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

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  1.  13
    William T. Hartman (2005). Ethics for School Business Officials. Scarecroweducation.
    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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  2. Daniel J. Mahoney (2006). Ethics and the School Administrator: Balancing Today's Complex Issues. Rowman & Littlefield Education.
    A body of knowledge -- Organizations -- Behavior -- Ethics -- Organizational politics -- Interpersonal dynamics -- Professional ethics -- Balancing it all.
     
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  3.  44
    Joseph P. Hester (2003). Ethical Leadership for School Administrators and Teachers. Mcfarland & Co..
    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. Mike Bottery (1992). The Ethics of Educational Management: Personal, Social, and Political Perspectives on School Organization. Cassell.
  5. 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
  6. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.
    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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  7. Ernestine Enomoto (2007). Leading Through the Quagmire: Ethical Foundations, Critical Methods, and Practical Applications for School Leadership. Rowman & Littlefield Education.
  8. William Frick (ed.) (2012). Educational Management Turned on its Head: Exploring a Professional Ethic for Educational Leadership: A Critical Reader. P. Lang.
     
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  9.  6
    Spencer J. Maxcy (2002). Ethical School Leadership. Scarecrow Press.
    This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.
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  10.  5
    Susan Jacob (1996). Ethics and Law for School Psychologists. J. Wiley & Sons.
    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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  11. Mike W. Martin (2000). Meaningful Work: Rethinking Professional Ethics. Oxford University Press.
    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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  12. Ronald H. Stein & M. Carlota Baca (eds.) (1981). Professional Ethics in University Administration. Jossey-Bass.
  13.  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.
    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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  14. Glenn L. Immegart & John M. Burroughs (eds.) (1970). Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.
     
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  15. Ali Dehghani, Leili Mosalanejad & Nahid Dehghan-Nayeri (2015). Factors Affecting Professional Ethics in Nursing Practice in Iran: A Qualitative Study. BMC Medical Ethics 16 (1):1-7.
    BackgroundProfessional ethics refers to the use of logical and consistent communication, knowledge, clinical skills, emotions and values in nursing practice. This study aimed to explore and describe factors that affect professional ethics in nursing practice in Iran.MethodsThis qualitative study was conducted using conventional content analysis approach. Thirty nurses with at least 5 years of experience participated in the study; they were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis.ResultsAfter encoding and (...)
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  16. Mike W. Martin (2000). Meaningful Work: Rethinking Professional Ethics. Oxford University Press Usa.
    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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  17.  14
    Thomas W. Dunfee & Diana C. Robertson (1988). Integrating Ethics Into the Business School Curriculum. Journal of Business Ethics 7 (11):847 - 859.
    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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  18. Chris Higgins (2011). The Good Life of Teaching: An Ethics of Professional Practice. Wiley-Blackwell.
    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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  19.  66
    James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.
    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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  20. 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
     
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  21.  3
    Martinelli-Fernandez Susan A. (2009). Collaborative Administration: Academics and Administrators in Higher Education. In Elaine Englehardt (ed.), The Ethical Challenges of Academic Administration. Springer
    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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  22.  7
    St John & P. Edward (2009). College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice. Routledge.
    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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  23. Johannes Brinkmann (2002). Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies. Journal of Business Ethics 41 (1-2):159 - 177.
    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 (...)
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  24.  8
    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.
    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 of a cohort of students at two major universities (...)
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  25.  7
    Christine Doddington (2007). Individuals or Persons—What Ethics Should Help Constitute the School as Community? Ethics and Education 2 (2):131-143.
    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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  26.  30
    W. Scott Dunbar (2005). Emotional Engagement in Professional Ethics. Science and Engineering Ethics 11 (4):535-551.
    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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  27.  15
    Joseph A. Petrick & Robert F. Scherer (2005). Management Educators' Expectations for Professional Ethics Development. Journal of Business Ethics 61 (4):301 - 314.
    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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  28.  8
    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.
    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 (...)
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  29.  23
    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.
    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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  30. Alan Tapper & Stephan Millett (2014). Is Professional Ethics Grounded in General Ethical Principles? Theoretical and Applied Ethics 3 (1):61-80.
    Th is article questions the commonly held view that professional ethics is grounded in general ethical principles, in particular, respect for client (or patient) autonomy and beneficence in the treatment of clients (or patients). Although these are admirable as general ethical principles, we argue that there is considerable logical difficulty in applying them to the professional-client relationship. The transition from general principles to professional ethics cannot be made because the intended conclusion applies differently to each (...)
     
