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Journal articles on the topic 'Ethics and Professional Responsibility'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Schwandt, Thomas A. "Acting together in determining value: A professional ethical responsibility of evaluators." Evaluation 24, no. 3 (June 19, 2018): 306–17. http://dx.doi.org/10.1177/1356389018781362.

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What ethics means in the field of evaluation is largely confined to matters of face-to-face interaction of professionals with those with whom professionals work; what is commonly referred to as professional ethics. Less attention is given to the normative characteristics that are unique to evaluation professionalism. This essay focuses on the normative political characteristics of professional ethics in evaluation; that is, how the profession ought to be connected to conceptions of the citizenry and the common good. It argues for a professional ethic referred to as democratic professionalism.

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2

Shafer, William E., Richard S. Simmons, and Rita W. Y. Yip. "Social responsibility, professional commitment and tax fraud." Accounting, Auditing & Accountability Journal 29, no. 1 (January 18, 2016): 111–34. http://dx.doi.org/10.1108/aaaj-03-2014-1620.

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Purpose – The purpose of this paper is to document relationships between accountants’ socioeconomic beliefs and attitudes and their professional commitment and ethical decisions in a domain-specific context. Specifically, it investigates the relationships among Chinese tax accountants’ level of belief in the importance of corporate ethics and social responsibility, affective/normative professional commitment and ethical judgements/intentions in a case involving client pressure to commit tax fraud. Design/methodology/approach – The study employs a survey of tax practitioners employed by public accounting firms in China. The data are analyzed using linear regression and structural equation modelling. Findings – The stakeholder view, representing both normative and practical support for the importance of corporate ethics and social responsibility, was strongly and positively associated with professional commitment among tax practitioners. The stakeholder view also exhibited a strong negative association with intentions to engage in tax fraud. Tax accountants who possessed higher levels of professional commitment judged tax fraud as more unethical, and such ethical judgements were associated with a lower likelihood of intending to engage in fraud. Originality/value – The associations between: first, professional accountants’ beliefs in the importance of corporate ethics and social responsibility and their level of professional commitment; and second, professional commitment and tax professionals’ ethical judgements have received little attention in the prior literature. The findings of this study suggest that the integrity of public accounting services may be influenced by relatively broad socioeconomic attitudes, and that this effect may operate partially through commitment to professional values.

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Başpınar, Adem. "Professional Ethics, Responsibility, and Interrogation." Turkish Journal of Business Ethics 7, no. 2 (February 10, 2015): 157–60. http://dx.doi.org/10.12711/tjbe.2014.7.2.r018.

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4

Paterson, Alan. "Lawyers’ ethics and professional responsibility." Legal Ethics 19, no. 1 (January 2, 2016): 177–81. http://dx.doi.org/10.1080/1460728x.2016.1165972.

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Hadžialić, Sabahudin, and Vi Thi Phuong. "Media ethics within the fake news challenges during the Covid-19 pandemic." Studia i Analizy Nauk o Polityce, no. 2 (December 22, 2020): 33–46. http://dx.doi.org/10.31743/sanp.11465.

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Every profession needs professional ethics, but some occupations, such as journalism, have special importance and a wide relationship with many people in society, so professional ethics is essential in this case. When the journalists income is at stake, what will their professional ethics be like? The Covid-19 pandemic 2020 is threatening the existence of journalism and the news. Journalists are having a hard time reporting on the pandemic. Between the issue of safety of the journalists, and the implementation of responsibility for reporting, journalists must put ethical issues at the top. This article analyzes the impact of fake news on the press and the ethical responsibility of journalists when reporting on the Covid-19 epidemic. Ethical behavior and social responsibility of journalists arise in professional journalism. A conflict may occur between professional obligations and basic human impulses of a journalist. They can fight to maintain their sense of fairness, balance, and objectivity. At the same time, they may be asked to lie. Their actions can cause real harm to the public, which in turn causes ethical dilemmas.

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Bond, John. "Professional ethics and corporate social responsibility." Process Safety and Environmental Protection 87, no. 3 (May 2009): 184–90. http://dx.doi.org/10.1016/j.psep.2008.11.002.

