Готові списки джерел за темами / Professional ethics

Добірка наукової літератури з теми "Professional ethics"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 3 березня 2023

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Professional ethics":

1

Joković, Milica. "Public service ethics in local self-government." Socioloski pregled 55, no. 3 (2021): 997–1017. http://dx.doi.org/10.5937/socpreg55-33339.

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Within different ethical approaches, public service ethics belongs to deontological ethics. It encompasses the moral culture of employees, professional integrity, and public service integrity in institutions. Public service ethics is based on the ethical principles of professionals: autonomy, benevolence, taking care not to inflict harm on others, and fair conduct. Professional associations are the guarantors of practising and respecting the ethical principles of professionals. The acceptance of and adherence to ethical principles of professional associations is embodied through self-regulation in the codes of ethics. The codes of ethics are based on ethical principles of professionals: accountability, openness, accessibility, transparency, exemplarity, respect, and politeness.
2

Zagnibida, Raisa. "Formation of Professional Ethics of Future Hospitality Professionals." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 246–54. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-246-254.

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The main approaches to the problem of formation of professional ethics of future hospitality specialists are determined and analyzed. The article describes the specifics and system of requirements for professional ethics of hospitality specialists. The main problems and some norms of professional ethics are highlighted, the requirements to personal and professionally significant qualities of hospitality specialists are formulated. The general characteristic of ethical behavior of the expert is given.
3

Yeaman, Andrew R. J. "Professional ethics professional ethics for technology." TechTrends 48, no. 2 (March 2004): 11–15. http://dx.doi.org/10.1007/bf02762537.

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4

McQueen, Matthew J. "Ethics and Laboratory Medicine." Clinical Chemistry 36, no. 8 (August 1, 1990): 1404–7. http://dx.doi.org/10.1093/clinchem/36.8.1404.

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Abstract Ethical issues have been given limited attention by professionals in laboratory medicine. Professional ethics is the moral bond that links a profession, the people it serves, and society. Understanding the complexities of individual and common good is essential for full professional participation in major issues in health care. Specific issues that challenge laboratory professionals in clinical research are allocation of health-care resources, testing conducted nearer the patient, confidentiality, screening tests, and molecular biology. A voice in ethical issues is an essential element of professional independence. The ethical attitudes we display influence the kind of people who choose to work in our profession. More open discussion about ethics is necessary in our professional literature.
5

Craft, Stephanie. "Distinguishing Features: Reconsidering the Link Between Journalism’s Professional Status and Ethics." Journalism & Communication Monographs 19, no. 4 (November 14, 2017): 260–301. http://dx.doi.org/10.1177/1522637917734213.

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This monograph begins a rethinking of the idea of professional journalism ethics and examines how ethics is being employed as a key differentiator between amateurs (audience members, citizen journalists, and the like) and professionals, while other once-distinguishing features of journalism have become more widely dispersed and available to the public. How do the ethics of nonprofessionals practicing journalism differ, if at all, from everyday morality? Is journalism ethics—should journalism ethics be—the exclusive domain of professionals? This monograph considers the role of ethics in defining what it means to be a professional journalist; challenges to professional journalism’s autonomy from “amateurs” and how ethics is used to maintain boundaries between them; and objectivity as a tenet of professional journalism ethics. An analysis of 2016 U.S. presidential election campaign coverage is used to explore how and why a professional journalism centered on an ethic of objectivity can fail to perform ethically.
6

Nurwulan, Liza Laila, and Nadya Cipta Nissa Fasha. "PROFESSIONAL COMMITMENT AND AUDITOR EXPERIENCES ON AUDITORS’S BEHAVIOR IN AN AUDIT CONFLICT SITUATION AND IMPACT ON THE IMPLEMENTATION OF AUDITORS PROFESSION ETHICS." International Journal of Business Review (The Jobs Review) 1, no. 1 (June 30, 2018): 9. http://dx.doi.org/10.17509/tjr.v1i1.11875.

