Relevant bibliographies by topics / Education ethics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education ethics'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Education ethics"

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Shetty, Pushpa. "Ethical Leadership: Need for Business Ethics Education." International Journal of Advances in Management and Economics 1, no. 1 (2012): 14–19. http://dx.doi.org/10.31270/ijame01012012/03.

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Piryani, R. M. "Medical ethics education." Journal of Chitwan Medical College 5, no. 1 (2015): 1. http://dx.doi.org/10.3126/jcmc.v5i1.12557.

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Ethics education is essential for everyone but indispensable for health care professionals. Health care professionals must strive for excellence as much as possible. The moral duty of health care professionals is to do the best for their patients and take healthcare decision based on evidence and clinical, technical and ethical ground. However, most of the times ethical aspects are either ignored, undermined or overlooked. There seems to be some gap in teaching and learning and its application in practice. The fundamental idea to teach medical ethics at undergraduate level is to sow the seeds to ethics at an early stage in the minds of health care professionals to deliver excellent health care to the community. All religions prescribe ethical and moral behaviour and thought for their followers. Hinduism through Bhagwat Gita preaches karma as the only dharma, Islam speaks of Khuluq, Buddhism of the 10 meritorious deeds, Jainism of three ratnas, Christianity of service and stewardship. Let’s invest our efforts in enhancing medical ethics education in our institutions besides technical education and produce quality healthcare professionals who can take healthcare decision based on evidence, and clinical, technical and ethical ground.DOI: http://dx.doi.org/10.3126/jcmc.v5i1.12557
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Zhu, Qin. "Engineering ethics education, ethical leadership, and Confucian ethics." International Journal of Ethics Education 3, no. 2 (2018): 169–79. http://dx.doi.org/10.1007/s40889-018-0054-6.

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Dr. A. Kumar, Dr A. Kumar, and Dr Saroj Vats. "Reinforcement of Ethics in Education." Global Journal For Research Analysis 3, no. 4 (2012): 101–3. http://dx.doi.org/10.15373/22778160/apr2014/34.

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Birkelund, Regner. "Ethics and Education." Nursing Ethics 7, no. 6 (2000): 473–80. http://dx.doi.org/10.1177/096973300000700603.

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In the debate concerning the education of nurses that is currently taking place in Denmark, two widely differing views are apparent regarding the best way of training nurses such that the ethical aspect of their work is adequately considered. The first of these is based on the premise that practical care is fundamental to and justified by theories on nursing, care and ethics, which is why the theoretical part of nurse education deserves a higher priority. The second view is based on the premise that social care cannot be taught by means of theories, but can be learnt only through practice. The master-apprentice principle of ancient Greece is stressed in connection with this as being a viable alternative to the theoretical model of education. These two very different views can be traced back to Plato’s and Aristotle’s ideas on ethics and teaching respectively; indeed, those engaged in the debate make specific reference to these philosophers. In Denmark, a third fundamental viewpoint exists, known as ‘ontological ethics’. Phenomenologist KE Løgstrup is one of the best-known representatives of this view. Basing the line of argument on Løgstrup’s ethics and the view of education associated with this, this article questions the relevance of ancient Greek thought to today’s world by illustrating a number of problems that are connected with the theoretical model of nurse education and with the master-apprentice principle. Løgstrup associates ethics with the aesthetic principle that ‘the useless is the most useful’ in human life and with the view we also see in Kierkegaard’s and NFS Grundtvig’s writings that ethics can be imparted only by indirect means. Løgstrup bases his understanding of ethics on the Judaeo-Christian concept of Genesis and the view that human beings were created with an ethical potential that is best nourished by aesthetic impressions.
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Vig, Elizabeth K., and Susan E. Merel. "Ethics Education During Palliative Medicine Fellowship." American Journal of Hospice and Palliative Medicine® 36, no. 12 (2019): 1076–80. http://dx.doi.org/10.1177/1049909119864300.

