concepções/ distinções presentes no ensino do método. A efetivação da pesquisa empírica se deu pela seleção dos sujeitos pesquisados empregando a técnica de amostragem não probabilística e intencional e o estudo teve natureza descritiva. Docentes de quatro Instituições de Ensino do estado do Paraná foram sujeitos da investigação, identificados intencionalmente dentre os que possuem experiência no ensino do Serviço Social, e vinculação com o próprio movimento da profissão no estado, e junto aos diferentes organismos profissionais. As entrevistas se realizaram por meio de instrumento qualitativo, com tópicos abertos e conteúdo flexível, com base na questão norteadora. Preliminarmente foi realizado pré-teste com docentes do Curso de Serviço Social da UNIOESTE (Universidade Estadual do Oeste do Paraná). O resultado é a descrição do conhecimento por meio da captação das determinações do exercício do ensino na questão proposta. Foi um conhecimento que procurou ir além da imediaticidade o que, no meu entendimento, é garantido pelo processo de análise dos dados, de retorno crítico, de, ao nível do pensamento, constituir o concreto pensado sobre o ensino do método para os sujeitos investigados
30
Riccio, Marisa A. "Fraud and ethics in the accounting profession /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/business/2005/thesis_bus_2005_ricci_fraud.pdf.
31
Filipchuk, Danielle M. "A Quantitative Study of the Moral Orientation of Student Conduct Professionals." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685.
32
Keithley, Blair A. "Dimensions of professional ethics for the modern United States military." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FKeithley.pdf.
Анотація:
Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, September 2002.Thesis advisor(s): Albert C. Pierce, Gail Fann Thomas. Includes bibliographical references (p. 81-82). Also available online.
33
Bernard, Julia M., A. N. Manick, and Maike Klein. "Ethics, Legal and Professional Issues in Mediation and Parent Coordination." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/929.
Анотація:
Book Summary:Ethics and Professional Issues in Couple and Family Therapy, Second Edition builds upon the strong foundations of the first edition. This new edition addresses the 2015 AAMFT Code of Ethics as well as other professional organizations’ codes of ethics, and includes three new chapters: one on in-home family therapy, a common method of providing therapy to clients, particularly those involved with child protective services; one chapter on HIPAA and HITECH Regulations that practicing therapists need to know; and one chapter on professional issues, in which topics such as advertising, professional identity, supervision, and research ethics are addressed. This book is intended as a training text for students studying to be marriage and family therapists.
34
Braswell, Michael, Belinda Rodgers McCarthy, and Bernard J. McCarthy. "Justice, Crime, and Ethics." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1437734855.
Анотація:
"The seventh edition of this criminal justice text on ethics has been updated with new case studies and exercises, new chapters on ethics in police training and interrogation, and expansions and revisions throughout. Material is grouped under sections on ethical issues in policing, ethics and the courts, ethical issues in corrections, ethical issues in crime control policy and research, and ethics and the future. Specific topics discussed include how police officers learn ethics, legally permissible but unethical conduct, guidance for lawyers, types of restorative justice programs, ethics and prison, and the Ford Pinto case. The text is geared towards undergraduates in criminology programs and offers lists of key concepts, text boxes, and discussion questions among its learning features."--SciTech Book Newshttps://dc.etsu.edu/etsu_books/1002/thumbnail.jpg
35
Hwang, Ho-Chan. "Professional accountants' ethical behavior : a positive approach." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/29423.
36
de, la Motte L. "Professional Access Control." Thesis, Honours thesis, University of Tasmania, 2004. https://eprints.utas.edu.au/118/1/front_Thesis.pdf.
Анотація:
Professional Access Control (PAC) is a self-administrating access control model for professional users which employs a peer review process and oversight by system administrators. It is characterised by the existence of ethical controls on the relationships between the users (those accessing data or granting access privileges to others) and data owners. Investigations revealed that the issue of availability was crucial to users in the hospital domain studied, and that to minimise the administrative burden on system administrators, the users needed to take some of the load. These factors led to the development of the new Trusted Access Control (TAC) model which gives users control. TAC is a fundamental access control model, complementary to the well-known Mandatory Access Control (MAC) and Discretionary Access Control (DAC) models. PAC uses TAC at its core and also incorporates Role Based Access Control (RBAC) and Provision Based Access Control (PBAC). This gives it the flexibility and user-friendliness necessary in the hospital environment, while still providing a high degree of data confidentiality and integrity protection. The required PAC functionality has been built into an Oracle package which can be used by new and existing applications, making it a viable access control solution for complex environments such as hospitals. When enabled workflow applications use the Oracle package, access control is automatically effected behind-the-scene, providing both usability benefits and reduced administrative burden.