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Vagts, Detlev. "International Legal Ethics and Professional Responsibility." Proceedings of the ASIL Annual Meeting 92 (1998): 378–79. http://dx.doi.org/10.1017/s0272503700058304.

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Indrayani, Heni. "Etika Advokasi Public Relations dalam Manajemen Krisis Reputasi." Interaksi: Jurnal Ilmu Komunikasi 5, no. 1 (March 29, 2017): 68. http://dx.doi.org/10.14710/interaksi.5.1.68-77.

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AbstractIn handling the crisis company, Public Relations Proffesionals is required to balance the interests of companies and term of public interests. Public Relations Proffesionals often perform persuasion what course for sake of good company reputation. Here, ethics advocacy present into solutions dilematik between defending the interests of company and the public interests. In communicating to the public, Public Relations Proffesionals rests on a truth value, honesty, social responsibility, openness, loyalty, fair thinking, respect, integrity and communication frankly. The models of ethics in overcoming the crisis include Attorney Adversary Model, Two-way symmetrical model, Social Responsibility Model, Partisan versus Mutual Values Model, and Professional Responsibility Model. While ethical action Professional Public Relations in crisis management adhering to the code of professional conduct and codes of conduct to be able to behave or act as professionals in decision-making, and what procedures are done objectively, and be accountable. Keywords : Professional Public Relations, Advocacy ethics, Crisis Management

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9

Mas‘ud, Abd Rachman. "ETIKA PROFESSIONAL DAN RUH AGAMA DI AWAL MILLENIUM." Dialog 32, no. 1 (October 19, 2017): 69–73. http://dx.doi.org/10.47655/dialog.v32i1.128.

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The concept of professional ethics is partly comprised of what a professional should or should not do in the work place. It also encompasses a much greater part of the professionals life. If a professional is to have ethics then that person needs to adopt that conduct in all of his dealings. There are professional codes of ethics to consider and adopt in the way professionals conduct themselves in and out of the work place. This article explaines things that are included in professional ethichs, consist of concepts like: efficiency, professionalism, working well, little waste, diligence, punctuality, frugality, humbleness, spirit of prestige, need for achievement, open-minded, self-discipline and responsibility, self-reliance and the interpretation of religious thoughts. These ethics will be the basis of national development and needs to be reidentified in this 21st century.

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10

Zozulyak-Sluchyk, Roksoliana. "BASIC PRINCIPLES OF THE SYSTEM OF FORMATION OF PROFESSIONAL AND ETHICAL COMPETENCE OF FUTURE SPECIALISTS IN THE SOCIAL SPHERE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 153–56. http://dx.doi.org/10.24144/2524-0609.2021.48.153-156.

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The problem of ethics is acute in the modern Ukraine.Its relevance is due to the general level of our society, the low level of social responsibility for what is done in society in all its spheres and what society does. We come across misunderstandings, disrespect for ethics all the time in the process of our lives. Higher education also does not pay due attention to the formation of professional ethics of future professionals. The relevance of the topic is due to the need of Ukrainian society for social workers with a high level of professional ethics and responsibility for performing professional duties and solving complex life problems of the social sphere, as well as updating the search for an effective pedagogical system of professional and ethical competence of future social workers. The aim of the article is a scientific reasoning and experimental verification of the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere to improve the quality of their professional training. The following research methods are used in the article: logical-structural analysis – to determine the essence and structure of the concept: «professional and ethical competence of future professionals in the social sphere»; structural-systematic analysis – to ensure the complexity of reasoning of the concept and structure of the pedagogical system of formation of professional and ethical competence; modeling – to develop a model for the formation of professional and ethical competence of future professionals in the social sphere; questionnaire-diagnostic methods (questionnaires, testing, interviews, diagnostics) – to establish the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere. As a result of our research, a pedagogical system of formation of professional and ethical competence of future social specialists was developed and experimentally tested that its effectiveness is ensured by the principles of systemic, humanistic, deontological, axiological, acmeological, personal-activity, subject-subject, competence, andragogical approaches, specific principles, pedagogical conditions and factors. It was based on the author's concept of formation of professional and ethical competence and a model aimed at the formation of moral and ethical values, professional and ethical knowledge, skills and personal-moral and professionally important qualities during training was designed. The obtained results allow us to state that the diagnosis of professional and ethical competence was carried out at the ascertaining and formative stages of the experiment, gave us the opportunity to compare the levels of professional ethics of students of the studied groups and draw conclusions about the effectiveness of the proposed author’s pedagogical system.