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Background: Palliative care clinicians frequently encounter situations in which there are ethical dilemmas about the right thing to do. Palliative medicine fellowships are required to include education about ethics. Our fellowship increased fellows’ ethics education through monthly didactics, lectures in a professional development series, and a month-long ethics rotation. Methods: We sought input from graduates of our palliative medicine fellowship about the content and amount of the ethics education they received. Fellowship graduates were invited via e-mail to complete an online survey about the ethics education they received during fellowship. They were asked questions about their work environment, frequency with which they encounter ethical dilemmas, their perspectives on the ethics content, the amount of ethics education they received during fellowship, and their input on ways to improve the ethics education within the fellowship. Results: Twenty-eight (82%) of 34 fellowship graduates completed the survey; 93% noted that they encounter ethical dilemmas in their work, with half encountering these on a daily or weekly basis, and 86% noted that colleagues ask them questions about ethics because of their palliative medicine training. None responded that they had received too much ethics education. Fellowship graduates identified ethics content that has been useful since completing fellowship and suggested ways to improve ethics education for future fellows. Conclusion: Graduates of a palliative medicine fellowship encounter ethical dilemmas often and frequently are asked questions about ethics. Palliative medicine fellowships may want to examine their ethics curriculum to ensure that graduating fellows are learning about relevant ethics topics and are comfortable discussing ethical dilemmas with others.
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Brooks, Brian. "Ethics and Legal Education." Victoria University of Wellington Law Review 28, no. 1 (1998): 157. http://dx.doi.org/10.26686/vuwlr.v28i1.6089.

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The submission of the report by Brent Cotter QC and Christopher Roper on Education and Training in Ethics and Professional Responsibility to the New Zealand Law Society in 1994 highlighted the need for a concerted effort to inculcate ethical know-how into the profession at all stages of their education and practice. In this article Professor Brooks surveys the place of ethics in law teaching today and ponders the many problems surrounding the teaching of ethics in the university environment. He argues that the teaching of ethics needs to focus on the process and context of ethics rather than focussing on the rule based modfel which some commentators advocate.
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Nishiyama, M. "Ethics Education." Concrete Journal 57, no. 2 (2019): 113. http://dx.doi.org/10.3151/coj.57.2_113.

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Lipman, Hannah I. "Ethics Education." American Journal of Geriatric Cardiology 16, no. 4 (2007): 255–56. http://dx.doi.org/10.1111/j.1076-7460.2007.06201.x.

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Gallagher, Ann. "Ethics education." Nursing Ethics 21, no. 6 (2014): 635–36. http://dx.doi.org/10.1177/0969733014543880.

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Dissertations / Theses on the topic "Education ethics"

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Moghtader, Bruce. "Foucault's ethics in education." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53421.

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Ethical questions are often posed to explore the relationship between and the responsibilities of actors to each other by adopting criteria. Ethical criteria engender assumptions about the actors by focusing on their responsibilities. Instead of relying on criteria, Michel Foucault’s writing and lectures contributed to an awareness of the activities we take upon ourselves as ethical subjects. Foucault’s ethics seeks to examine the possibilities of the constitution of the subject and the transformation of subjectivity. The topic of this conceptual research is the contribution of “care of the self” and parrhesia to ethics in education. Foucault offers an avenue of understanding the formation of ethical subjects in their educational interrelationships.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Hanson, William Roderick. "Ethical leadership in higher education evolution of institutional ethics logic /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1249065496/.

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O'Donnell, Daniel Patrick. "Exploration of Positive Ethics Factors and Associations With Ethical Decision Making." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1420970900.

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Carroll, Raymond F. "Ethics education in the accounting curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ65805.pdf.

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Disparti, Josephine. "Ethics education in baccalaureate nursing programs: instructional strategies for an ethic of care /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168122.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Thomas A. Leemon. Dissertation Committee: Mary Mowrey-Raddock. Includes bibliographical references: (leaves 119-141).
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Sands, II Kenneth Stafford. "Ethics Education and Its Relationship to Undergraduate Construction Students' Professional Ethical Sensitivity." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/70974.

