Philosophy is a vast subject and it is growing day by day in many branches although it has many traditional branches like epistemology, metaphysics, ethics and logic etc. Professional ethics is a discipline of philosophy and a part of subject called as ETHICS. In professional ethics we study the morals and code of conduct to be used while one practices in his/her profession. Media is also a profession and there is also a code of conduct to this profession (...) better. If media professional be ready to work according to its professional ethics, he/she can have a good approach and it will direct him/her to play an important role in shaping good governance. In this paper it is an attempt made to draw a relation between all these conceptions and presents a theoretical interpretation of the above. (shrink)

Schools have resumed receiving students after more than two years of closing doors to learners. College students. Students have built preferences on their professors even before the pandemic began. Using the epistemological lens in conducting research, the purpose of the study is to know the expectations of Filipino college students about the professional and personal qualities of their professors. The study utilized snowball or chain sampling to gather pertinent information in relation to the researched topic. Then, the data gathered (...) were treated through descriptive analysis of quantitative information and thematic analysis on the most recurring themes (qualitative data) among the responses of the subjects. Since it did not use a standardized evaluation tool, the study only aimed to know the expectations at the learners’ level. The results showed that Filipino learners value the professional trait of a professor as to being competent and possesses effective communication skills, and in terms of personal qualities, Filipino student lean towards having a good character in general such as friendliness and humorous. (shrink)

The article considers the question of the role of psychosocial intervention in forming the professional Ethics of PR-specialists. -/- There are three ethical areas (social, corporate, personal) of professional Ethics of PR-activities. The first area of professional Ethics of PR-activities is social. It consists of responsibility of PR-specialist before society. The second area of professional Ethics of PR-activities is corporate. It consists of the responsibility of PRspecialists before the PR profession in general, a PR agency, increasing (...) the reputation of the profession of PR. The third area of professional Ethics of PR-activities is personal. This area is the basis of the Ethics of PR-activities. This area is the foundation for the development of corporate and social professional Ethics of PR-activities. -/- The authors formulate three levels of psychosocial intervention according to the three ethical areas of professional Ethics of PR-activities. They are social, corporate, and personal. The aim of psychosocial intervention on the first level (social) is to deepen knowledge, transform the attitude towards social phenomena and society in general. The aim of psychosocial intervention on the second level (corporate) is to deepen the knowledge (professional development), actualize professional subjectivity, relevant professional activity at this level. The aim of psychosocial intervention on the third level (personal) is to deepen the subjection of PR-experts. The authors define professional competencies of the PR-specialists, which they have to get on the three levels. (shrink)

The article analyzes new perspectives on the personality and professionalism of graduates of higher military educational institutions (hereinafter - HMEI), their motivation to military service in positions for the chosen military specialty. The bases of personality development of future military personnel and formation of clear professional self-identification are theoretically generalized. -/- It is noted that future officers, while undergoing training, must acquire the necessary knowledge and skills of their future profession, achieve their own personal, social, and professional efficiency (...) and success. It is during the period of studying at the HMEI that young men are at the stage of shaping and rooting of their self-consciousness, both personal and professional. -/- It is stressed that the military student must define for himself a military identity, as an awareness of the personality of his affiliation in the matter of protecting the freedom and independence of his state, the adoption of social norms, requirements and patterns of behavior, values and life style of military men. -/- It has been determined that at the HMEI the experience of identity of military students is actualized simultaneously in the professional field of civilian specialization and the military-professional sphere. -/- Professional self-identification of military students of HMEI is analyzed as a multidimensional dynamic non-linear process which determines the mechanisms, conditions, and results of structuring and re-structuring of pro­fessional identity of a person; the desire of the subject to master the knowledge, skills and self-diagnostic skills. (shrink)

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, (...) term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era. (shrink)

Subject choice, work overload and work stress influence personal and professional lives of higher education teachers. Though the majority of higher education teachers in the Gulf Cooperation Council (GCC) countries are expatriates, yet research on expatriate higher education teachers working in the GCC countries is limited. This paper presents one part of the work life balance survey and focuses on the influence of subject choice, work overload and work stress on higher education teachers in the GCC countries.

A coherent practice of mens rea (‘guilty mind’) ascription in criminal law presupposes a concept of mens rea which is insensitive to the moral valence of an action’s outcome. For instance, an assessment of whether an agent harmed another person intentionally should be unaffected by the severity of harm done. Ascriptions of intentionality made by laypeople, however, are subject to a strong outcome bias. As demonstrated by the Knobe effect, a knowingly incurred negative side effect is standardly judged intentional, whereas (...) a positive side effect is not. We report the first empirical investigation into intentionality ascriptions made by professional judges, which finds (i) that professionals are sensitive to the moral valence of outcome type, and (ii) that the worse the outcome, the higher the propensity to ascribe intentionality. The data shows the intentionality ascriptions of professional judges to be inconsistent with the concept of mens rea supposedly at the foundation of criminal law. (shrink)

In an increasingly globalized world, post- secondary education is being reduced to instrumental and economic ends; a significant effect of this is that student agency is undermined. Students are incited to perform neo-liberal values that subvert their willingness to think of their post- secondary experience as anything other than professional training. Neo-liberal values do inhibit individuality and agency within a post- secondary context; however, from a Foucaultian perspective, the dominant discourse can never squelch the possibility of alternative discourses from (...) emerging, thereby unhinging the seemingly cemented reality described above. In the first section of this paper, I will provide a theoretical overview of globalization, its relationship to neo-liberalism and how these have impacted post- secondary education. This overview will enable me to consider a very specific example of how neo-liberal ideology is being manifested in post- secondary classrooms: namely, the reluctance of pre-service teachers to use the first person singular pronoun in their research papers. (shrink)