37
Descombes, Christine Ruth Elisabeth Hermine. "Before ethics? : a study of the ethos of the medical profession." Thesis, Open University, 2002. http://oro.open.ac.uk/19903/.
Анотація:
The thesis makes a distinctive contribution to the field of professional ethics; offering a more nuanced understanding of the role of a profession’s ethos in relation to its ethics. In so doing, it also offers a valuable insight into GP thinking at what proved to be a unique moment in the history of that branch of the medical profession. Using historical and empirical data, the thesis first traces the development of the medical profession’s ethos - Its belief in itself as a noble, superior profession, of special dignity and worth. It then shows the influence of that ethos in areas of professional decision-making that have had a particular impact on the provision of health care within the LJK over the past 50 years. Taking the profession’s ethos as a benchmark, the study explores the nature of the profession’s response to the creation, control and, in recent years, major reform of the NHS which reform introduced a new emphasis on management. The latter provides a case study that relates the theoretical material to an historical situation This includes a number of interviews with GPs that point to the beliefs and values influencing their decisions in relation to the reforms, as they affected general practice. The study concludes that, although a profession dependant on attracting clients may find it necessary to subscribe to a set of ethical principles that draws on outside beliefs and values, it is the ethics derived from its own internal ethos that will take precedence in guiding everyday thinking and practice
38
Hunt, Matthew 1973. "Ethics beyond borders : how Canadian health professionals experience ethics in humanitarian assistance and development work." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98729.
Анотація:
Canadian health professionals are involved in humanitarian assistance and development work in many regions of the world. They participate in primary health care, immunization campaigns, feeding programs, rehabilitation and hospital-based care. In the course of their work clinicians are frequently exposed to complex ethical issues. This thesis examines how health workers experience ethics in the course of humanitarian assistance and development work. A qualitative study was conducted to consider this question. Five core themes emerged from the data including experiencing a tension between respecting local customs and imposing values, knowing how to respond when basic care is impossible, addressing differing understandings of health and illness, questions of identity for health workers, and issues of trust and distrust. Recommendations are made for standards and organizational strategies that could help aid agencies better support and equip their staff as they respond to ethical issues.
39
Silva, da Costa Helena da. "La perception de la déontologie par les journalistes en France : une étude sur les médias généralistes des années 1990-2010." Thesis, Paris 2, 2012. http://www.theses.fr/2012PA020035.
Анотація:
Cette recherche explore un sujet encore très peu étudié empiriquement: où en sont “l’éthique professionnelle” et la “déontologie” chez les journalistes en France? Qu’ont-ils à dire? À quelles embûches sont-ils confrontés ? Quel est le rôle des rédacteurs en chef ? En raison de la concurrence accrue, de la concentration de la propriété des médias, des changements technologiques et de plusieurs autres facteurs, « l’éthique » se situe à l’épicentre du journalisme contemporain. La thèse repose d’abord sur une analyse de contenu des points de vue d’une centaine de journalistes professionnels qui furent interviewés en face à face, dans la presse nationale, écrite et audiovisuelle, privée et publique. Elle repose également sur une observation participante : une dizaine de stages dans divers média. Elle analyse de surcroît une vingtaine de chartes ou codes de déontologie, de même qu’elle se fonde sur une brève enquête de certains directeurs d’école de journalisme. La thèse révèle la montée récente des enjeux déontologiques et la bonne volonté des journalistes et de leurs médiateurs pour faire face à cette situation. Elle montre aussi les différences entre les pratiques éthiques concrètes des différents médias, l’impuissance des écoles de journalisme à enseigner l’éthique, l’importance névralgique de l’attitude des patrons de presse envers l’éthique journalistique et parfois les difficultés des journalistes devant certains dilemmes et certaines pressions. Un des enjeux majeurs pour l’avenir est de rendre plus cohérentes les chartes ou codes écrits, les différentes formes de gouvernance de la presse et les pratiques journalistiquesThis study is an exploratory research on a topic that has been slightly studied empirically. What are the issues of “professional ethics” and “deontology” amongst French journalists? What do they have to say? What problems are they confronted with? What is the role of chief editors? Because of increased competition, the concentration of press ownership, new technologies and other factors, “ethics” has now become a central issue in journalism. The thesis is, above all, a content analysis of journalists’ points of view, as recorded in some 100 face to face interviews of journalists in the generalist, private and public French press, newspapers and broadcasters. Participant observation was also a key methodology: some 10 quite lengthy internships in several media were done. Furthermore, the thesis analyses some 20 charters and codes of ethics and conducted a brief enquiry within schools of journalism. The thesis shows that ethics is now an absolutely central issue and that journalists (and their ombudsmen) have a very good will to cope with this new situation. Yet more, the thesis also shows the difference in the concrete practices of various medias, the incapacity of journalism schools to teach ethics, the extreme importance of the attitudes of the main editors, as well as sometimes the difficulties of journalists to cope with some pressures and dilemmas. One major issue for the future is to make the written charters and codes, press governance and journalistic practices more coherent
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Åsfjäll, Linnea. "Between Personal and Professional : Swedish journalists' perception of professional ethics in the wake of the #MeToo movement." Thesis, Södertörns högskola, Journalistik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40947.