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Sharma, Prakash. "Continuing Legal Education: Rethinking Professional Ethics and Responsibility in India." Asian Journal of Legal Education 5, no. 2 (May 29, 2018): 152–68. http://dx.doi.org/10.1177/2322005818775439.

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The declining standards in legal profession, coupled with loss of public trust and confidence, call for emphasis on a deeper understanding of professional ethics among lawyers and perhaps articulate a different notion of professional responsibility that extends beyond the standards of professional conduct and etiquette for lawyers. The 266th Report of Law Commission of India highlighted the need to structure legal education and to bring ethical standards in legal profession. In this regard, the article proposes to mandate continuing legal education (CLE) for legal professionals. The purpose of introduction of CLE programme is to emphasize upon the quality of advocacy. Further, it was to implement the concept of professional responsibility, which provides that a lawyer should represent a client competently. In this regard, CLE programme might help lawyers to re-inform, re-imagine and reconstruct the legal profession in India in ethical and responsible ways. This article discusses the considerations and the process that must led to the adoption of the CLE plan.

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12

Devlin, Richard F. "Normative, and Somewhere to Go - Reflections on Professional Responsibility." Alberta Law Review 33, no. 4 (August 1, 1995): 924. http://dx.doi.org/10.29173/alr1127.

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In this article the author offers some reflections on professional responsibility. He straddles the optimist and pessimist perspectives espousing "pessoptimism" as a more adequate position than either extreme. The author begins by deconstructing the title of the conference in which the paper was delivered: "A New Look: A National Conference on the Legal Profession and Ethics," which took place in Calgary, in June 1994. Pursuing a middle path between the optimistic and pessimistic approaches to professional responsibility, the author outlines the parameters of his ethical vision which provides some directions for legal practice. There are three elements to his restructured ethical vision: the "talent" of critical self-reflexivity, the maxim to act responsibly and the injunction to do no harm. The author draws two conclusions from his study: first, it is possible to talk about legal ethics and to outline some procedural and substantive ethical guidelines. Second, ethics are plural and diversified, contingent upon the nature of the "law job" involved. Finally, the author attempts to locate the "ethical triad" in the context of several different aspects of the legal profession; in legal education, as law students, lawyers, judges, benchers and legislators. He suggests that the primary responsibility for improved legal service lies with those who are within the system and that legal ethics ought to be seen as enforceable "public" norms. In conclusion, returning to the notion of "pessoptimism," the author advocates an optimistic approach but sets out reservations and cautions. In the end, the author hopes that if the legal community cannot agree to do more good, perhaps it can at least agree to do less harm.

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Semenoh, Olena, and Olena Kravchenko. "PROFESSIONAL ETHICS IN LINGUA-CULTURAL DIMENSIONS: AMERICAN EXPERIENCE." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 70–83. http://dx.doi.org/10.33989/2226-4051.2017.16.175981.

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The article outlines the concepts "nurse", "professional ethics of nurses." The professional ethics of nurses has been defined as a component of medical ethics which studies moral consciousness, moral and ethical aspects of professional activity, moral principles and values that regulate the moral relationship between s nurse and s patient, the patient's family, other members of the medical community and community. The analysis of foreign and Ukrainian experience of formation of nurses’ professional ethics gives grounds to characterize the quality as a set of interrelated cognitive, praxeological, communicative components; their presence allows to interact productively with the professional and social environment on the basis of professionally important ethical knowledge, skills, professional important qualities that are aimed at the effective organization of the medical-preventive process and the solution of professional tasks. The content of the professional ethics of a future nurse consists of ethical categories and professionally important ethical qualities such as: professional duty, responsibility, dignity, conscience, honor, respect, mercy, empathy, tolerance.The peculiarities of educational programs of future licensed younger nurses training (LPN) in the United States aimed at the formation of professional ethics have been outlined. A review of the linguistic- cultural aspect of the formation of nurses’ professional ethics at American higher education institutions has been conducted. The experience of classes on "Nursing Ethics", "Foreign Language" at Cherkasy Medical Academy has been presented; they are aimed at understanding the world of the profession, the culture of communication in medical community, ethical behavior, moral relations, prevention of conflict situations, and provision of psychological support.