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This study attempts to assess the impact of professional commitment, experience of the audit, the auditors behavior conflict and ethicts audit profession senior auditors on the auditors and colleagues who worked on the public accountant in Bandung. The research population auditors who worked on the public accountant in Bandung, a total of 24 samples Obtained by purposive sampling method. The research using analysis lane. The results of the testing of hypotheses shows that the commitment of professional and experience the audit for the application of auditors of ethical behavior, professional and audit experience the audit for the application of auditors ethical behavior of professionals through auditors the audit of conflict Obtained by the determination of the 73, 8%. Testing professional commitment and auditing experience is a significant relation. To Significantly Affect not commit professional auditors to conduct the audit of conflict. Experience of audit there are significant impact on the behavior of auditors auditing conflict. For testing of professional commitment, there are significant impact on the audit professional ethics. Experience of audit there are significant impact on the audit professional ethics. Behavior auditors and the audit there are significant impact on the application of professional ethics of auditors.
7

Silva, Terezinha Nunes da, Maria Eliane Moreira Freire, Monica Ferreira de Vasconcelos, Sergio Vital da Silva Junior, Wilton José de Carvalho Silva, Patrícia da Silva Araújo, and Allan Victor Assis Eloy. "Deontological aspects of the nursing profession: understanding the code of ethics." Revista Brasileira de Enfermagem 71, no. 1 (February 2018): 3–10. http://dx.doi.org/10.1590/0034-7167-2016-0565.

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ABSTRACT Objective: to investigate nursing professionals' understanding concerning the Code of Ethics; to assess the relevance of the Code of Ethics of the nursing profession and its use in practice; to identify how problem-solving is performed when facing ethical dilemmas in professional practice. Method: exploratory descriptive study, conducted with 34 (thirty-four) nursing professionals from a teaching hospital in João Pessoa, PB - Brazil. Results: four thematic categories emerged: conception of professional ethics in nursing practice; interpretations of ethics in the practice of care; use of the Code of Ethics in the professional practice; strategies for solving ethical issues in the professional practice. Final considerations: some of the nursing professionals comprehend the meaning coherently; others have a limited comprehension, based on jargon. Therefore, a deeper understanding of the text contained in this code is necessary so that it can be applied into practice, aiming to provide a quality care that is, above all, ethical and legal.
8

DURCIK, Vladimir. "The ethics of a politician as professional ethics?" Scientific Papers of Silesian University of Technology. Organization and Management Series 2017, no. 110 (2017): 27–36. http://dx.doi.org/10.29119/1641-3466.2017.110.3.

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9

Schreiner, Paul-Werner. "Ethics, applied Ethics, professional Ethics." Pflege 14, no. 1 (February 1, 2001): 17–27. http://dx.doi.org/10.1024/1012-5302.14.1.17.

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In der Studie «Der Bekanntheitsgrad berufsethischer Grundregeln innerhalb der Berufsgruppe der Pflegenden»1 wird die Kodifizierung berufsethischer Normen als eine zu durchlaufende Stufe zu einer eigenständigen Pflegeethik verstanden. Bei der im Rahmen der Studie durchgeführten Befragung finden die Autoren/-innen heraus, dass der Bekanntheitsgrad in Deutschland unzureichend ist. Daraus wird die Schlussfolgerung gezogen, dass die Krankenpflege in Deutschland diese Stufe einer eigenständigen Pflegeethik noch nicht erklommen hat. Dies und der bei der Befragung deutlich gewordene Wunsch nach mehr Informationen veranlasst die Autoren/-innen zu fordern, dass in der Aus- und Fortbildung bessere Angebote bezüglich berufsethischer Normen gemacht werden sollten. Pflegeethik – was auch immer konkret darunter zu verstehen ist – ist eine angewandte Ethik. Im Folgenden werden in einem ersten Schritt der Begriff «Ethik» definiert und die Besonderheiten dargelegt, die in der heutigen Zeit hinsichtlich dieses Begriffes zu bedenken sind. In einem zweiten Schritt wird danach gefragt, was vor diesem Hintergrund eine angewandte Ethik sein kann, um dann schließlich in einem dritten Schritt zu bedenken, was berufsethische Normen sind, wie und warum sie zustande kommen sowie welche Bedeutung und Relevanz sie für eine entsprechende angewandte Ethik haben können.
10

Schwandt, Thomas A. "Acting together in determining value: A professional ethical responsibility of evaluators." Evaluation 24, no. 3 (June 19, 2018): 306–17. http://dx.doi.org/10.1177/1356389018781362.