Анотація:
This thesis is a qualitative study that examines the correlation between the activist movement #MeToo and the possible effects it had on journalists’ professional conduct with regard to ethics, through the theoretical framework of journalism culture and patriotic journalism. The analysis is based on six semi- structured interviews with journalists that were involved in publications during the height of the #MeToo movement in Sweden. The study indicates that the movement influenced the informants, several found it difficult to differentiate the personal and work-related impact it had on them at the time. Their intense coverage of the movement was fueled by the engaged public, as well as the activist movement itself, which could be interpreted as market orientation or interventionism – or both. Their expressed solidarity with the movement’s values and goals, as well as the fact that their own industry had a specific #MeToo- campaign, positioned the journalists between their solidarity to the society and their professional identity.
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Knott, Natalie Kay. "Teacher professional stance in the Québec ethics and religious culture program." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96749.
Анотація:
2008 saw the implementation of a new Ethics and Religious Culture program in Québec classrooms. This program replaces the former religious and moral instruction courses and has the potential for being ground-breaking and transformative. In order to teach this program teachers are required to adopt a professional stance of objectivity and impartiality. Although a beginning exploration, this thesis demonstrates that cultural norms of Whiteness are impeding the successful implementation of the new ERC program. The majority of pre-service teachers are white, Christian and female who are unaware of privilege and who enter teaching with the objective to civilizing their students. Observations of and discussions with both pre-service and classroom teachers indicate a dialogue has begun and that more self-examination and critical reflection is necessary before this program can experience success.En 2008, dans les écoles du Québec, on a mis en œuvre un nouveau programme d'éthique et de culture religieuse. Ce programme vient remplacer les anciens cours d'instruction religieuse et morale et pourrait être innovateur et transformateur. Il est requis que les enseignants qui enseigneront ce cours adoptent une attitude d'objectivité et d'impartialité.Bien que cette thèse ne soit qu'un début d'exploration, elle prouve que les normes culturelles de la blancheur nuisent au succès de la mise en œuvre du nouveau programme ÉCR. La plupart des professeurs qui ont l'intention d'enseigner le cours sont caucasiennes, chrétiennes et des femmes, qui ne sont pas conscientes des privilèges et se lancent dans l'enseignement dans le but de civiliser leurs élèves.L'observation des enseignants et enseignantes avant qu'ils ne commencent leur carrière et en cours de route, ainsi que les discussions avec eux et elles, indiquent qu'un dialogue a été amorcé et que plus de prise de conscience de soi et de réflexion critique seront nécessaires avant que ce programme ne puisse réussir.
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Thomas, Louise M. "Certainties and uncertainties : ethics and professional identities of early childhood educators." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/27648/1/Louise_Thomas_Thesis.pdf.