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The construction industry is inundated with many ethical problems that have supported its negative stigma as an unethical and corrupt industry. This inundation instigates the requirements of ethics instruction by accrediting bodies of construction education with the art of teaching this secondary topic left up to construction educators. Literature offers suggestions; however, there is not much understood regarding pedagogical best practice to ensure students are ethically sensitive (aware) to ethical issues related to the construction industry. This research attempts to move toward an understanding of construction ethics education's influence on students' ethical sensitivity. Two research strands were employed. The first strand included the development of a broad collection of ethics pedagogical techniques used in construction education (independent variable), via the administration of a how ethics is taught in construction survey (HETC) to both faculty and students of purposefully selected construction programs. The second strand included the development and administration of a Test for Ethical Sensitivity in Construction (TESC) to evaluate construction students' ability to recognize ethical issues that are specific to the construction industry (dependent variable). Results of the first strand illustrate a wide range of pedagogical techniques available to teach ethics in construction programs to assist and inspire the improvement of construction ethics education. Results of the second strand illustrate various degrees of difficulty students had recognizing ethical issues of the TESC and how this related to ethical content coverage in construction programs' curricula. In addition, regarding participants of this study, there were significant differences found in student level of ethical sensitivity based on program of enrollment; however, there were no significant differences found based on student recollection of the placement of ethics in their curriculum, professional experience, age, or gender. It appears that ethics education has some influence on the professional ethical sensitivity of construction students; however, more research is necessary to confirm the degree of influence. Additional research is necessary to identify the most current and critical ethical issues of the construction industry to develop an auxiliary form of the TESC while controlling for other variables such as co-curricular and personal experiences.<br>Ph. D.
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Cook, Roger. "Ethics at work : the discourse of business ethics : an investigation into ethical discourse in UK higher education and organisational contexts." Thesis, University of West London, 2014. https://repository.uwl.ac.uk/id/eprint/1102/.

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This thesis aims to make an original contribution to the development of effective ethical discourse at work through the development of a conceptual model which reframes existent philosophical ideas and moral perspectives. Its intention is both to facilitate better personal understanding, and to enable improved moral communication between individuals, workforce communities and organisations. This is needed because the impacts of the banking crisis, and continued incidences of corporate wrongdoing are exposing the weaknesses in managerial capitalism, and provide evidence that the rhetoric of business values is sometimes at odds with reality. Contemporary organisations are also increasingly being required to explain and defend the values which shape their business conduct, an irreversible trend driven by factors such as the growth of the social media, increasing private ownership of wealth, shareholder activism, and stakeholder empowerment. The thesis presents a framework for ethical analysis and discourse. The research takes the form of transdisciplinary enquiry. Applying a critical realist perspective, relevant bodies of literature are reviewed, leading to the creation of a proposed analytical framework and an associated process model. It is proposed that together these comprise the tools to help the development of the ethical manager. Using a case study approach, the framework is first trialled among postgraduate professional MBA students. Based on initial research findings, a developed framework is then adapted and field-tested for relevance to practising managers in diverse organisational contexts, and potential further uses and applications considered. Concept testing demonstrates that a flexible managerial model of ethical analysis the thesis [proposes] is successfully developed for use by business practitioners, consultants and business ethicists. Management as a discipline is pragmatic in nature, drawing in an eclectic manner on differing academic disciplines, and the proposed model is similarly derived from a transdisciplinary approach to business ethics which seeks to gain insights from diverse disciplines, drawing from both moral philosophy and developmental psychology to create an original PREP framework and associated process model.
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Gonzales, Sylvia Ann. "Superintendency ethics : definitions, applications, and patterns /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Gribov, Shulamit. "Minimalistic virtue ethics, theory for moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/NQ61646.pdf.

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Boon, Andrew. "Legal professionalism : ethics, practice and legal education." Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322990.

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Books on the topic "Education ethics"

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Wierciński, Andrzej. Hermeneutics-ethics--education. Lit Verlag, 2015.

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Goree, Keith, and Donald G. Addis. Education ethics applied. 2nd ed. Pearson Education, 2007.

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Costa, Rui, and Paola Pittia, eds. Food Ethics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64738-8.

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Vadassery, Thomas. Social education and ethics. Ndilinge Pub., 1986.

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Sports, ethics and education. Cassell, 1997.

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Franck, Olof, ed. Assessment in Ethics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50770-5.

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Blumenfeld-Jones, Donald S. Ethics, Aesthetics, and Education. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-55607-3.

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Education, policy and ethics. Continuum, 2000.

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Almond, Brenda. Ethics and education: Two revolutions. University of Hull Press, 1993.

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Tsafak, Gilbert. Ethics and deontology in education. Presses universitaires d'Afrique, 2003.

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Book chapters on the topic "Education ethics"

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Haase, Michaela, Emmanuel Raufflet, Agata Rudnicka, and Janusz Reichel. "Ethics Education." In Encyclopedia of Corporate Social Responsibility. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28036-8_735.