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What ethics means in the field of evaluation is largely confined to matters of face-to-face interaction of professionals with those with whom professionals work; what is commonly referred to as professional ethics. Less attention is given to the normative characteristics that are unique to evaluation professionalism. This essay focuses on the normative political characteristics of professional ethics in evaluation; that is, how the profession ought to be connected to conceptions of the citizenry and the common good. It argues for a professional ethic referred to as democratic professionalism.
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Статті в журналах Дисертації Книги

Дисертації з теми "Professional ethics":

1

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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2

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.

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3

Fischer, James Karl. "Professional sacrifice : architects, ethics and advertising." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411258.

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4

Sarvarian, A. "Professional ethics at the International Bar." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1355960/.

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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.
5

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/.

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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
6

Animasaun, Emmanuel Dare. "Professional Medical Ethicist: A Weed or Desired Member in Medical Ethics Debates?" Thesis, Linköping University, Centre for Applied Ethics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6635.

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We now live in an era of experts on virtually everything, among which we have professional medical ethicists, who gained prominence in the late 60s due to dramatic advances in medical technology. Before then, medical ethics issues were not thought as separable from the warp and woof of the everyday life. Medical technology’s advancement cascades legions of moral problems in medicine and biomedical research. Series of innovative interventions in medicine raise throngs of ethical questions. In most cases that have to do with issues of life and death, there are perceived moral conflicts. Due to this swath of problematic issues that need solutions, some apologists favour medical ethics experts as fit for the job, while critics argue that no one has the knowledge or skill for dealing with moral quandaries because objective truth is not feasible in ethics and moral judgment is relative to cultures, beliefs and values. The necessity for medical ethicists to take active role in Medical Ethics Debates, either in Committees at the institutional level, or at any other decision-making mechanisms is justified in this thesis. In addition to this, the thesis also justifies medical ethicists’ role as expert consultants to clinicians and individuals alike This justification is based on complex moral problems accentuated by medical technology, which are far from being easily solved through mere appeal to individual reason, but rather by involving medical ethicists based on their specialized knowledge and high level understanding of research and practice. Although critics question the authority with which experts speak on these issues, nevertheless, the thesis unravels the roles, functions, significance and components of expert’s expertise that separate him/her from the crowd. Arguments are critically analysed and medical ethicists’ limits and professional flaws are addressed, with a view to establishing a virile foundation for the profession of medical ethics.

7

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.

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8

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.

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Published Article
This 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.
9

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.

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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.
10

Smith, Helen Barbara, and helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience." Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.

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ABSTRACT An ethics curriculum is an integral part of most health profession courses. This thesis will explore using a qualitative approach to investigate the learning and application of professional ethical practice by Flinders University speech pathology students. This work will identify factors that may influence students’ readiness to learn about ethics. The knowledge, skills and attitudes that underpin professional ethical practice which speech pathology students were able to demonstrate at the conclusion of their entry level course will be illustrated. Also described will be the factors, identified by students and academics and field educators, which may influence student learning of this complex area of practice. To explore this topic, the results of “The Defining Issues Test” (Rest, 1979b) of moral judgement development, independent and scaffolded case studies, as well as group and individual interviews with students, and individual interviews with academic and field educators have been used. Results from this study suggest that a significant number of the undergraduate speech pathology students involved in this study found learning and applying ethical principles difficult, as their ability to reason morally remained conventional and rule bound. At the point of graduation, the students applied clinical and ethical reasoning skills, whilst emerging, were not yet well developed. The ability of students to demonstrate the integration of ethical theory and practice appeared limited. This lack of integration may be influenced by the fact that few field educators could report being exposed to formal ethical theories and ethical reasoning approaches during their own undergraduate education. Some of the more generic ethical practice skills reported by academics as being embedded throughout the speech pathology course, such as communication, team work and the seeking of professional support, were more clearly demonstrated by students. Results of this study suggest that exiting students and newly graduated speech pathologists require ongoing support in the area of professional ethical practice. More explicit embedding of the theoretical underpinnings of the ethics knowledge base throughout the curriculum may be required. To be able to support the integration of professional ethical practice in students and new graduates, speech pathologists currently practising in the field who did not receive formal ethics education during their own degree or since, may require ongoing professional development in the formal knowledge base pertaining to professional ethical practice.
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Книги з теми "Professional ethics":

1

Israel. Professional ethics. [Haifa]: Aryeh Greenfield-A.G.-Publications, 1997.