The study was conducted to explore teachers’ experiences in the delivery of science subjects during the first school year of implementation of distance learning. The teachers’ experiences in the delivery of science subjects served as a reference for formulating innovation to make learning effective in distance learning modality. The data for this study were collected through an interview schedule. It was done through one-on-one in-depth interviews with each participant with the observance of COVID-19 safety protocols. The interviews with all participants (...) were audio-recorded. The data were transcribed verbatim by repeatedly listening to the recorded audio recording. Transcribed verbatim responses were then translated into English. After that, significant statements were determined from all participants’ responses. Lastly, themes and sub-themes were generated from the participants’ significant statements. Based on the result of this study, the following themes have been generated: preparation experiences, adjustment experiences, and unpleasant experiences. Preparations experienced by the participants were professional development, learning resource preparations, and aligning lessons to MELCs. The participants also had adjustment experiences, including content modification and ICT utilization. Also, unpleasant experiences by the participants were an overwhelming workload, complex communication, problems with assessment, and poor student learning. All the teachers’ experiences identified by the Hilongos National Vocational School junior high school teachers serve as the basis for formulating an innovation project. An innovation project for the new normal will address the unpleasant experiences of the teachers. Hence, the innovation project on improving students’ learning for science subjects in a distance learning modality must be utilized to cater to the needs of the school’s clients, the learners. The study concluded that an innovation project on improving students’ learning of science subjects is necessary to equip the Science Teachers of Hilongos National Vocational School with skills to improve the delivery of science subjects in the new normal. It is also recommended to alleviate teachers’ workload, strengthen communications, address problems in assessment, and improve students’ learning. (shrink)

Not-I/Thou: The Other Subject of Art and Architecture is a series of essays delineating the gray areas and black zones in present-day cultural production. Part One is an implicit critique of neo-liberal capitalism and its assault on the humanities through the pseudo-scientific and pseudo-empirical biases of academic and professional disciplines, while Part Two returns to apparent lost causes in the historical development of modernity and post-modernity, particularly the recourse to artistic production as both a form of mnemonics and periodic (...) (and renascent) avant-garde agitation. In-between these twin systems of taking the measure of things, Art and Architecture, as forms of speculative intellectual capital, emerge from the shadow-lands of half-conscious and half-unconscious forces to become gestures toward a type of knowledge that has no utilitarian or generic agency. Defying the tendencies of such discourses to fall prey to instrumental orders that effectively neuter the inherent radical agenda of both, Art and Architecture are represented in this series of essays as noetic apparatuses, operating at the edge of authorized systems of knowledge, quietly and secretly validating and valorizing the shadowy and recondite, collective and personal operations of intellect in service to no particular end. (shrink)

This essay is about the loss of voice. It is about the ways in which the act of writing philosophy often results in an alienating and existentially meaningless experience for many budding philosophers, particularly those who wish to think from their racialized and gendered identities in professional academic philosophy.

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the (...) context of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the (...) context of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

In this article, I address what kinds of claims are of the right kind to ground conscientious refusals. Specifically, I investigate what conceptions of moral responsibility and moral wrongness can be permissibly presumed by conscientious objectors. I argue that we must permit HCPs to come to their own subjective conclusions about what they take to be morally wrong and what they take themselves to be morally responsible for. However, these subjective assessments of wrongness and responsibility must be constrained in several (...) important ways: they cannot involve empirical falsehoods, objectionably discriminatory attitudes, or unreasonable normative beliefs. I argue that the sources of these constraints are the basic epistemic, relational, and normative competencies needed to function as a minimally decent health-care professional. Finally, I consider practical implications for my framework, and argue that it shows us that the objection raised by the plaintiffs in Zubik v. Burwell is of the wrong sort. (shrink)

Subjective rights enjoy limited import in Kelsenian theory for whereas the concept of duty underlies every legal norm, that of rights is merely possible and only emerges when the imposition of the sanction attached to the breach of the duty is made dependent upon a subject's will to bring legal action. The presence of secondary norms establishing certain duties of medical professionals on informed consent displays the existence of correlative reflex rights of patients. Yet, together with secondary norms, Western legal (...) systems typically institute norms of competence enabling patients to take legal action when those duties correlative to their reflex right to informed consent have been infringed. Thus, informed consent constitutes a set of subjective legal positions of patients and medical professionals. Despite its excessive formalism and questionable neutrality, the Kelsenian approach permits to define and clearly distinguish patients' genuine rights from mere aspirations devoid of legal basis. (shrink)

The purpose of college and university ranking mainly resides to assist with the students in choosing their schools and programs at the level they wish to study. The US News and World Report (USNWR) graduate programs ranking is notable that evaluates the graduate level programs uniquely and in contrast with other general subject rankings. Along with the reputation of source, this specificity enables to enjoy a number of subscribers in making an application decision about which school or program is competitive (...) and personally fits. Given the study of national research council is most exhaustive and authoritative ranking source on research doctorates, called Ph.Ds, the ranking of professional schools, for instance, law schools, medical schools, nursing schools and on, as presented to the students in USNWR is very determinative in deciding which school I choose. In this light, the following tables show a ranking that has been yielded on the diversity and quality of graduate and research doctorate programs as well as law studies specifically. Therefore, the tables can be referred to a vast of interested people on the graduate studies in the United States. The last part of reference can be referred not only by JD students, but also by researchers in the graduate law programs. Since some small or exclusively JD-oriented law schools are not available of LL.M or graduate study, the users of table are expected to read consciously. The ranking table has a threshold to qualify so as to be enlisted that the top 44 law schools in all specialties exclusively had been selected and ranked according to the average of two subjects. As said, it could be used secondarily to refer in deciding the schools on the application of general LL.M program. Given the junior scholarly nature of LL.M. or graduate law programs, it is considered that the legal writing program is half factored to select the schools. The column 1 and 2 transcribes the US ranking, which are added for a sum in column 3. Least number is placed at top and less number attains a high ranking correspondingly thorough the end of institution. The first and second parts of this work show the top universities according to the number of programs, whose possible highest rating is placed within the range 1st -17th in either R or S rank of most recent 2010 NRC assessment and roughly same range in the USNWR graduate programs ranking. They are prepared from the revised NRC report published in 2011, which is most recent as well as based on the 2021 version of USNWR. Both data will be incorporated into my current project concerning the American higher education and graduate studies. (shrink)