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  31.  39
    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.
    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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  32.  2
    Yotam Lurie & Shlomo Mark (2016). Professional Ethics of Software Engineers: An Ethical Framework. Science and Engineering Ethics 22 (2):417-434.
    The purpose of this article is to propose an ethical framework for software engineers that connects software developers’ ethical responsibilities directly to their professional standards. The implementation of such an ethical framework can overcome the traditional dichotomy between professional skills and ethical skills, which plagues the engineering professions, by proposing an approach to the fundamental tasks of the practitioner, i.e., software development, in which the professional standards are intrinsically connected to the ethical responsibilities. In so doing, the (...)
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  33.  23
    Cheryl Cates & Bryan Dansberry (2004). A Professional Ethics Learning Module for Use in Co-Operative Education. Science and Engineering Ethics 10 (2):401-407.
    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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  34.  4
    A. Nello (2010). The Circumscribed Quadrature of Professional Ethics. Ramon Llull Journal of Applied Ethics 1 (1):143.
    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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  35.  87
    Bob Brecher (2010). The Politics of Professional Ethics. Journal of Evaluation in Clinical Practice 16 (2):351-355.
    In order to illustrate how terms of reference themselves, such as those announced by ‘professional ethics’, delimit and distort moral consideration I start with an extended discussion of how Just War Theory operates to do this; and go on to discuss ‘the power of naming’ with reference to the British attack on Iraq. Having thus situated my approach to the politics of professional ethics in a broader political context I offer a critique of ‘professional (...) in terms of what is left out of the moral picture and how in particular political considerations are sidelined. Finally I argue that ‘codes’ of professional ethics are especially insidious. (shrink)
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  36.  4
    Daniel F. Hartner (2015). Should Ethics Courses Be More Practical? Teaching Ethics 15 (2):349-368.
    Philosophy courses are now regularly under fire from educators, administrators, politicians, and financially overextended students and parents demanding shorter and more economically fruitful college degree programs in a climate of economic austerity. Yet, perhaps in the face of a number of high- profile ethical violations in the business and professional world, many of these groups have been calling for more, and more effective, pre- and professional ethics education. This paradoxical call for more ethics and less (...)
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  37. Kenneth S. Pope (2007). Ethics in Psychotherapy and Counseling: A Practical Guide. Jossey-Bass.
    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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  38.  12
    Jane E. Dutton (1992). Values and Ethical Decision-Making Among Professional School Students. Professional Ethics 1 (3/4):117-136.
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  39. 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
     
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  40. Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton (1992). Values and Ethical Decision-Making Among Professional School Students. Professional Ethics, a Multidisciplinary Journal 1 (3):117-136.
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  41.  81
    Emile Durkheim (1957/1992). Professional Ethics and Civic Morals. Routledge.
    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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  42.  16
    Androniki Panteli, Janet Stack & Harvie Ramsay (1999). Gender and Professional Ethics in the IT Industry. Journal of Business Ethics 22 (1):51 - 61.
    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 (...)
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  43.  9
    Karolyn L. A. White, Christopher F. C. Jordens & Ian Kerridge (2014). Contextualising Professional Ethics: The Impact of the Prison Context on the Practices and Norms of Health Care Practitioners. Journal of Bioethical Inquiry 11 (3):333-345.
    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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  44. Desh Raj Sirswal (2013). Professional Ethics, Media and Good Governance. Intellection (01):Jan-June 2013.
    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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  45.  12
    Udo Schuklenk & Ricardo Smalling (2013). Queer Patients and the Health Care Professional—Regulatory Arrangements Matter. Journal of Medical Humanities 34 (2):93-99.
    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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  46. Sarah Banks (2009). Ethics in Professional Life: Virtues for Health and Social Care. Palgrave Macmillan.
    The domain of professional ethics -- Virtue, ethics, and professional life -- Virtues, vices, and situations -- Professional wisdom -- Care -- Respectfulness -- Trustworthiness -- Justice -- Courage -- Integrity.
     
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  47.  2
    Judi L. Malone (2012). Professional Ethics in Context. Journal of Bioethical Inquiry 9 (4):463-477.
    The complexities of professional ethics are best understood and interpreted within their sociohistorical context. This paper focuses on the experience of 20 rural psychologists from across Canada, a context rife with demographic and practice characteristics that may instigate ethical issues. Employing hermeneutic phenomenology, these qualitative research results are indicative of professional struggles that impacted the participants’ experience of professional ethics and raised key questions about policy and practise. Concerns regarding competition highlight potential professional vulnerability, (...)
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  48.  3
    Rafael Miñano, Ángel Uruburu, Ana Moreno-Romero & Diego Pérez-López (forthcoming). Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result. Science and Engineering Ethics:1-24.
    This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring (...)
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  49.  21
    Desh Raj Sirswal (2013). Professional Ethics and Morality. In Icsp (ed.), Facilitation Volume in Honour of Prof. Sohan Raj Tater.
    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 (...)
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  50. Stefan Konstanczak & Bogna Choinska (2011). Professional Ethics in Polish Medicine. Ethics and Bioethics (in Central Europe) 1 (1-2):14-20.
    Justifying the existence of professional ethics in medicine is usually connected with the traditions of a profession and with a humanistic dimension of these ethics, pointing at the same time to their culture-forming character. With such an attitude, professional ethics is treated as a part of all mankind’s output, and its teaching turns out to be an important element of preparation for taking part in culture. Taking into account the cultural meaning of professional (...), one should notice that all discussions about the character of relations of medicine and ethics exceed the very health care system. The dilemma outlined in the article deals with the problem whether the existence of medical ethics requires external regulations or is this also a creation of the very representatives of medicine and only they can formulate it. If the latter is to be assumed, ethics in medicine would have to be independent of other detailed ethics and it would not need to be included in any other more general theory. In the first solution, medical ethics is becoming a part of general ethics and, therefore, it would be justified to include it in a more general theory – bioethics. The authors indicate that professional ethics does not limit freedom of the staff but gives a special opportunity to use it. Records constituting its contents are mostly standardized by a professional group which sets criteria of recruitment on its own and general duties resting on their members. (shrink)
     
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