Results for 'School administrators Professional ethics'

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  1.  16
    Ethics for School Business Officials.William T. Hartman - 2005 - 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. Ethics and the School Administrator: Balancing Today's Complex Issues.Daniel J. Mahoney - 2006 - 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
    Ethical Leadership for School Administrators and Teachers.Joseph P. Hester - 2003 - 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. The Ethics of Educational Management: Personal, Social, and Political Perspectives on School Organization.Mike Bottery - 1992 - Cassell.
  5. The Ethical Concerns of Professional School Administrators.S. J. Knezevich - 1970 - In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill., Interstate Printers & Publishers.
  6. Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas.Joan Poliner Shapiro - 2001 - 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. Leading Through the Quagmire: Ethical Foundations, Critical Methods, and Practical Applications for School Leadership.Ernestine Enomoto - 2007 - Rowman & Littlefield Education.
  8. Educational Management Turned on its Head: Exploring a Professional Ethic for Educational Leadership: A Critical Reader.William Frick (ed.) - 2012 - P. Lang.
     
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  9.  7
    Ethical School Leadership.Spencer J. Maxcy - 2002 - Scarecrow Press.
    This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.
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  10.  6
    Ethics and Law for School Psychologists.Susan Jacob - 1996 - 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. Meaningful Work: Rethinking Professional Ethics.Mike W. Martin - 2000 - 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. Professional Ethics in University Administration.Ronald H. Stein & M. Carlota Baca (eds.) - 1981 - Jossey-Bass.
  13.  11
    The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW]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 - 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. Ethics and the School Administrator.Glenn L. Immegart & John M. Burroughs (eds.) - 1970 - Danville, Ill., Interstate Printers & Publishers.
     
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  15.  2
    Ethics Beyond the Academy: Service-Learning as Professional Development.Matthew C. Altman - 2010 - Teaching Philosophy 33 (2):149-171.
    In addition to preparing students for graduate school or emphasizing transferable skills that are useful in any career, philosophy departments ought to give majors the education and work experience that will train them to become ethics officers outside of academia. This is a growing field that allows students to engage non-philosophers in setting corporate policies and addressing morally significant social issues. Using a course in medical ethics as an example, I show how incorporating service-learning into philosophy classes (...)
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  16.  19
    Exploring Business School Ethics.Johannes Brinkmann & Ken Peattie - 2005 - Journal of Business Ethics Education 2 (2):151-169.
    There is much more written about how and why business schools could and should talk about business ethics than about how they could “walk the talk.” When ethics is discussed, it is usually in relation to the position of business ethics within the curriculum, rather than about what does and does not constitute ethical behaviour on the part of a business school and its members. This paper seeks to explore how ethics can develop beyond the (...)
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  17.  3
    Factors Affecting Professional Ethics in Nursing Practice in Iran: A Qualitative Study.Ali Dehghani, Leili Mosalanejad & Nahid Dehghan-Nayeri - 2015 - 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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  18.  1
    Values and Ethical Decision-Making Among Professional School Students.Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton - 1992 - Professional Ethics, a Multidisciplinary Journal 1 (3):117-136.
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  19.  27
    Integrating Ethics Into the Business School Curriculum.Thomas W. Dunfee & Diana C. Robertson - 1988 - 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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  20.  22
    How Corporate Social Responsibility and Business Ethics Are Perceived in China.Jiyun Wu & Kirk Davidson - 2010 - Proceedings of the International Association for Business and Society 21:23-31.
    The paper explores how the concepts of corporate social responsibility (CSR) and business ethics are perceived by business managers and business school professors/administrators in China, using interviews. The findings suggest that the perceptions of both concepts are tinged with cultural nuances. The study has implications for further developing business ethics research programs in the Chinese context and for crosscultural communications and management.
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  21.  15
    The Impact of an “Ethics Across the Curriculum” Initiative on the Cognitive Moral Development of Business School Undergraduates.Pedro F. Pellet - 2005 - Teaching Ethics 5 (2):31-72.
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  22.  5
    The Status of Ethics Courses in the Business School Curriculum.Wang Xingchao - 2008 - Journal of Business Ethics Education 5:267-270.
  23.  2
    The Adaptive Professional: Teachers, School Leaders and Ethical-Governmental Practices of Formation.Peter C. O’Brien - 2018 - Educational Philosophy and Theory 50 (3):229-243.
    This article analyses the relations that teachers and school leaders establish with themselves and with others—especially those who would seek to govern them—through the professional and personal–professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such ‘ethical-governmental’ relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may (...)
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  24. Moral Development in the Professions: Psychology and Applied Ethics.James R. Rest & Darcia Narváez (eds.) - 1994 - 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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  25.  6
    Debates and Reasoning in Business and Professional Ethics.David Bevan - 2014 - Business and Professional Ethics Journal 33 (2-3):191-203.
    I am grateful to the Editors of for the opportunity to respond to the address given by Steve Williams at the Vincentian Conference of 2013, and published in the preceding pages. Mr. Williams takes the 2008 crisis of Western capitalism as his focus and offers at least two distinct narratives: in the first of these he outlines his experience of an extensive and complex professional, commercial world in. In a more extensive, second theme he offers some constructive suggestions as (...)
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  26.  14
    Professional Ethics Considerations of Research Ethics Board Members in Canada.Maureen Muldoon - 2006 - Business and Professional Ethics Journal 25 (1/4):67-80.
    This paper explores issues of professional ethics that are relevant to those who engage in the ethical review of research with human subjects. Codes of ethics of a number of professional groups are examined for guidance offered to research ethics board members. The thought of the philosopher, Mike Martin, is introduced as a way to highlight some of the ethical issues that reviewers encounter in their work. Martin believes that ideals contribute to the coherence of (...)
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  27. Professions, Ethics, and Professional Ethics.L. W. Beck - 1970 - In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill., Interstate Printers & Publishers.
     