The development of a professional identity is particularly interesting for those occupations that have a troubled emergence. The hinterland between science and technology accommodates many such ‘in-between’ subjects, which appear to have distinct attributes. Some of these specialisms disappear in the face of culturally stronger occupations. Others endure, their technical expertise becoming appropriated or mutated to serve the needs of different professional groups. This chapter is concerned with one extreme of these interstitial specialisms. Chemical engineering – a subject (...) that by its very name is between the science of chemistry and the technology of engineering – did eventually become a profession, in at least some countries. It had a relatively easy time becoming established in America in the first third of this century, but chemical engineering remained largely unrecognised in Germany until the 1960s, and has attracted a smaller professional community there. In Britain, the chemical engineering profession has evinced distinct transitions over a period of a century. It emerged to become an influential contributor to western economies and one of the ‘big four’ engineering professions (along with civil, mechanical and electrical engineering) after the second world war, due in large part to the unmindful aid of an influential, if capricious, sponsor: the state. Yet chemical engineers had a long and troubled history of contestation with other professions. Because of this, the British case is particularly appropriate for examining the continual re-casting of the professional identity in response to external and internal pressures. (shrink)

Professional philosophers say it’s obvious that a Gettier subject does not know. But experimental philosophers and psychologists have argued that laypeople and non-Westerners view Gettier subjects very differently, based on experiments where laypeople tend to ascribe knowledge to Gettier subjects. I argue that when effectively probed, laypeople and non-Westerners unambiguously agree that Gettier subjects do not know.

the article suggests understanding(including) better the professionalization of the formative activities and the professional activities by an approach which articulates three levels of analysis: macro (historic construction and social construction of the knowledges of the activity), méso (institutional devices (plans) of training (formation) and work) and microphone(microcomputing) (lived on the subjects, the individual dynamics). This reflection leans on the presentation (display) of various processes of professionalization stemming from empirical searches (researches) realized by the author. l’article propose de mieux comprendre (...) la professionnalisation des activités formatives et des activités professionnelles par une approche qui articule trois niveaux d’analyse: macro (construction historique et construction sociale des savoirs de l’activité), méso (dispositifs institutionnels de formation et de travail) et micro (vécu des sujets, dynamiques individuelles). Cette réflexion s’appuie sur la présentation de différents processus de professionnalisation issus de recherches empiriques réalisées par l’auteur. (shrink)

El artículo tiene como objetivo describir las competencias informacionales a desarrollar durante la formación profesional. Se presenta los referentes teóricos a partir del empleo de un enfoque de sistema que supone el análisis y la síntesis, la inducción y la deducción como métodos de investigación, con el propósito de dar conocer los hitos en las universidades y organizaciones internacionales relacionadas. La modelación fue empleada para la construcción de un nuevo proyecto de desarrollo de competencias informacionales desde la perspectiva de la (...) formación profesional universitaria ajustada a las necesidades de la educación superior en Cuba. El nuevo proyecto se configura en tres unidades básicas (acceso, procesamiento y comunicación), con sus respectivos elementos de competencia, saberes esenciales e indicadores para la evaluación del desempeño. El artículo fundamenta la tesis de que el desarrollo de competencias informacionales debe ser sistemáticamente estructurado, planificado y ejecutado como parte integral de la formación curricular en interacción con los contenidos de las disciplinas docentes, bajo la dirección del profesor y la participación protagónica de los profesionales en formación. -/- ABSTRACT -/- The article aims at describing the competence to be developed during professional training. It presents the theoretical referents by means of an approach system that includes synthesis and analysis, induction and deduction as research methods in order to reveal the milestones of information skills development in universities and related international organizations. Modeling was used for the construction of a new skills development project from the perspective of university professional training according to the needs of Higher Education in Cuba. The new project is composed of three basic units (access, processing and communication), with their respective competence elements, essential knowledge and indicators for the evaluation of the performance. The article supports the theory that information development skills must be systematically structured, planned and implemented as an integral part of the curricular training in interaction with the contents of subjects, under the teacher´s guidance and the active participation of profesionals in training. -/- . (shrink)

Since subjection to harm is an intrinsic feature of our social and epistemic lives, there is a perpetual need for individual and collective agents with the virtue of epistemic courage. In this chapter, I survey some of the main issues germane to this virtue, such as the nature of courage and of harm, the range of epistemic activities that can manifest courage, and the status of epistemic courage as a collective and as a professional virtue.

The use of the term "applied ethics" to denote a particular field of moral inquiry (distinct from but related to both normative ethics and meta-ethics) is a relatively new phenomenon. The individuation of applied ethics as a special division of moral investigation gathered momentum in the 1970s and 1980s, largely as a response to early twentieth- century moral philosophy's overwhelming concentration on moral semantics and its apparent inattention to practical moral problems that arose in the wake of significant social and (...) technological transformations. The field of applied ethics is now a well established, professional domain sustained by institutional research centers, professional academic appointments, and devoted journals. As the field of applied ethics grew and developed, its contributors predominantly advocated consequentialist and deontological approaches to the problems they address; but lately a significant number of moral philosophers have begun to bring the resources of virtue ethics to bear upon the ever-evolving subject matters of applied ethics. (shrink)

This contribution is an invitation to consider the professional situation in a way that goes beyond a social meaning or a subjective approach. Understood as an intermediate object, the professional situation is studied as a result of tension between invariance and perspective. The data centre on the activity of counselors whose role is to guide farmers confronted with agro-environmental standards. This text brings into question on one hand the attributions qualifying the situation as «professional» and that attest (...) to a form of invariance; and on the other, the counselors’ activity of understanding the «perspective» of the farmers with whom they are in relation. Finally, the article suggests three avenues for future work on the notion of professional situation. Cette contribution invite à considérer la situation professionnelle au-delà d’une acception sociale d’un côté et d’une approche subjective d’autre part. Entendue comme objet intermédiaire, la situation professionnelle est étudiée comme résultant d’une tension entre invariance et perspective. Les données portent sur l’activité de conseillers dont le rôle est d’accompagner les agriculteurs confrontés aux normes agro-environnementales. On s’attache à remettre en question d’une part les attributions qualifiant la situation de « professionnelle » qui témoignent d’une forme d’invariance; d’autre part, l’activité de saisie par les conseillers de la « perspective » des agriculteurs avec qui ils sont en relation. Enfin, on propose trois lignes de travail à venir sur la notion de situation professionnelle. (shrink)