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Alnajjar, Fady, Christoph Bartneck, Paul Baxter, et al. "Ethics." In Robots in Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003142706-10.

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Meager, Nigel. "Ethics." In Observational Filmmaking for Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90626-3_4.

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Oliveira, Luis Adriano. "Publication Ethics." In Food Ethics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64738-8_10.

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Haynes, Felicity. "Ethics and Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_317-1.

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Haynes, Felicity. "Ethics and Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_317.

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Martin, Vance S., and Donna C. Tonini. "EXPERIENTIAL ETHICS EDUCATION." In Scientific Integrity and Ethics in the Geosciences. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119067825.ch12.

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Blundell, Barry G. "Ethics and Education." In Ethics in Computing, Science, and Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-27126-8_9.

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Glassner, Amnon, and Shlomo Back. "Ethics in Education." In Exploring Heutagogy in Higher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4144-5_12.

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Hooker, John. "Ethics in Education." In Taking Ethics Seriously. Productivity Press, 2018. http://dx.doi.org/10.4324/9781315097961-9.

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Conference papers on the topic "Education ethics"

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Hoffman, Allen H. "Making Ethics Education Personal." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38280.

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Accredited engineering programs are required to provide instruction in ethics. A primary goal of ethics education is to develop and improve a student’s ability to recognize situations involving ethical decisions and to encourage development of a personal framework by which to decide what to do. A major challenge in ethics education is to personalize situations that are typical of those that the students will likely encounter. This paper presents techniques that enable a faculty member to act as a facilitator in the discussion of ethics rather than as an instructor.
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Bialaszewski, Dennis, and Marsha Bialaszewski. "Ethics and Education: Curriculum Issues." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2882.

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Ethical considerations are a very important aspect for each one of us. However, faculty typically are often so concerned with covering all content associated within course structure they may not have sufficient time for class discussion regarding ethical considerations relevant for one’s discipline. This is sometimes addressed by designing a specific course with a specific purpose being ethical considerations. For example one may see the existence of a “Business Ethics” course as a requirement for a business major. One of authors of this paper has designed an “Ethics and Information Systems” course offered as an elective in the MIS major. Issues such as downloading music without paying, ergonomic issues, issues of copyright, privacy issues, et cetera are covered through case studies. There is an examination of codes existing at the Midwestern university to cover ethical considerations related to computing. It is interesting to note that currently a student from this same Midwestern university is being sued for his file sharing practices.
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Pierrakos, Olga, Mike Prentice, Cameron Silverglate, Michael Lamb, Alana Demaske, and Ryan Smout. "Reimagining Engineering Ethics: From Ethics Education to Character Education." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028690.

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Schultz, Robert. "Information Technology and the Ethics of Globalization." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3250.

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Globalization, the coalescence of the economies and cultures of this planet, has raised new ethical issues. Information Technology (IT) is an enabler of globalization, but IT also produces new ethical problems. There is already a substantial literature in philosophy and political theory on globalized ethics, but not much on IT’s special impact on globalized ethics. This paper is a sketch of the main argument of a book I am writing on this topic. I first give examples of to show how these IT-enabled global ethical problems come about. Then, in the second and third parts of the paper I briefly summarize the main theories of globalized ethics and show their inadequacies in dealing with IT-enabled global ethical problems. In the final part, I sketch a social contract approach which can begin to deal with these IT-enabled global ethical problems. This approach derives from the work of John Rawls (1999a) on justice.
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White, Gregory B., and Udo W. Pooch. "Computer ethics education." In the conference. ACM Press, 1994. http://dx.doi.org/10.1145/199544.199610.

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Gigauri, Iza, Mirela Panait, and Maria Palazzo. "Teaching Corporate Social Responsibility and Business Ethics at Economic Programs." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/3.