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  28. Collaborative Administration: Academics and Administrators in Higher Education.Martinelli-Fernandez Susan A. - 2009 - 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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  29.  11
    College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice.St John & P. Edward - 2009 - 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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  30. Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies.Johannes Brinkmann - 2002 - 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 mainly with (...)
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  31.  11
    The Effects of Professional Education on Values and the Resolution of Ethical Dilemmas: Business School Vs. Law School Students. [REVIEW]Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton - 1994 - 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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  32.  8
    Individuals or Persons—What Ethics Should Help Constitute the School as Community?Christine Doddington - 2007 - 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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  33. Assessment of Orientation Practices for Ethics Consultation at Harvard Medical School-Affiliated Hospitals.Danish Zaidi & Jennifer C. Kesselheim - 2018 - Journal of Medical Ethics 44 (2):91-96.
    Background Few studies have been conducted to assess the quality of orientation practices for ethics advisory committees that conduct ethics consultation. This survey study focused on several Harvard teaching hospitals, exploring orientation quality and committee members’ self-evaluation in the American Society of Bioethics and Humanities ethics consultation competencies. Methods We conducted a survey study that involved 116 members and 16 chairs of ethics advisory committees, respectively. Predictor variables included professional demographics, duration on committees and level (...)
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  34.  37
    Emotional Engagement in Professional Ethics.W. Scott Dunbar - 2005 - 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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  35.  19
    Management Educators' Expectations for Professional Ethics Development.Joseph A. Petrick & Robert F. Scherer - 2005 - 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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  36.  39
    The Ground of Professional Ethics.Daryl Koehn - 1994 - Routledge.
    As each week beings more stories of doctors, lawyers and other professionals abusing their powers, while clients demand extra services as at a time of shrinking resources; it is imperative that all practising professionals have an understanding of professional ethics. In _The Ground of Profesional Ethics_, Daryl Koehn discusses the practical issues in depth, such as the level of service clients can justifiably expect from professionals, when service to a client may be legitimately terminated and circumstances in which (...)
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  37.  17
    Individual and Organizational Antecedents of Professional Ethics of Public Relations Practitioners in Korea.Ji Yeon Han, Hyun Soon Park & Hyeonju Jeong - 2013 - 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 following three (...)
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  38.  26
    Professional Ethics in a Virtual World: The Impact of the Internet on Traditional Notions of Professionalism.Ellen M. Harshman, James F. Gilsinan, James E. Fisher & Frederick C. Yeager - 2005 - 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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  39.  67
    “There's No Room in the Worksheet” and Other Fallacies About Professional Ethics in the Curriculum.Joel Marks - 2004 - Teaching Ethics 4 (2):77-88.
    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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  40. Is Professional Ethics Grounded in General Ethical Principles?Alan Tapper & Stephan Millett - 2014 - 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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  41.  10
    Professional Ethics of Software Engineers: An Ethical Framework.Yotam Lurie & Shlomo Mark - 2016 - 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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  42.  11
    The Circumscribed Quadrature of Professional Ethics.A. Nello - 2010 - 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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  43.  24
    A Professional Ethics Learning Module for Use in Co-Operative Education.Cheryl Cates & Bryan Dansberry - 2004 - 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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  44.  8
    Professional Ethics in Psychology Facing Disadvantaged Social Conditions in Argentina.Andrea Ferrero - 2006 - Business and Professional Ethics Journal 25 (1/4):81-92.
    General health conditions are related to a great number of factors, including the socio-historical ones. As human beings are part of the social field, personality is also affected by them. Due to this, the main Ethics Codes of psychology, all around the world, remark in their preambles the importance of social responsibility in the practice and training in psychology. Argentina is confronted with several social problems that have severely influenced people’s mental health. In countries like Argentina, the ethical practice (...)
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  45.  18
    Should Ethics Courses Be More Practical?Daniel F. Hartner - 2015 - 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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  46.  12
    Values and Ethical Decision-Making Among Professional School Students.Jane E. Dutton - 1992 - Professional Ethics 1 (3/4):117-136.
  47. Professional Standards for Administrators.American Association of University Administors - 1981 - In Ronald H. Stein & M. Carlota Baca (eds.), Professional Ethics in University Administration. Jossey-Bass.
     
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  48. Professional Ethics and Civic Morals.Emile Durkheim - 1957 - 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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  49.  20
    Gender and Professional Ethics in the IT Industry.Androniki Panteli, Janet Stack & Harvie Ramsay - 1999 - 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 the diverse needs of (...)
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  50. The Politics of Professional Ethics.Bob Brecher - 2010 - 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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