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2

Technicians, Association of Accounting. Professional ethics. London: BPP Learning Media Ltd., 2013.

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3

Bayles, Michael D. Professional ethics. 2nd ed. Belmont, Calif: Wadsworth, 1989.

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4

Scott, Ronald W. Professional ethics: A guide for rehabilitation professionals. St. Louis, MO: Mosby, 1998.

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5

Osborne, Jo. Professional ethics: Workbook. Worcester: Osborne, 2010.

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6

Rao, C. Rama. Professional ethics & advocacy. Visakhapatnam: Gayatri Books, 1987.

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7

Kinkead, Edgar B. Jurisprudence, law, and ethics: Professional ethics. Littleton, Colo: F.B. Rothman & Co., 1985.

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8

Banks, Sarah, and Ann Gallagher. Ethics in professional life. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07769-1.

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9

māhbar, YaʼItyop̣yā sivil maḥandisoč. Code of professional ethics. Addis Ababa: Ethiopian Association of Civil Engineers, 2003.

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10

Davson-Galle, Peter. Reason and professional ethics. Farnham, Surrey, England: Ashgate Pub. Ltd., 2009.

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Частини книг з теми "Professional ethics":

1

Wolfendale, Jessica. "Professions and Professional Ethics." In Torture and the Military Profession, 7–27. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592803_2.

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2

Bell, David A. "Professional Ethics." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 4968–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_899.

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3

Kalokairinou, Eleni. "Professional Ethics." In Encyclopedia of Global Bioethics, 2300–2311. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-09483-0_351.

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4

Kalokairinou, Eleni. "Professional Ethics." In Encyclopedia of Global Bioethics, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05544-2_351-1.

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5

Phalen, Robert F. "Professional Ethics." In Core Ethics for Health Professionals, 75–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56090-8_7.

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6

Newton, Lisa. "Professional Ethics." In Ethical Decision Making: Introduction to Cases and Concepts in Ethics, 39–43. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00167-8_3.

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7

Bell, David A. "Professional Ethics." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–6. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31816-5_899-1.

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8

Bell, David A. "Professional Ethics." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–6. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31816-5_899-2.

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9

Lemen, Jen. "Professional Ethics." In How to Become a Chartered Surveyor, 188–94. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003156673-14.

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10

(Bud) Griffis, F. H., Frederick B. Plummer, and Francis X. DarConte. "Professional Ethics." In Leadership, Ethics, and Project Execution, 127–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003129943-10.

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Тези доповідей конференцій з теми "Professional ethics":

1

Kafiev, I. R. "Professional ethics engineer." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-52.

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2

Capello, Maria Angela, and C. Susan Howes. "Evolution of Ethics Frameworks in the Oil and Gas Organizations and Professional Societies." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/209950-ms.

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Abstract The term "ethics" as a set of rules is used in the professional world as well as in professional societies to establish what is acceptable or not, in terms of ethical professional behavior. This paper explores how the practices and codification of practices related to professional practice have evolved in the Oil and Gas sector, with emphasis on professional societies. The analysis was performed summarizing the history of ethics in general, as applicable to the Oil and Gas sector. Then, research was conducted on how the several important corporations in the upstream or downstream of oil and gas initiated and evolved their own ethical codes. We also explored how the academic world has engaged in issuing Codes of Ethics that govern the behavior of both students and faculty members at the institutional and department level. A special emphasis was placed in the investigation of the evolution of the Code of Ethics of the main professional societies and organizations related to the Oil and Gas Sector, centered on SPE, and including AAPG (the American Association of Petroleum Geologists), SEG (the Societu of Exploration Geophsyicists), EAGE (the European Association of Geoscientists and Engineers) and other relevant ones. The conclusions point to a realization that the ethical codes analyzed evolved, following societal changes, in relation to under-represented groups in terms of gender, race, nationality, age, religion and ethnicity, as well as in relation to the expansion of the industry to more and new geographical areas. Currently, almost all organizations and professional societies have a Code of Ethics that profiles their main values and sets a frame for what is or not appropriate in advancing their activities. The Code of Ethics were gradually expanded, spelling out further specific rules, often called "Statements" like "Sexual Harassment," "Bribery" and "Human Rights" statements, aiming to address a variety of specific issues. The Code of Ethics, along the specific self-disclosure statements, are the ethical framework of organizations in Oil and Gas for guiding employees and stakeholders towards: –Alignment with Corporate and/or Academic Values.–Clarification of the Value Proposition for employees and/or prospective students.–Response to societal trends like "MeToo," "BlackLivesMatter," and others.–Rejection of modern issues affecting some industrial segments like Modern Work Slavery.–Enhancement of the corporate prestige and rankings in ESG (environmental, Society and Governance) grounding disclosures useful for investment decisions Our paper is a contribution to share information and raise our collective awareness in the profession about what is the current practice in Oil and Gas regarding Codes of Ethics of Corporations and Professional Societies, how they have evolved, and what are the current and future challenges and opportunities, to expand solid and useful ethics frameworks in the context of the present rapid social transformation.
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Estell, John K., and Ken Christensen. "Promoting professional responsibility and ethics." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2544229.