The students’ academic performance is the key element for both learners and teachers in examining the educational objectives for all subjects. This work is entitled “Factors contributing to Students' Academic Performance in Biology State Examination at Upper Secondary Schools in Gitega commune, Burundi” explores the factors that influence the students’ academic performance in biology national examination, particularly in Gitega commune. All school directors, laboratory, and library staff, and six senior students who did biology national examination over five school years from (...) 2016 to 2020 in all upper secondary schools with Biology-Chemistry and Earth sciences combination formed a study population. The stratified sampling technique to carry out this correlational study for choosing the upper secondary schools from urban and rural school areas. This study covered 12 upper secondary schools, 12 library staff and 3 laboratory staff, and 1961 senior six students who were selected purposively according to the above learning combination six in 1961 senior students over five consecutive school years (2016 to 2020) as a sample. The instruments used for collecting data were questionnaires and the document review checklist. Descriptive statistics, Analysis of variance (ANOVA) and multiple linear Regression test were used to analyze the collected data and the interpretation was guided by a literature review. The findings of this study indicated that teachers’ academic qualifications were inversely associated with the students’ academic performance whereas the teachers’ professional qualifications and students’ academic performance were also negatively linked. Also, there was statistically a significant association between teaching experience and students’ academic performance while professional training of biology Teachers are significantly associated with students’ academic performance. Other contributing factors to students’ academic achievement such as physical facilities (laboratory, library, staff room, computer lab and biology textbooks were significantly and positively linked with students' academic performance. Based on these findings, recommendations were made. (shrink)

Often, there are conceptual differences between politicians, officials, academics and professionals on key concepts related to forms of administrative organization of the State and in relation to the categorization of the various subjects who directs their actions. Settle these differences contribute to the implementation of the modernization of the State. It is also necessary to distinguish conceptually between different degrees of protection can be invoked by natural and legal persons in the administration. To help settle these conceptual differences, we will (...) propose some key definitions related to governance, from a literature review and analysis of the actions of the state. (shrink)

This contribution is an invitation to consider the professional situation in a way that goes beyond a social meaning or a subjective approach. Understood as an intermediate object, the professional situation is studied as a result of tension between invariance and perspective. The data centre on the activity of counselors whose role is to guide farmers confronted with agro-environmental standards. This text brings into question on one hand the attributions qualifying the situation as «professional» and that attest (...) to a form of invariance; and on the other, the counselors’ activity of understanding the «perspective» of the farmers with whom they are in relation. Finally, the article suggests three avenues for future work on the notion of professional situation. Cette contribution invite à considérer la situation professionnelle au-delà d’une acception sociale d’un côté et d’une approche subjective d’autre part. Entendue comme objet intermédiaire, la situation professionnelle est étudiée comme résultant d’une tension entre invariance et perspective. Les données portent sur l’activité de conseillers dont le rôle est d’accompagner les agriculteurs confrontés aux normes agro-environnementales. On s’attache à remettre en question d’une part les attributions qualifiant la situation de « professionnelle » qui témoignent d’une forme d’invariance; d’autre part, l’activité de saisie par les conseillers de la « perspective » des agriculteurs avec qui ils sont en relation. Enfin, on propose trois lignes de travail à venir sur la notion de situation professionnelle. (shrink)

Professional sport like most human activities undertaken for pay is subject to Article 23(2) of the Universal Declaration of Human Rights (“Equal Pay for Equal Work”). An athlete’s ‘work’ can be variously construed, however, as entertainment/profit generation, athletic performance, or effort. Feminist arguments for gender wage parity in professional sport based on the former two construals rely on counterfactual assumptions, given that most actual audiences and performances of athletes identifying as female do not (currently) equal those of athletes (...) identifying as male. But both philosophical and scientific accounts of the truth-conditions of counterfactual conditionals of the form ‘If conditions X obtained, then the entertainment value/performance of female athletes would equal that of male athletes’ remain uncertain. Construing athletic ‘work’ as effort, on the other hand, ties remuneration to a quasi-unobservable quantity, with paradoxical outcomes when varying levels of athletic or social disadvantage are taken into account. Appeal to procedural justice, finally, does not yield wage equality unless we make the same counterfactual assumptions, or postulate a right to equal remuneration on unrelated grounds of substantive justice. On either of these approaches, the case for gender wage parity in professional sport requires strengthening. (shrink)

the article suggests understanding(including) better the professionalization of the formative activities and the professional activities by an approach which articulates three levels of analysis: macro (historic construction and social construction of the knowledges of the activity), méso (institutional devices (plans) of training (formation) and work) and microphone(microcomputing) (lived on the subjects, the individual dynamics). This reflection leans on the presentation (display) of various processes of professionalization stemming from empirical searches (researches) realized by the author. l’article propose de mieux comprendre (...) la professionnalisation des activités formatives et des activités professionnelles par une approche qui articule trois niveaux d’analyse: macro (construction historique et construction sociale des savoirs de l’activité), méso (dispositifs institutionnels de formation et de travail) et micro (vécu des sujets, dynamiques individuelles). Cette réflexion s’appuie sur la présentation de différents processus de professionnalisation issus de recherches empiriques réalisées par l’auteur. (shrink)

The scope and reach of information, driven by the explosive growth of information technologies and content types, has expanded dramatically over the past 30 years. The consequences of these changes to records and information management (RIM) professionals are profound, necessitating not only specialized knowledge but added responsibilities. RIM professionals require a professional ethics to guide them in their daily practice and to form a basis for developing and implementing organizational policies, and Mooradian’s new book provides a rigorous outline of (...) such an ethics. Taking an authoritative principles/rules based approach to the subject, this book comprehensively addresses •the structure of ethics, outlining principles, moral rules, judgements, and exceptions; •ethical reasoning, from meaning and logic to dilemmas and decision methods; •the ethical core of RIM, discussing key topics such as organizational context, the positive value of accountability, conflicts of interest, and confidentiality; •important ethical concerns like copyright and intellectual property, whistleblowing, information leaks, disclosure, and privacy; and •the relationship between RIM ethics and information governance. -/- An essential handbook for information professionals who manage records, archives, data, and other content, this book is also an ideal teaching text for students of information ethics . (shrink)

