Search results for 'School administrators Professional ethics' (try it on Scholar)

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  1. Daniel J. Mahoney (2006). Ethics and the School Administrator: Balancing Today's Complex Issues. Rowman & Littlefield Education.score: 672.0
    A body of knowledge -- Organizations -- Behavior -- Ethics -- Organizational politics -- Interpersonal dynamics -- Professional ethics -- Balancing it all.
     
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  2. William T. Hartman (2005). Ethics for School Business Officials. Scarecroweducation.score: 654.0
    Ethics and school business officials -- Making ethical decisions -- Ethics for school business officials -- Examining personal and professional codes of ethics -- Approaching ethical dilemmas -- Human resource management -- Financial resource management -- Facility, property, and information management -- Ancillary services : transportation.
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  3. Joseph P. Hester (2003). Ethical Leadership for School Administrators and Teachers. Mcfarland & Co..score: 634.0
    This book suggests that the time has come for educational leaders to re-evaluate their mission and redirect their schools to a broader curriculum emphasizing ...
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  4. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.score: 558.0
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and (...)
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  5. Mike Bottery (1992). The Ethics of Educational Management: Personal, Social, and Political Perspectives on School Organization. Cassell.score: 552.0
  6. S. J. Knezevich (1970). The Ethical Concerns of Professional School Administrators. In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 496.0
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  7. William Frick (ed.) (2012). Educational Management Turned on its Head: Exploring a Professional Ethic for Educational Leadership: A Critical Reader. P. Lang.score: 486.0
     
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  8. Spencer J. Maxcy (2002). Ethical School Leadership. Scarecrow Press.score: 480.0
    This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.
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  9. Ernestine Enomoto (2007). Leading Through the Quagmire: Ethical Foundations, Critical Methods, and Practical Applications for School Leadership. Rowman & Littlefield Education.score: 480.0
  10. Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell (2011). The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW] Journal of Academic Ethics 9 (4):277-290.score: 408.0
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. (...)
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  11. Susan Jacob (1996). Ethics and Law for School Psychologists. J. Wiley & Sons.score: 364.5
    The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...
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  12. Ronald H. Stein & M. Carlota Baca (eds.) (1981). Professional Ethics in University Administration. Jossey-Bass.score: 342.0
  13. Glenn L. Immegart & John M. Burroughs (eds.) (1970). Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 328.5
     
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  14. Mike W. Martin (2000). Meaningful Work: Rethinking Professional Ethics. Oxford University Press.score: 288.0
    As commonly understood, professional ethics consists of shared duties and episodic dilemmas--the responsibilities incumbent on all members of specific professions joined together with the dilemmas that arise when these responsibilities conflict. Martin challenges this "consensus paradigm" as he rethinks professional ethics to include personal commitments and ideals, of which many are not mandatory. Using specific examples from a wide range of professions, including medicine, law, high school teaching, journalism, engineering, and ministry, he explores how personal (...)
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  15. Martinelli-Fernandez Susan A. (2009). Collaborative Administration: Academics and Administrators in Higher Education. In Elaine Englehardt (ed.), The Ethical Challenges of Academic Administration. Springer.score: 232.5
    This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives.
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  16. Udo Schuklenk & Ricardo Smalling (2013). Queer Patients and the Health Care Professional—Regulatory Arrangements Matter. Journal of Medical Humanities 34 (2):93-99.score: 222.0
    This paper discusses a number of critical ethical problems that arise in interactions between queer patients and health care professionals attending them. Using real-world examples, we discuss the very practical problems queer patients often face in the clinic. Health care professionals face conflicts in societies that criminalise same sex relationships. We also analyse the question of what ought to be done to confront health care professionals who propagate falsehoods about homosexuality in the public domain. These health care professionals are more (...)
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  17. St John & P. Edward (2009). College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice. Routledge.score: 211.5
    Professional responsibility -- Social justice -- Professional development -- Actionable knowledge -- Expert knowledge and skills -- Strategy and artistry -- Professional effectiveness -- Critical social challenges -- Transformational practice -- Conclusions.
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  18. Elaine Englehardt (ed.) (2009). The Ethical Challenges of Academic Administration. Springer.score: 211.5
    This book explores the issues that are faced every day by those managing seats of learning.
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  19. Thomas W. Dunfee & Diana C. Robertson (1988). Integrating Ethics Into the Business School Curriculum. Journal of Business Ethics 7 (11):847 - 859.score: 202.5
    A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business (...)
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  20. Theodore Day Martin (1931). Instruction in Professional Ethics in Professional Schools for Teachers. Washington, D.C.,National Education Association.score: 202.5
     