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14

Morris, Chad, and Lise Dobrin. "AAA Resources on Ethics and Professional Responsibility." Anthropology News 59, no. 5 (September 2018): e114-e116. http://dx.doi.org/10.1111/an.1007.

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15

Kipnis, Kenneth. "Ethics and the professional responsibility of lawyers." Journal of Business Ethics 10, no. 8 (August 1991): 569–76. http://dx.doi.org/10.1007/bf00382874.

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Stelios, Spyridon, and Alexandros Christodoulou. "Teaching Professional Integrity: An Empirical Study on Engineering Students." International Journal of Engineering Pedagogy (iJEP) 10, no. 3 (May 5, 2020): 98. http://dx.doi.org/10.3991/ijep.v10i3.12013.

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In higher education there seems to be a ‘gap’ between the levels of undergraduate student expectation of being confronted by ethical issues in engineering work, and the amount of effective ethics education. Within this context, the purpose of this empirical research is to investigate engineering students’ views on two issues: a) How vital professional ethics are in their field, and b) whether they believe that professional ethics must be a part of the syllabus in their School. Findings indicate that teachers should make special reference to and strongly emphasize in class the value of an engineer's ethical responsibility. Furthermore, they need to spend a number of teaching hours on tackling problems in professional ethics as well as organize conferences, workshops, lectures and discussions, where the main speakers would be experienced engineers and academics. This way the technical and technological education incorporates more the responsibility of building professional integrity that can guarantee the much needed social goods of progress and prosperity, along with safety.

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17

Rogošić, Andrijana. "Call for papers for the special issue of Zeszyty Teoretyczne Rachunkowości in 2021 entitled Ethical Issues in Accounting in Prosperity and a Financial Crisis." Zeszyty Teoretyczne Rachunkowości 107, no. 163 (July 9, 2020): 183–86. http://dx.doi.org/10.5604/01.3001.0014.2470.

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Current and past economic and financial crises have changed the behaviour of busi-ness leaders, managers, and investors, as well as accounting professionals (financial accountants, bookkeepers, management accountants, auditors). The fear of further financial crises has forced accounting reforms, the revision of auditing standards, and a restructuring of corporate governance systems in many countries to provide a relia-ble framework for companies’ activities and performance. The International Federa-tion of Accountants (IFAC) board founded the International Ethics Standard Board for Accountants (IESBA), which issued the Code of Ethics for Professional Account-ants (IFAC Code) as a set of globally accepted guidelines for ethical conduct. The first version was published in 1990, and it was recommended (but not mandatory) for IFAC members to adopt. Establishing a unified code of ethics was one of the major achievements of IFAC that provided solid guidelines for accounting professionals across the world. Prior research indicates that the IFAC Code has been moderately successful in the attempt to harmonise ethics standards for professional accountants worldwide. As globalisation continues to affect business culture and technology, and, consequently, the focus of business, the accounting profession must keep pace and reassess its role in the world economy, but also in society. This is especially important during economic and financial crises, when the classic entrepreneurial model is not sustainable. Not only can a code of ethics can provide a framework for appropriate employee behaviour and establish a better corporate culture, it can also improve lead-ership, help organisations to comply with government guidelines, and enable organisa-tions to be more socially responsible. Many ethical issues could be explored in the con-text of Corporate Social Responsibility (CSR), not only in times of crisis. The high-profile ethical failures of professional accountants in recent decades taught us the importance of ethics education. A professional accountant’s responsibility is not exclusively to satisfy the needs of an individual client or employing organization. All accountants should act in the public interest by complying with fundamental ethical principles (integrity, objectivity, professional competence and due care, confidentiality, and professional behaviour) since these principles establish the standard of expected behaviour. Therefore, accounting ethics should be promoted much more in education and in practice. Accounting and business educators have a special responsibility to ex-amine and teach ethics in the broader context of globalisation. Regulations and volun-tary standards aim at minimizing fraud and manipulation of business information, but ethical behaviour is the key to achieving an honest business environment and sustaina-ble growth.