У статті розкрито сутність і зміст індивідуального стилю професійної діяльності, його структуру й механізми формування. Установлено, що індивідуальний стиль професійної діяльності є комплексним особистісним утворенням, яке охоплює сталу систему методів і методик роботи та визначає певну стратегію поведінки в трудовій діяльності. Показано, що структуру індивідуального стилю можна уявити у вигляді змістового ядра й прибудови до нього, що формується внаслідок дії механізмів адаптації, компенсації й корекції під час опанування суб’єктом професійної діяльності. З’ясовано, що індивідуальний стиль професійної діяльності може бути охарактеризований через (...) своєрідність співвідношення в структурі орієнтовної, виконавчої та контрольної видів професійної діяльності та визначений як такий, що має процесуальність, особистісну своєрідність, продуктивність, розвивальнимй, коригувальний та адаптивний потенціал, умотивованість у виявленні й розвитку стилю. Акцентовано на тому, що стиль професійної діяльності є водночас фактором і наслідком індивідуального професійного розвитку індивіда, коли в процесі набуття професійного досвіду відбувається інтеграція вроджених властивостей нервової системи, набутих інтелектуальних, емоційних, поведінкових якостей та формуються відмітні риси й індивідуальні здібності людини, що забезпечують її ефективність і продуктивність у досягненні результатів. Виявлено та обґрунтовано педагогічні умови формування індивідуального стилю професійної діяльності майбутніх фахівців. Серед них: урахування індивідуально-психологічних особливостей майбутніх фахівців; запровадження засобів комплексної диференціації з метою розвитку адекватної самооцінки та настанов у виконанні трудових дій; цілеспрямоване формування системи раціональних трудових прийомів; створення на заняттях позитивного мікроклімату, атмосфери співтворчості та співпраці, що забезпечить закріплення оригінальних способів здійснення професійної діяльності. -/- The article studies the problem of the future specialist’s professional formation as a subject of professional activity, which is characterized by originality and peculiarity in the realization of labour functions. The aim of the article is to reveal the essence and content of the individual style of professional activity, its structure and formation mechanisms; determination of pedagogical terms that contribute to the shaping of the optimal individual style of future specialists’ professional activity during their professional preparation process. A complex of research methods has been used, namely: content analysis, generalization and specification in the provisions of the theory of activity and professional pedagogy regarding the essence of the individual style of activity, modelling of the structure of the individual style of professional activity, substantiating the pedagogical terms of its formation in future specialists during their professional preparation process. It has been established that the individual style of professional activity is a complex personal creation including a stable system of work methods and techniques, and determining a certain behaviour strategy in their labour activity. It has been shown that the structure of an individual style can be presented in the form of a content core and an extension to it; it is formed as a result of the action of mechanisms of adaptation, compensation and correction during the subject’s mastery of professional activity. It has been found that the individual style of professional activity can be characterized by means of the peculiarity of the ratio of the indicative, executive and control types of professional activity in its structure. It can be defined by way of procedural, personal originality, and productivity parameters, as well as one’s having the developmental, corrective and adaptive potential, and motivation in detecting and shaping the style. It has been emphasised that the style of professional activity, at the same time, is both a factor and a consequence of the person’s individual professional development. During the gaining professional experience process, the innate properties of the nervous system, and acquired intellectual, emotional, and behavioural qualities are integrated and a person’s distinctive features and individual abilities are formed ensuring their efficiency and productivity in achieving the results. It has been highlighted that such leading methodological approaches as systemic, personal-activity, axiological and acmeological ones are effective means to shape the future specialists’ individual style of professional activity. They make it possible to form not individual features or characteristics, but an integral dynamic psychological system of individual active adaptation to the conditions of the professional environment via involvement in the study and professional activities, taking into account personality traits and value attitudes and focusing on achieving the top of the professional mastery. Pedagogical terms for the formation of the future specialists’ individual style of professional activity have been identified and substantiated. They include taking into account the individual and psychological characteristics of future specialists, introducing means of complex differentiation to develop adequate self-assessment and attitudes in the performance of labour actions, purposeful formation of a system of rational labour methods, as well as creation of a positive microclimate and an atmosphere of co-creation and cooperation in classes, which will ensure the consolidation of original methods of carrying out professional activities. (shrink)

The double subjectivity of conscience and the need to test conscientious objections -/- Abstract In spite of the collapse of the traditional objective concept of conscience and the subsequent subjectivation of conscience, conscientious objections are still often considered as a valid ground for exemption from legal and professional obligations. Conscientious objections are seen as more serious than ordinary moral objections. It is not evident why this is so. I argue, with Niklas Luhmann, that the function of conscience is (...) to protect the moral core of a person’s identity. Overruling conscientious objections threatens this core. Claims of conscience are usually founded on the right of freedom of conscience. This right is not absolute. I discuss the view of Richard Arneson who rejects the right of freedom of conscience and defends the right against conscience. I agree with Arneson that, at the one hand, conscientious objectors may constitute a threat to the social and legal order when their objections are not recognised and, at the other hand, too easy giving in to conscientious objections may also threaten the viability of social and legal order. That is why it is needed to determine when conscientious objections cannot be taken at face value, but should be subjected to a series of tests. The aim of these tests is to contain the number of objectors. I discuss 6 criteria for determining whether conscientious objections ground an exemption to legal and professional obligations. At the end of the article I discuss the conscientious objections of medical doctors. (shrink)