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  21. Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton (1994). The Effects of Professional Education on Values and the Resolution of Ethical Dilemmas: Business School Vs. Law School Students. [REVIEW] Journal of Business Ethics 13 (9):693 - 700.score: 198.0
    Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior (...)
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  22. L. W. Beck (1970). Professions, Ethics, and Professional Ethics. In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 197.0
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  23. Kenneth S. Pope (2007). Ethics in Psychotherapy and Counseling: A Practical Guide. Jossey-Bass.score: 193.5
    Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professional ethics around. . . . This is a refreshingly open and inviting text that has become a classic in the field." —Derald Wing Sue, professor of psychology, Teachers College, Columbia University "I love this book! And so will therapists, supervisors, and trainees. In fact, it really should be required reading for every mental health professional and aspiring professional. . (...)
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  24. Jane E. Dutton (1992). Values and Ethical Decision-Making Among Professional School Students. Professional Ethics 1 (3/4):117-136.score: 193.5
  25. Chris Higgins (2011). The Good Life of Teaching: An Ethics of Professional Practice. Wiley-Blackwell.score: 193.5
    Machine generated contents note: Preface (Richard Smith) -- Acknowledgements -- Introduction : Why We Need a Virtue Ethics of Teaching. Saints and scoundrels ; A brief for teacherly self-cultivation ; From the terrain of teaching to the definition of professional ethics ; Outline of the argument -- PART I. The Virtues of Vocation : From Moral Professionalism to Practical Ethics -- Chapter 1. Work and Flourishing : Williams' Critique of Morality and its Implications for Professional (...)
     
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  26. James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.score: 189.0
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, (...)
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  27. Allen Hall & Lisa Berardino (2006). Teaching Professional Behaviors: Differences in the Perceptions of Faculty, Students, and Employers. [REVIEW] Journal of Business Ethics 63 (4):407 - 415.score: 189.0
    A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach (...)
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  28. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change. Routledge.score: 184.5
     
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  29. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.score: 184.5
     
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  30. M. L. Jennings (2009). Medical Student Burnout: Interdisciplinary Exploration and Analysis. [REVIEW] Journal of Medical Humanities 30 (4):253-269.score: 180.0
    Burnout—a stress-related syndrome characterized by exhaustion, depersonalization, and a diminished sense of accomplishment—is a common phenomenon among medical students with significant potential consequences for student health, professionalism, and patient care. This essay proposes that the epidemic of medical student burnout can be attributed to a technocratic paradigm that fails to value medical students as persons with human needs and limitations. After briefly reviewing the literature on medical student burnout, the author uses two theories to elucidate potential causes: unsatisfactory aspects of (...)
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  31. John R. McCall (1988). The Provident Principal. Institute of Government, University of North Carolina at Chapel Hill.score: 175.5
     