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Krasnovа, Nataliia. "Pedagogical Ethics as a Component of Professional Ethics of a Specialist in Social Work." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 177–90. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-177-190.

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This article characterizes professional ethics as a set of moral and ethical guidelines and values that define the system of norms and values that govern a particular specific professional activity, the specificity of which is that it specifies the general moral requirements for the uniqueness of a profession. , and analyzes the norms and rules of conduct, and its formation is considered as a system of moral principles, rules and norms of behavior of the specialist, taking into account the specifics of the profession and attitude to professional duty, based on a code of conduct that ensures the moral content of professional relationships; the concept of pedagogical ethics is given, which accumulates the principles of universal ethics of a specific profession and personal ethics and its structure is defined, which consists of ethical-worldview, professional-educational, cultural-behavioral, reflexive-evaluative elements; proved that the criterion of pedagogical ethics in the professional ethics of a social worker can be considered his activities aimed at improving the educational process, which is based on a humanistic orientation based on values (human life, respect for human dignity, social responsibility) and personal qualities: moral and humanistic (benevolence, altruism, tolerance, responsibility, etc.); psychological characteristics (stable mental state, emotional and volitional characteristics); psychoanalytic (self-control, self-criticism, self-assessment): psychological and pedagogical (communicativeness, empathy, perceptiveness, visuality, etc.).

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Monteverde, Settimio. "Nursing ethics and professional responsibility in advanced practice." Pflege 27, no. 3 (June 1, 2014): 206. http://dx.doi.org/10.1024/1012-5302/a000365.

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20

Johnson, Walter D. "Qualifications, Ethics and Professional Responsibility in Forensic Economics." Journal of Forensic Economics 4, no. 3 (September 1, 1991): 277–85. http://dx.doi.org/10.5085/0898-5510-4.3.277.

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21

Boon, Andy. "Ethics, Professional Responsibility and the Lawyerby Duncan Webb." Legal Ethics 4, no. 1 (January 2001): 77–84. http://dx.doi.org/10.1080/1460728x.2001.11424140.

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22

Lennertz, James E. "Ethics and the professional responsibility of lawyers (commentary)." Journal of Business Ethics 10, no. 8 (August 1991): 577–79. http://dx.doi.org/10.1007/bf00382875.

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23

Stannard, Daphne. "Nursing Ethics and Professional Responsibility in Advanced Practice." AORN Journal 90, no. 2 (August 2009): 295–96. http://dx.doi.org/10.1016/j.aorn.2009.07.021.

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24

Login, Cristian Cezar, and Simona Clichici. "Preclinical Lectures in Medical Formation: Professionalism, Ethics and Responsibility." Studia Universitatis Babeş-Bolyai Bioethica 66, Special Issue (September 9, 2021): 118. http://dx.doi.org/10.24193/subbbioethica.2021.spiss.76.

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"Future doctors are the result of the present-day medical education and they bear the professional and attitudinal imprint of their mentors and instructors. The academic interaction between students and professors represents a key element in the scientific and professional training of future health care providers. Preclinical disciplines represent the foundation of the medical training system, on which the student will develop and integrate clinical skills. Therefore, preclinical topics have to offer accurate and updated information, working paradigms, and approaches to the development of professional values and ethical attitudes. Taking as starting point the teaching experience of the authors, we focused on the analysis of the interaction between three key concepts – professionalism, ethics and responsibility – concerning both the instructor and the student. These interrelated concepts will be approached from the viewpoint of all participants, instructors and students, in the contemporary context of the enormous volume of ever-changing scientific information and of the easy access to it. In order to select accurate data needed today and equally oriented towards future, information should always be filtered. The instructor is responsible not only to provide students with scientific data but also to stimulate and to develop flexibility, openness and critical thinking, while respecting ethical values. Through the offered scientific content, approaches, professional values and ethical attitudes, instructors transmit to the students a model of integrity in profession, ethics and responsibility, which will have consequences on the way they will choose to practice health care and medical research professions. "

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Zhalmurzin, Rustam Bulatovich. "The concept «ethical responsibility of the penal system employee»: a pedagogical aspect." Samara Journal of Science 10, no. 1 (March 1, 2021): 321–25. http://dx.doi.org/10.17816/snv2021101307.