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Filush, Austin, and Nael Barakat. "Levels of Ethics Education in University Graduate Programs." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65710.

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Professional ethics are critical in guiding how professionals conduct themselves as they apply their knowledge for providing services to the public. Therefore it should be without question that during education, professional degree seeking students should be taught ethics pertaining to their field of study. However, in many graduate programs in the field of engineering sciences throughout the country, professional ethics is not required for a degree, particularly beyond undergraduate degrees. A study was performed in 2006 polling some major universities, covering most of the geographical areas and states of the United States, on the content of their graduate engineering programs pertaining to professional ethics. The results showed that only a very small percentage of universities had a full course or a subject of a course pertaining to professional ethics. These numbers reflect a significant shortage in the students’ education on how to perform in a professional setting. Five years later in 2011, the same universities were polled again to see if any change has been made to improve the ethics education at the graduate level. The data showed a small increase in the number of schools mentioning professional ethics at the graduate level, but the numbers are still very low. This paper covers the poll results along with an analysis of the findings and attempts to explore the reasons behind this lack of emphases on ethics education in engineering at the graduate level. It also discusses what Universities should be teaching students in regards to professional ethics. The analysis includes skills needed in industry as well as the supporting arguments for the importance of ethics education.
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Ross, Derek G., and Russell Willerton. "Conversations about place: Dialogic ethics and land ethics in technical communication." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235808.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Lepadatu, Ioana. "Coach-Sportsperson Partnership And Professional Ethics." In icSEP 2019 – 3rd International Conference on Sport, Education and Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.05.6.

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Jiao, Yuntao, Jun Wang, and Hongyu Guo. "Evaluation Professional Ethics of Network Business." In 2013 Sixth International Conference on Business Intelligence and Financial Engineering (BIFE). IEEE, 2013. http://dx.doi.org/10.1109/bife.2013.82.

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Lu, Hongwei. "Research on Archivistsr Professional Ethics Construction." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.62.

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Andrews, C. J. "From Professional Ethics to Technological Citizenship." In Proceedings of the 2006 IEEE International Symposium on Electronics and the Environment, 2006. IEEE, 2006. http://dx.doi.org/10.1109/isee.2006.1650030.

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Звіти організацій з теми "Professional ethics":

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Downey, James E. Professional Military Ethics: Another Oxymoron? Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada209233.

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Anderson, Katherine A. A Code Of Ethics And Professional Conduct For NSA Intelligence Professionals. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada620280.

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Fionova, L. R., and A. A. Kireeva. Electronic handbook "Professional ethics of a civil servant". OFERNIO, January 2022. http://dx.doi.org/10.12731/ofernio.2022.24946.

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Potts, Robert E. Professional Military Ethics: Are We on the Right Track? Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada170278.

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Wilson, Raymond P. An Ethics Comparison Between the Military and Business Professional: Does Society Hold the Military Professional to a Higher Standard. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada424963.

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Evuarherhe, Obaro, William Gattrell, Richard White, and Christopher Winchester. Association between professional medical writing support and the quality, ethics and timeliness of clinical trials reporting: a systematic review. Oxford PharmaGenesis, January 2018. http://dx.doi.org/10.21305/ismppeu2018.004.

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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.

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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Connelly, Donald B. The Unequal Professional Dialogue: American Civil-Military Relations and the Professional Military Ethic. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada537490.

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Moten, Matthew. The Army Officers' Professional Ethic - Past, Present, and Future. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada514082.

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