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The pandemic is seen as an opportunity to further advance in business ethics. Prof. Freeman called academics to contribute to developing more ethical business models. Businesses have been revising their missions towards more ethical business models as the pandemic has changed attitudes to life. Society expects that companies will serve human beings rather than solely maximization of profit to their stakeholders. This research is motivated by analyzing the importance of teaching business ethics. This research has looked into the directions of business education in terms of corporate social responsibility (CSR) and business ethics. The article intends to highlight the potential of CSR education in overcoming the pandemic crisis and increasing the wellbeing of society. This desk research underlines the standpoint of universities whether they should teach business ethics or CSR at the business faculties, and analyzes the educational programs of the business faculties to find out their attitude towards teaching of CSR/ethics.
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Mody, Cyrus C. M. "Ethics in Nano Education, but First the Ethics of Nano Education." In 2018 IEEE 13th Nanotechnology Materials and Devices Conference (NMDC). IEEE, 2018. http://dx.doi.org/10.1109/nmdc.2018.8605869.

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Byrne, Graeme, and Lorraine Staehr. "The Evaluation of a Computer Ethics Program." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2761.

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The importance of teaching computer ethics is shown by its inclusion as core content in both information systems and computer science model curricula. This paper outlines a method for evaluating undergraduate computer ethics programs using the Defining Issues Test of moral judgment. A “before-and-after with a control group” research design was used. The experimental group exhibited a significantly larger increase in moral judgment development than the control group. This indicates that computer ethics teaching is having a useful effect on students’ ethical development.
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Flumerfelt, Shannon, Anabela C. Alves, Franz-Josef Kahlen, and Anna Bella Siriban Manalang. "Why Require Ethics in Engineering?" In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89392.

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This theoretical paper will provide a review of the literature regarding the need for ethics in the workplace and how taxonomical ethical development can be used in engineering education. In fact, advocacy to educate for ethics in engineering education by design is discussed as a solution to this problem. By spiraling ethical competency development into engineering education as a body of practice, rather than as a theory of knowledge, it is possible to integrate engineering “hard science” content with engineering “soft science” competency. This means that current programs’ scopes and sequences may remain in place, with recommended changes in pedagogy.
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Skirpan, Michael, Nathan Beard, Srinjita Bhaduri, Casey Fiesler, and Tom Yeh. "Ethics Education in Context." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3159573.

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Reports on the topic "Education ethics"

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Sutter, Richard L. Getting Relevant: Political Education and Military Ethics. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada192496.

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Redondo, M., P. Sánchez-García, and D. Etura. Research on ethics education for journalists in Spain. Bibliometric analysis and applied educational terms (2005-2015). Revista Latina de Comunicación Social, 2017. http://dx.doi.org/10.4185/rlcs-2017-1163en.

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Stanfield, David L. Breaking Bad: The Efficacy of Ethics Education in Air Force Officer PME. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada618886.

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Sugarman, J. Accessible Genetics Research Ethics Education (AGREE): A Web-Based Program for IRBS and Investigators. Office of Scientific and Technical Information (OSTI), 2004. http://dx.doi.org/10.2172/830022.

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Slade, Sharon. Applications of Student Data in Higher Education: Issues and Ethical Considerations. Ithaka S+R, 2016. http://dx.doi.org/10.18665/283891.

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Slade, Sharon. Applications of Student Data in Higher Education: Issues and Ethical Considerations. Ithaka S+R, 2016. http://dx.doi.org/10.18665/sr.283891.

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KOROLKOVA, OLGA. OLYMPICS ON INTEGRATED TRAINING COURSE "FOUNDATIONS OF RELIGIOUS CULTURES AND LIGHT ETHICS" (MODULES "BASES OF ORTHODOX CULTURE", "BASES OF WORLD RELIGIOUS CULTURES" AND "BASES OF LIGHT ETHICS") (4 CLASS): EDUCATIONAL AND METHODOLOGICAL BOOK. Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/korolkova.2017.80.

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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx. The program significantly lowered peer violence and ethnic segregation in schools, and improved prosociality in children.
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Lasta, Elisangela. Práxis das relações públicas ética-política-estética: uma perspectiva para a hexis educativa na sociedade midiatizada / Ethical-political-aesthetic public relations praxis: a perspective for educational hexis in a mediatized society. Revista Internacional de Relaciones Públicas, 2017. http://dx.doi.org/10.5783/rirp-14-2017-12-207-226.

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Kreyenfeld, Michaela R., and Dirk Konietzka. The transferability of foreign educational credentials - the case of ethnic German migrants in the German labor market. Max Planck Institute for Demographic Research, 2001. http://dx.doi.org/10.4054/mpidr-wp-2001-002.

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