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Vanessa Scholes
Victoria University of Wellington (PhD)
  1. Beyond Serving a Purpose: Additional Ethical Focuses for Public Policy Agents.Vanessa Scholes - 2011 - In Jonathan Boston, Andrew Bradstock & David Eng (eds.), Ethics and public policy: contemporary issues. Victoria University Press.
    From the point of view of a theorist in ethics, the interest in public policy usually centres on the policy outcomes. But this point of view does not take much account of the roles and practices through which public policies are enacted. What additional ethical focuses for the policy agent might these entail? I outline four features of policy making, centred on the agent's performance of their role in the process, that raise ethical issues. These features are: the nature of (...)
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  2.  87
    You Are Not Worth the Risk: Lawful Discrimination in Hiring.Vanessa Scholes - 2014 - Rationality, Markets and Morals 5.
    Increasing empirical research on productivity supports the use of statistical or ‘rational’ discrimination in hiring. The practice is legal for features of job applicants not covered by human rights discrimination laws, such as being a smoker, residing in a particular neighbourhood or being a particular height. The practice appears largely morally innocuous under existing philosophical accounts of wrongful discrimination. This paper argues that lawful statistical discrimination treats job applicants in a way that may be considered degrading, and is likely to (...)
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  3.  56
    Must a Developed Democratic State Fully Resource Any Tertiary Education for its Citizens?Vanessa Scholes - 2013 - Educational Philosophy and Theory (3):1-15.
    This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary (post-compulsory) education for its citizens A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary (...)
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    Must a Developed Democratic State Fully Resource Any Tertiary Education for its Citizens?Vanessa Scholes - 2014 - Educational Philosophy and Theory 46 (3):269-283.
    This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary education for its citizens A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary education, (...)
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