Анотація:
This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate themselves as professionals, as they drew on a number of dominant discourses available to them. These dominant discourses were located and mapped through analysis of the participants’ talk about relationships with parents, colleagues and authorities. Genealogical analysis enabled multiple readings of the ways in which the participants’ talk held together certainties and uncertainties, as they recounted their experiences and spoke of early childhood expertise, relational engagement and ethics. The thesis concludes with suggestions for ways to support early childhood teachers and pre-service teachers to both engage with and resist normative processes and expectations of professional identity construction. In so doing, multiple and contextual opportunities can be made available when it comes to being professional and ‘doing’ ethics. The thesis makes an argument for new possibilities for thinking and speaking professional identities that include both certainty and uncertainty, comfort and discomfort, and these seemingly oppositional terms are held together in tension, with an insistence that both are necessary and true. The use of provocations offers tools through which pre-service teachers, teachers and teacher educators can access new positions associated with certainties and uncertainties in professional identities. These new positions call for work that supports experiences of ‘de-comfort’ – that is, experiences that encourage early childhood educators to step away from the comfort zones that can become part of expertise, professional relationships and ethics embedded within normative representations of what it is to be an early childhood professional.
43
Thomas, Louise M. "Certainties and uncertainties : ethics and professional identities of early childhood educators." Queensland University of Technology, 2009. http://eprints.qut.edu.au/27648/.
Анотація:
This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate themselves as professionals, as they drew on a number of dominant discourses available to them. These dominant discourses were located and mapped through analysis of the participants’ talk about relationships with parents, colleagues and authorities. Genealogical analysis enabled multiple readings of the ways in which the participants’ talk held together certainties and uncertainties, as they recounted their experiences and spoke of early childhood expertise, relational engagement and ethics. The thesis concludes with suggestions for ways to support early childhood teachers and pre-service teachers to both engage with and resist normative processes and expectations of professional identity construction. In so doing, multiple and contextual opportunities can be made available when it comes to being professional and ‘doing’ ethics. The thesis makes an argument for new possibilities for thinking and speaking professional identities that include both certainty and uncertainty, comfort and discomfort, and these seemingly oppositional terms are held together in tension, with an insistence that both are necessary and true. The use of provocations offers tools through which pre-service teachers, teachers and teacher educators can access new positions associated with certainties and uncertainties in professional identities. These new positions call for work that supports experiences of ‘de-comfort’ – that is, experiences that encourage early childhood educators to step away from the comfort zones that can become part of expertise, professional relationships and ethics embedded within normative representations of what it is to be an early childhood professional.
44
Olarnsakul, Tavinie. "Can Regulation Improve Ethics Within The Auditing Profession?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1672.
Анотація:
This paper will examine the effectiveness of the Sarbanes-Oxley Act of 2002 (SOX) in improving ethics within the external auditing profession. The first chapter explores well-known ethical theories and professional code of conducts related to the auditing profession. The second chapter details the generally accepted auditing standards and changes that have been made throughout the years. The third chapter examines past corporate fraudulent scandals (Waste Management, Lincoln Savings and Loan Association, Enron) and studies the role of auditors in contributing to the collapse of these corporations. The forth chapter details the objective of the SOX and how it plans to protect the investing public and improve the reliability of financial information. Finally, the fifth chapter compiles various research studies that examine the effects of the SOX and its impact on audit quality.
The author discovered that regulation could help enhance ethics through indirect measures that aim to improve audit qualities, and thus, promote virtue ethics within the auditing profession. Some of these measures include establishing an oversight board to strengthen regulation and enforcement (section 101), reducing the scope of non-audit services (section 201), requiring auditors to attest to a client’s internal control operating effectiveness (section 404) and promoting principles-based standards within the profession (section 108). Through these measures, the Sarbanes-Oxley Act has managed to regain the public trust and improve audit quality, thereby, enhancing ethics within the auditing profession.
45
Edwards, Kelly Alison. "Teaching for professional responsibility in medical practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.
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McDonald, Kimberly S. "A study of the attitudes of adult education practitioners about codes of ethics." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762984.