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  32. Helen A. Klein, Nancy M. Levenburg, Marie McKendall & William Mothersell (2007). Cheating During the College Years: How Do Business School Students Compare? [REVIEW] Journal of Business Ethics 72 (2):197 - 206.score: 174.0
    When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students (...)
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  33. Ann Lieberman (ed.) (1988). Building a Professional Culture in Schools. Teachers College Press.score: 172.0
  34. Johannes Brinkmann (2002). Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies. Journal of Business Ethics 41 (1-2):159 - 177.score: 168.0
    Marketing ethics is normally marketed as a sub-specialization of business ethics. In this paper, marketing ethics serves as an umbrella term for advertising, PR and sales ethics and as an example of professional ethics. To structure the paper, four approaches are distinguished, with a focus on typical professional conflicts, codes, roles or climates respectively. Since the moral climate approachis more inclusive than the other approaches, the last part of the paper deals mainly with (...)
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  35. Joel Marks (2004). “There's No Room in the Worksheet” and Other Fallacies About Professional Ethics in the Curriculum. Teaching Ethics 4 (2):79-90.score: 168.0
    Despite the apparently universal recognition of a pervasive "success at any cost" amorality in the professional and business world, and the need to do something about it, attempts to establish a campus-wide professional ethics curriculum continue to encounter resistance at many colleges and universities. The main stumbling block seems to be a purely practical one: How do you fit a course on professional ethics into academic worksheets that are already over-crowded with essential technical courses in (...)
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  36. Ellen M. Harshman, James F. Gilsinan, James E. Fisher & Frederick C. Yeager (2005). Professional Ethics in a Virtual World: The Impact of the Internet on Traditional Notions of Professionalism. [REVIEW] Journal of Business Ethics 58 (1-3):227 - 236.score: 168.0
    Numerous articles in the popular press together with an examination of websites associated with the medical, legal, engineering, financial, and other professions leave no doubt that the role of professions has been impacted by the Internet. While offering the promise of the democratization of expertise – expertise made available to the public at convenient times and locations and at an affordable cost – the Internet is also driving a reexamination of the concept of professional identity and related claims of (...)
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  37. W. Scott Dunbar (2005). Emotional Engagement in Professional Ethics. Science and Engineering Ethics 11 (4):535-551.score: 168.0
    Recent results from two different studies show evidence of strong emotional engagement in moral dilemmas that require personal involvement or ethical problems that involve significant inter-personal issues. This empirical evidence for a connection between emotional engagement and moral or ethical choices is interesting because it is related to a fundamental survival mechanism rooted in human evolution. The results lead one to question when and how emotional engagement might occur in a professional ethical situation. However, the studies employed static dilemmas (...)
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  38. Cheryl Cates & Bryan Dansberry (2004). A Professional Ethics Learning Module for Use in Co-Operative Education. Science and Engineering Ethics 10 (2):401-407.score: 168.0
    The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati (UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating in the Professional Practice Program, which will (...)
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  39. Ji Yeon Han, Hyun Soon Park & Hyeonju Jeong (2013). Individual and Organizational Antecedents of Professional Ethics of Public Relations Practitioners in Korea. Journal of Business Ethics 116 (3):553-566.score: 168.0
    This study examines the effects of individual ethical values and organizational factors on the professional ethics of PR practitioners in Korea by considering a person–situation interactionist model. Individual ethical values are used as individual factors, and organizational factors consist of an organization’s reward and punishment for ethical/unethical behavior, the behavior of peers, and the ethical integrity of the chief ethics officer. The professional ethics of PR practitioners (the dependent variable) are classified into the following three (...)
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  40. Joseph A. Petrick & Robert F. Scherer (2005). Management Educators' Expectations for Professional Ethics Development. Journal of Business Ethics 61 (4):301 - 314.score: 168.0
    Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professional ethics development. However, this last purpose of such organizations has received the least amount of attention. Moreover, previous research has demonstrated that there are differences in perceived needs for professional ethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between (...)
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  41. Christine Doddington (2007). Individuals or Persons—What Ethics Should Help Constitute the School as Community? Ethics and Education 2 (2):131-143.score: 168.0
    This paper critically examines some assumptions involved in determining the nature of the relationships and work that constitute a school as a community dedicated to learning and knowledge. Rather than arguing from first principles, the paper assumes that respect for other people as ends is preferable to seeing individuals in terms of their function or status; and it argues, in particular, for the reinstatement of a sense of agency for teachers that seems to have been lost in recent education (...)
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  42. Donald D. Carpenter, Trevor S. Harding, Cynthia J. Finelli & Honor J. Passow (2004). Does Academic Dishonesty Relate to Unethical Behavior in Professional Practice? An Exploratory Study. Science and Engineering Ethics 10 (2):311-324.score: 168.0
    Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we propose the hypotheses that (1) there are similarities in the (...)
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  43. A. Nello (2010). The Circumscribed Quadrature of Professional Ethics. Ramon Llull Journal of Applied Ethics 1 (1):143.score: 168.0
    The circumscribed quadrature of professional ethics aims to show the necessary shift from deontology to professional ethics, from deontological codes to ethical codes. While deontology and the deontological codes that materialise from it set their sights on professionals' responsibilities, professional ethics and the ethical codes that should derive from it would set their sights on the professional act, on its successful performance. In this way, the stress comes to be placed not only on (...)
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  44. Androniki Panteli, Janet Stack & Harvie Ramsay (1999). Gender and Professional Ethics in the IT Industry. Journal of Business Ethics 22 (1):51 - 61.score: 165.0
    In this paper, we discuss the ethical responsibility of the Information Technology (IT) industry towards its female workforce. Although the growing IT industry experiences skills shortages, there is a declining trend in the representation of women. The paper presents evidence that the IT industry is not gender-neutral and that it does little to promote or retain its female workforce. We urge that professional codes of ethics in IT should be revised to take into account the diverse needs of (...)
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  45. American Association of University Administors (1981). Professional Standards for Administrators. In Ronald H. Stein & M. Carlota Baca (eds.), Professional Ethics in University Administration. Jossey-Bass.score: 163.5
     