The current thesis discusses how tools for analysing power are developed predominately for adults, and thus remain underdeveloped in terms of understanding injustices related to age, ethnicity/race and gender in childhoods. The overall aim of this dissertation is to inscribe a discourse of intersecting social injustices as relevant for childhoods and child welfare, and by interlinking postcolonial, feminist, and critical childhood studies. The dissertation is set empirically within the policy and practice of Swedish child welfare, here exemplified by the assessment (...) framework Barns Behov i Centrum. It aims to explore how Swedish child welfare, as a field of knowledge, modes of knowing and knowing subjects, constitutes an arena for claims and responses to intersecting social justice issues. The material consists of BBIC primers and selected samples from, a total of 283 case reports from a Swedish social service agency. The case reports address assessments of children. This dissertation is based on four qualitative studies using discourse analysis, as well as analysis inspired by thematic and case-study methodology. Two studies focus on child welfare discourses in BBIC documents involving social problems and violence, and two studies are based on child welfare case reports. Studies I­­-II address child welfare policy and practice by analysing the conditions required for children to participate, in terms of children’s moral status and in terms of status of ‘evidencing’ needs for protection. Studies III­­-IV explore this further from the perspective of intersecting and embodied social injustices in childhoods. Together, the studies interconnect child welfare as a field of knowledge, modes of knowing and knowers with child welfare as a moral arena for claims to rights, recognition, and social justice. The synthesised findings point to child biowelfare, in which justice discourses are largely absent. Biowelfare is informed by a mode of knowing and ‘evidencing’ risks to children’s health and development, which are confined to scientific predicting-believing, seeing-believing by professionals and a moral economy of care, all of which constrain the idea that injustices are structural and intersecting. Biowelfare primarily responds to children as ‘speaking’ biological bodies, rather than as voices of justice. In this sense, injustices of an epistemological nature are interconnected with social injustices. When issues of justice are mobilised in case reports and policy, they come across as rather ‘unjust’, primarily confined to the sphere of the family home of racialised children and not connected to ‘general’ children. In addition to intersections of age, ethnicity/race and gender, class and health are fundamental to recognition and protection in biowelfare. Finally, the dissertation indicates the need for a moral economy which responds to intersecting social injustices such as racial, gender-based and ageist violence in childhoods, and violations of children’s bodily integrity. (shrink)

This project considers whether and how research ethics can contribute to the provision of cost-effective medical interventions. Clinical research ethics represents an underexplored context for the promotion of cost-effectiveness. In particular, although scholars have recently argued that research on less-expensive, less-effective interventions can be ethical, there has been little or no discussion of whether ethical considerations justify curtailing research on more expensive, more effective interventions. Yet considering cost-effectiveness at the research stage can help ensure that scarce resources such as tissue (...) samples or limited subject popula- tions are employed where they do the most good; can support parallel efforts by providers and insurers to promote cost-effectiveness; and can ensure that research has social value and benefits subjects. I discuss and rebut potential objections to the consideration of cost-effectiveness in research, including the difficulty of predicting effectiveness and cost at the research stage, concerns about limitations in cost-effectiveness analysis, and worries about overly limiting researchers’ freedom. I then consider the advantages and disadvantages of having certain participants in the research enterprise, including IRBs, advisory committees, sponsors, investigators, and subjects, consider cost-effectiveness. The project concludes by qualifiedly endorsing the consideration of cost-effectiveness at the research stage. While incorporating cost-effectiveness considerations into the ethical evaluation of human subjects research will not on its own ensure that the health care system realizes cost-effectiveness goals, doing so nonetheless represents an important part of a broader effort to control rising medical costs. (shrink)

Aside from the local (mostly Western) efforts to subject animal experimentation to public scrutiny, the extent of animal experimentation, the acceptance of alternative methods and the fate of animals in laboratories depend on experimenters’ morality (as defined by social psychology), whose shaping is of crucial importance for the future of animal use in science. Meanwhile, sociological and ethnographic research in laboratories demonstrates that in the matter of animal use the experimenters are unreflective, ethically incompetent, and incapable of taking a critical (...) view of the received morality. This appears to result largely from their higher education which is known to cause a regression in moral development, inculcate a routine exploitation and/or objectification of animals, and ignore both the scientific premises and moral consequences of animal subjectivity. From all we know, it is researchers’ morality rather than pressing needs and expectations of humanity that interferes with a major restriction of invasive animal research in general and a wide, proactive acceptance of alternative methods in particular. (shrink)

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires were (...) used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenged for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the the ways in which different head teachers go about planning change in their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school. (shrink)

Essa pesquisa elege como material específico de análise uma sequência de cursos oferecidos pelo “YouTube Academy” para a criação, gerenciamento e divulgação de uma empresa associada à plataforma de vídeos do YouTube. O objetivo é investigar os modos de imbricação e/ou separação entre o sujeito e a empresa. Para construir os procedimentos analíticos, delimitamos as seguintes perguntas: Como as formas imaginárias do sujeito (o “eu”, a identidade e a individualidade) estão relacionadas com a criação e o funcionamento de uma empresa (...) no YouTube? Como o trabalho e as relações de trabalho são significados nessa discursividade? A pesquisa é filiada à Análise de Discurso Materialista, em diálogo com autores que analisam as relações de trabalho contemporâneas. O olhar discursivo chega a três regularidades: 1) homogeneização das diferentes condições de produção no trabalho dos youtubers; 2) o paralelismo discursivo entre sujeito, canal e empresa (negócio); 3) uma retórica do equilíbrio entre “vida profissional” e “vida pessoal”. O material se sustenta no funcionamento de uma busca pela saturação dos sentidos com soluções e cursos para cada uma das etapas da (re)produção desse trabalho, para a suposta totalidade do processo. The specific analysis material for this essay was chosen from a sequence of courses, offered by the “YouTube Academy”, with the aim of creating, managing and announcing a company associated with the YouTube video platform. Its goal is to examine the ways of imbrication and/or separation between the subject and the company. In order to build the analytical procedures, we delineated the following questions: How are the imaginary for ms of the subject (the “self” as identity and individuality) related to the creation and operation of a company on YouTube? How are work and work relations meant in this discursivity? The research is affiliated with Materialist Discourse Analysis, in dialogue with authors who analyze contemporary work relations. The discursive look reaches three regularities: 1) homogenization of the different production conditions in the work of “youtubers”; 2) the discursive parallelism between subject, channel and company (busi-ness); 3) a rhetoric of the balance between “professional life” and “personal life”. The material is based on the operation of a search for the saturation of the senses with solutions and courses for each of the stages of the (re)production of this work, for the supposed totality of the process. (shrink)

The philosophical study of well-being concerns what makes lives good for their subjects. It is now standard among philosophers to distinguish between two kinds of well-being: - lifetime well-being, i.e., how good a person's life was for him or her considered as a whole, and - temporal well-being, i.e., how well off someone was, or how they fared, at a particular moment in time or over a period of time longer than a moment but shorter than a whole life, say, (...) a day, month, year, or chapter of a life. Many theories have been offered of each of these kinds of well-being. A common view is that lifetime well-being is in some way constructed out of temporal well-being. This book argues that much of this literature is premised on a mistake. Lifetime well-being cannot be constructed out of temporal well-being, because there is no such thing as temporal well-being. The only genuine kind of well-being is lifetime well-being. The Passing of Temporal Well-Being will prove essential reading for professional philosophers, especially in moral and political philosophy. It will also be of interest to welfare economists and policy-makers who appeal to well-being. (shrink)