Анотація:
The purpose of this study was to investigate adult educators' attitudes regarding the need for a code of ethics to guide their practice. Through the use of survey methodology, three major groups of adult education practitioners in Indiana responded to various questions about ethical dilemmas they had encountered, their personal experiences with codes of ethics, and their perceptions of the need for a code, as well as their ideas regarding the creation and implementation of a code of ethics for adult education.This study produced eight major findings regarding ethics and codes of ethics for adult educators:1). The majority of Indiana adult basic educators, American Society for Training and Development members within Indiana, and the Indiana Council for Continuing Education believe there should be a code of ethics for them as adult educators.2). The majority of practitioners do not cite situations encountered that have created ethical dilemmas for them.3). The two most frequently cited ethical dilemmas involve confidentiality concerns and ownership of instructional materials.4). The overwhelming majority of Indiana adult basic educators, American Society for Training and Development members in the state of Indiana and the Indiana Council on continuing Education members have had limited experience with codes of ethics.5). Even though there appears to be a lack of experience withcodes, the majority of practitioners feel positive about the functions of codes of ethics.6). Learner-centered issues are most frequently cited as issues a code for adult education should address.7). Across the total study population, the professional association is the favored organization to create and disseminate a code of ethics.8). It is not clear to adult educators whether a code of ethics should have a regulating function.Results of this study indicate that organizations associated with adult education should seriously consider codes of ethics. However, the results do not overwhelmingly indicate a code should be adopted. Many practitioners (28%) were not sure about the need for a code, largely because of problems associated with implementation and enforcement of a code. More emphasis on providing practitioners with training and education regarding ethics and more research conducted on ethics in adult education are suggested.Department of Educational Leadership
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WEN-HAO, LIN, and 林文豪. "A Study of Professional Ethic of Special Service." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/25657905461408494653.
Анотація:
碩士國防管理學院
國防決策科學研究所
94
ABSTRACT In the age of globalization, the influence of the safety of national leaders is not only the nation itself, but also the area stability and international relationship. The 「Special Service」is professional duty of working to ensure the safety of the President, Vice President, their family, former Presidents and other specified persons. Thus, the primary purpose of the study is to explore how to construct 「Professional Ethics of Special Service」, in order to carry out their protective responsibilities more helpfully and correctly. The research methods adopted qualitative methodology -- historical & document method to discuss 「Professional Ethics and Core Values of Special Service」. And for the purpose to recognize the conclusions, adopted quantitative methodology --questionnaire method and purposeful sampling. It questioned 200 Special Service agents, and finally adopted quantitative methodology -- interview method, interviewed 4 retired workers of Special Service, who had worked excellently in the field for more than 20 years. Key Words：Special Service Professional Ethic Value Ethical Decision Making
48
"Educator work ethic at selected secondary schools in the Gauteng Province." Thesis, 2010. http://hdl.handle.net/10210/3239.
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Chu, Cheng-Ta, and 朱證達. "The Impacts of money ethic, professional commitment and organizational commitment." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/90542772037463297530.
Анотація:
碩士國立中山大學
人力資源管理研究所
91
The financial market in Taiwan shook away its bondage and started to move forward after the government declared the dissolution of financial policies in 1990. The approval of the installation of private banks in 1991 even flamed the competition existing in the monetary and financial market into a blaze.To make the situation even more drastic is our participation in the World Trade Organizations that international financial organizations are allowed to run their businesses here. Our local financial business did not only face the local competition, but also come across international counterparts. The keen competitionin the monetary market here is getting more and more fierce. Viewing bank clerks are the key to the success of a bank, this study aimed to find out how to inspire the employees and how to create an efficient management policy. This research also aimed at finding the relationship between “monetary ethics” and “professional commitment” & “organizational commitment” among bank clerks. The subject of the study was bank clerks from 23 local banks throughout the island. There were total 422 copies of valid samples collected. The block regression is implied for analyzing the data. Through this research, we found bank clerks had the following responses: 一、 The “monetary ethics” behold have a great influence on professional commitment. 2、 The stronger the make money is, the identification and involvement to profession will be higher. 3、 The stronger the motivator is stronger, the identification and involvement to profession will be higher. 4、 For those who think money can bring happiness, the involvement to profession will be higher. 5、 The stronger the no intrinsic motivation is , the willingness to stay in the same profession will be lower. 二、 The “monetary ethics” behold have a great influence on organization commitment: 1、 The weaker they regard “money is good、Important”, the identification to organizational will be lower. 2、 The stronger the make money is , the identification to organizational and willingness to stay in position will be higher. 3、 The stronger the motivator is stronger is, the identification to organizational and willingness to stay in position will be higher. 4、 The stronger the Budget Money is important, the involvement to organizational will be higher. 5、 The stronger the rich is important, the identification to organizational will be lower.
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Kalaitzidis, Evdokia. "professional ethics for professional nursing." 2006. http://arrow.unisa.edu.au:8081/1959.8/30081.
Анотація:
The thesis proposes and defends a maxim which can serve as a foundation and guideline for professional ethics in nursing, the maxim that nurses should act so far as possible to promote patient's self-determination. The thesis is informed by philosophical ethics and by knowledge of professional nursing practice.