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  46. Emile Durkheim (1957/1992). Professional Ethics and Civic Morals. Routledge.score: 162.0
    In Professional Ethics and Civic Morals , Emile Durkheim outlined the core of his theory of morality and social rights which was to dominate his work throughout the course of his life. In Durkheim's view, sociology is a science of morals which are objective social facts, and these moral regulations form the basis of individual rights and obligations. This book is crucial to an understanding of Durkheim's sociology because it contains his much-neglected theory of the state as a (...)
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  47. Desh Raj Sirswal (2013). Professional Ethics, Media and Good Governance. Intellection (01):Jan-June 2013.score: 162.0
    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 (...)
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  48. Desh Raj Sirswal (2013). Professional Ethics and Morality. In Icsp (ed.), Facilitation Volume in Honour of Prof. Sohan Raj Tater.score: 162.0
    Modern educational thoughts have made a powerful impact on civilized persons. The learner is a partner in the process of learning in our age. He is a disciple and is going to be a consumer as well as customer. There is a shift from education as a means of welfare and awareness to commercialization of education. In this background, Professional Ethics is partly comprised of what a professional should or should not do in the work -place. It (...)
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  49. Heidi von Weltzien Hoivik (2002). Professional Ethics: A Managerial Opportunity in Emerging Organizations. Journal of Business Ethics 39 (1/2):3 - 11.score: 162.0
    Professional Ethics, viewed as a managerial challenge and opportunity in this study, deals with the often overlooked conceptions, actions and behavior of individuals who see themselves both as members of a profession and as members of an organization. Managers have to deal with this dual loyalty and inherent potential for conflict. This is of particular importance for new types of organizations when wanting to develop and sustain an ethical platform for the ultimate goal - assuring that future business (...)
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  50. Karolyn L. A. White, Christopher F. C. Jordens & Ian Kerridge (forthcoming). Contextualising Professional Ethics: The Impact of the Prison Context on the Practices and Norms of Health Care Practitioners. Journal of Bioethical Inquiry:1-13.score: 162.0
    Health care is provided in many contexts—not just hospitals, clinics, and community health settings. Different institutional settings may significantly influence the design and delivery of health care and the ethical obligations and practices of health care practitioners working within them. This is particularly true in institutions that are established to constrain freedom, ensure security and authority, and restrict movement and choice. We describe the results of a qualitative study of the experiences of doctors and nurses working within two women’s prisons (...)
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