A scholar of Hellenistic and Prussian history, Droysen developed a historical theory that at the time was unprecedented in range and depth, and which remains to the present day a valuable key for understanding history as both an idea and a professional practice. Arthur Alfaix Assis interprets Droysen’s theoretical project as an attempt to redefine the function of historiography within the context of a rising criticism of exemplar theories of history, and focuses on Droysen’s claim that the goal underlying (...) historical writing and reading should be the development of the subjective capacity to think historically. In addition, Assis examines the connections and disconnections between Droysen’s theory of historical thinking, his practice of historical thought, and his political activism. Ultimately, Assis not only shows how Droysen helped reinvent the relationship between historical knowledge and human agency, but also traces some of the contradictions and limitations inherent to that project. (shrink)

Background: Transgender health care is a subject of much debate among clinicians, political commentators, and policy-makers. While the World Professional Association of Transgender Health (WPATH) Standards of Care (SOC) establish clinical standards, these standards contain implied ethics but lack explicit focused discussion of ethical considerations in providing care. An ethics chapter in the SOC would enhance clinical guidelines. Aims: We aim to provide a valuable guide for healthcare professionals, and anyone interested in the ethical aspects of clinical support for (...) gender diverse and transgender people of all ages. Recognizing that the WPATH is a global association, we address broad challenges. We offer a reflection on general ethical principles, providing conceptual tools for healthcare providers, patients, and families to navigate the specific challenges they might encounter in transgender health care, in line with WPATH’s worldwide mission and scope. Method: This article employs a descriptive analysis, and our framework of reference is the four principles of biomedical ethics: respect for autonomy, beneficence, nonmaleficence, and justice. Results: The article presents a discussion on the four ethical principles as applied to transgender health care. We address issues such as respect for patient autonomy in decision-making, the role of beneficence and nonmaleficence in clinical interventions, and the importance of justice in equitable treatment and access to care. Some of the ethical concerns we address in this article pertain to the current sociopolitical climate, where there has been increasing legal interference, internationally, for transgender and nonbinary people, particularly youth, seeking medical care. Discussion: We highlight the interplay between ethical principles and clinical practice, underscoring the need for ethical guidance in addressing the diverse challenges faced by healthcare providers and patients in transgender health care. We advocate for continuous refinement of ethical thinking to ensure that transgender health care is not only medically effective but also ethically sound. (shrink)

Aims and Objectives. This article uses the concept of embodiment to demonstrate a conceptual approach to applied phenomenology. -/- Background. Traditionally, qualitative researchers and healthcare professionals have been taught phenomenological methods, such as the epoché, reduction, or bracketing. These methods are typically construed as a way of avoiding biases so that one may attend to the phenomena in an open and unprejudiced way. However, it has also been argued that qualitative researchers and healthcare professionals can benefit from phenomenology’s well-articulated theoretical (...) framework, which consists of core concepts, such as selfhood, empathy, temporality, spatiality, affectivity, and embodiment. -/- Design. This is a discursive article that demonstrates a conceptual approach to applied phenomenology. -/- Method. To outline and explain this approach to applied phenomenology, the Discussion section walks the reader through four stages of phenomenology, which progress incrementally from the most theoretical to the most practical. -/- Discussion. Part one introduces the philosophical concept of embodiment, which can be applied broadly to any human subject. Part two shows how philosophically trained phenomenologists use the concept of embodiment to describe general features of illness and disability. Part three illustrates how the phenomenological concept of embodiment can inform empirical qualitative studies and reflects on the challenges of integrating philosophy and qualitative research. Part four turns to phenomenology’s application in clinical practice and outlines a workshop model that guides clinicians through the process of using phenomenological concepts to better understand patient experience. -/- Conclusion and Relevance to Clinical Practice. A conceptual approach to applied phenomenology provides a valuable alternative to traditional methodological approaches. Phenomenological concepts provide a foundation for better understanding patient experience in both qualitative health research and clinical practice, and therefore provide resources for enhancing patient care. (shrink)

Many people believe that philosophy makes no progress. Members of the general public often find it amazing that philosophers exist in universities at all, at least in research positions. Academics who are not philosophers often think of philosophy either as a scholarly or interpretative enterprise, or else as a sort of pre-scientific speculation. And many well-known philosophers argue that there is little genuine progress in philosophy. Daniel Stoljar argues that this is all a big mistake. When you think through exactly (...) what philosophical problems are, and what it takes to solve them, the pattern of success and failure in philosophy is similar to that in other fields. In philosophy, as elsewhere, there is a series of overlapping topics that determine what the subject is about. In philosophy, as elsewhere, different people in different historical epochs and different cultures ask different big questions about these topics. And in philosophy, as elsewhere, big questions asked in the past have often been solved: Stoljar provides examples. Philosophical Progress presents a strikingly optimistic picture of philosophy - not a radical optimism that says that there is some key that unlocks all philosophical problems, and not the kind of pessimism that dominates both professional and non-professional thinking about philosophy, but a reasonable optimism that views philosophy as akin to other fields. (shrink)

Although there have never been so many professional philosophers as today, most of the questions discussed by today’s philosophers are of no interest to cultured people at large. Specifically, several scientists have maintained that philosophy has become an irrelevant subject. Thus philosophy is at a crossroads: either to continue on the present line, which relegates it into irrelevance, or to analyse the reasons of the irrelevance and seek an escape. This paper is an attempt to explore the second alternative.

Recent empirical work appears to suggest that the moral intuitions of professional philosophers are just as vulnerable to distorting psychological factors as are those of ordinary people. This paper assesses these recent tests of the ‘expertise defense’ of philosophical intuition. I argue that the use of familiar cases and principles constitutes a methodological problem. Since these items are familiar to philosophers, but not ordinary people, the two subject groups do not confront identical cognitive tasks. Reflection on this point shows (...) that these findings do not threaten philosophical expertise—though we can draw lessons for more effective empirical tests. (shrink)

Stephen Schulhofer's book, Unwanted Sex: The Culture of Intimidation and the Failure of Law, provides a carefully constructed and powerful case for rape-law reform. His effort is distinctive in three ways: (1) it takes the basic question of reform to be the moral one of determining which sexual interactions ought to be the subject of the criminal law, (2) it takes the right of sexual autonomy to serve as the basis for any successful legal reform, and (3) it makes a (...) philosophically sophisticated case for his own reform proposal. Schulhofer's efforts should be of great interest to philosophers, especially feminist legal philosophers, interested in questions that bear direct relevance to the relationships between autonomy, coercion, and consent as constrained by the requirements of due process. His careful and scrupulously fair discussion of influential reform recommendations set the stage for his own position (discussed in section VII), a critical evaluation thereof (sections VII and VIII), and sympathetic recommendations in VIII and IX. Of special value here is Schulhofer's attempt to extend his analysis of coerced consent to include certain "offers" made in contexts (e.g., the workplace) characterized by significant power differentials between persons. Section IX offers suggestions, generally friendly to Schulhofer's overall reform proposals, for identifying wrongful sexual interactions occurring in certain institutional or professional contexts. (shrink)

If medical complicity is understood as compliance with a directive to act against the professional's best medical judgment, the question arises whether it can ever be justified. This paper will trace the contours of what would legitimate a directive to act against a professional's best medical judgment (and in possible contravention of her oath) using Joseph Raz's service conception of authority. The service conception is useful for basing the legitimacy of authoritative directives on the ability of the putative (...) authority to enable subjects to comply better with reasons that already apply to them. Hence, the service conception bases the legitimacy of practical authority on a certain kind of greater knowledge or expertise. This helps to focus the conundrum regarding complicity on the clash of expertise between the medical expert and the governing body tasked with coordinating behaviour and otherwise devising rules for the social good. The ethical dilemma presented by a hypothetically legitimate directive to act against a professional's best medical judgment also serves to highlight the moral dimension of one's duty to obey a legitimate authority. (shrink)

Warts and verrucas are common skin conditions caused by the human papillomavirus (HPV) infection. They present as raised, rough, or bumpy growths on the hands, feet, or other areas subjected to friction or pressure. Plantar warts exhibit a rough surface with small black dots, while genital warts have a cauliflower-like appearance. Pain or itchiness may accompany these lesions. Factors such as close contact with infected individuals and immune compromise can impact the severity and spread of warts. Diagnosis is primarily based (...) on clinical examination, and referral to a dermatologist may be necessary for uncertain cases. Treatment options range from over-the-counter remedies to professional interventions. Persistent or symptomatic lesions should be evaluated by a healthcare professional. Improved understanding and effective management of warts and verrucas are essential for optimal patient outcomes. (shrink)

Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and learning of (...) climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down into fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed. (shrink)

Schemes of diagrammatic representation have been so familiarly introduced into logical treatises during the last century or so, that many readers, even of those who have made no professional study of logic, may be supposed to be acquainted with the general nature and object of such devices. Of these schemes one only, viz. that commonly called "Eulerian circles," has met with any general acceptance. A variety of others indeed have been proposed by ingenious and celebrated logicians, several of which (...) would claim notice in a historical treatment of the subject; but they mostly do not seem to me to differ in any essential respect from that of Euler. They rest upon the same leading principle, and are subject all alike to the same restrictions and defects. We must therefore cast about for some new scheme of diagrammatic representation which shall be competent to indicate imperfect knowledge on our part; for this will at once enable us to appeal to it step by step in the process of working out our conclusions. I have never seen any hint at such a scheme, though the want seems so evident that one would suppose that something of the kind must have been proposed before. (shrink)

What is the most general common set of attributes that characterises something as intrinsically valuable and hence as subject to some moral respect, and without which something would rightly be considered intrinsically worthless or even positively unworthy and therefore rightly to be disrespected in itself? This paper develops and supports the thesis that the minimal condition of possibility of an entity's least intrinsic value is to be identified with its ontological status as an information object. All entities, even when interpreted (...) as only clusters of information, still have a minimal moral worth qua information objects and so may deserve to be respected. The paper is organised into four main sections. Section 1 models moral action as an information system using the object-oriented programming methodology (OOP). Section 2 addresses the question of what role the several components constituting the moral system can have in an ethical analysis. If they can play only an instrumental role, then Computer Ethics (CE) is probably bound to remain at most a practical, field-dependent, applied or professional ethics. However, Computer Ethics can give rise to a macroethical approach, namely Information Ethics (IE), if one can show that ethical concern should be extended to include not only human, animal or biological entities, but also information objects. The following two sections show how this minimalist level of analysis can be achieved. Section 3 provides an axiological analysis of information objects. It criticises the Kantian approach to the concept of intrinsic value and shows that it can be improved by using the methodology introduced in the first section. The solution of the Kantian problem prompts the reformulation of the key question concerning the moral worth of an entity: what is the intrinsic value of x qua an object constituted by its inherited attributes? In answering this question, it is argued that entities can share different observable properties depending on the level of abstraction adopted,and that it is still possible to speak of moral value even at the highest level of ontological abstraction represented by the informational analysis. Section 4 develops a minimalist axiology based on the concept of information object. It further supports IE's position by addressing five objections that may undermine its acceptability. (shrink)

The problem of standard of care in clinical research concerns the level of treatment that investigators must provide to subjects in clinical trials. Commentators often formulate answers to this problem by appealing to two distinct types of obligations: professional obligations and natural duties. In this article, I investigate whether investigators also possess institutional obligations that are directly relevant to the problem of standard of care, that is, those obligations a person has because she occupies a particular institutional role. I (...) examine two types of institutional contexts: (1) public research agencies – agencies or departments of states that fund or conduct clinical research in the public interest; and (2) private-for-profit corporations. I argue that investigators who are employed or have their research sponsored by the former have a distinctive institutional obligation to conduct their research in a way that is consistent with the state's duty of distributive justice to provide its citizens with access to basic health care, and its duty to aid citizens of lower income countries. By contrast, I argue that investigators who are employed or have their research sponsored by private-for-profit corporations do not possess this obligation nor any other institutional obligation that is directly relevant to the ethics of RCTs. My account of the institutional obligations of investigators aims to contribute to the development of a reasonable, distributive justice-based account of standard of care. (shrink)