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The paper substantiates the importance of ethical responsibility of the penal system employee in the context of his professional activities. It is substantiated that moral choice is common to ethics, psychology and pedagogy in the understanding of responsibility: moral choice as an ethical category, psychological mechanisms for making a choice, formation of ethical responsibility for choice. The status of responsibility is concretized within the framework of the concept ethical responsibility of the penal system employee. The paper analyzes this concept at the ethical (description of the content in the categories of ethics), psychological (defining the mechanisms for such responsibility formation) and pedagogical (disclosing the content in the context of pedagogical knowledge) levels. The author proves that the responsibility in general and the ethical responsibility of the penal system employee in particular can be considered both a value and a personal quality. It is substantiated that the ethical responsibility of the penal system employee is a systemic personal formation that has a value as a set of relations of the penal system employee (to professional activity, to people involved in the sphere of his professional activity, to himself as a subject of such activity), implemented in his activities through personal qualities that determine the implementation by the penal system employee of a moral choice in the process of professional activity and form the content of ethical responsibility as a personal quality. The content of the ethical responsibility of the penal system employee is revealed through the attraction of the values duty, dignity, honor, good, virtue, justice, freedom, conscience and personal qualities perseverance, efficiency, organization, exactingness, obligation, initiative

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Valentine, Sean, and Gary Fleischman. "Professional Ethical Standards, Corporate Social Responsibility, and the Perceived Role of Ethics and Social Responsibility." Journal of Business Ethics 82, no. 3 (October 11, 2007): 657–66. http://dx.doi.org/10.1007/s10551-007-9584-0.

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Семенова, Л., L. Semenova, М. Кудрявцева, and M. Kudryavceva. "Ethical Issues of Business Communication in Modern Russia." Scientific Research and Development. Modern Communication Studies 6, no. 6 (November 29, 2017): 63–70. http://dx.doi.org/10.12737/article_5a12b316b45525.54849236.

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The digital revolution that accomplished in the world in the last decade, has brought to life many social phenomena, the consequences of which require a multidimensional understanding, primarily from the point of view of socio-psychological and socio-cultural risks. Russian reality is especially risky because of mental and cultural factors shaping its national identity. The aim of the study is massive amounts of information, influencing on the outworld’s numerous communication channels, and first of all, on communication. A special place in this context is the ethics of social responsibility policy of business and commercial advertising which using manipulative techniques that are valid from the standpoint of law, but violating ethical requirements. There remains an insufficient degree of implementation of the principles of ethics in corporate and professional communications of Russia. The authors, using methodological approaches: systemic, deontological and ethic-axiological, held a theoretical and empirical study of large amounts of information on social responsibility of Russian business, commercial advertising, corporate and professional ethics in Russia, taking into account public interests. We studied the results of studies of corporate governance, transparency and business ethics, the ratings of social responsibility, corruption, etc. The systematic approach allowed us to consider integrated communications as a system, a holistic set of interrelated components. Deontological approach to the analysis of business communications is the nitial source of the rating of such categories as proper, perfect, multifunctional, and normative. Ethic-axiological approach allows to evaluate actual and desired. There remains the question of the relationship between the two main categories of ethics — duty and the good. The authors concluded that there needed an optimization of the process of ethical regulation of business communication in modern Russia.

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Trussell, Robert P., Helen Hammond, and Lawrence Ingalls. "Ethical Practices and Parental Participation in Rural Special Education." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 19–23. http://dx.doi.org/10.1177/8756870508027001-204.

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The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.

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Nordenhaug, Erik, and Jack Simmons. "The Outsourcing of Ethical Thinking." Journal of Human Values 24, no. 2 (April 3, 2018): 138–49. http://dx.doi.org/10.1177/0971685818765284.

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The teaching of professional rules, procedures and standards, as well as the existence of ethics committees and legal advisers to achieve desired behaviours for a given profession, produces an unforeseen by-product of altering the way individuals relate to ethics. The institutionalization of a moral voice, a kind of artificial conscience for the legally defined ‘artificial person’, tends to do the ethical thinking for the individual who thinks being moral means methodically following the professionally approved rules. Professionalism and the type of methodological reason it requires are becoming a substitute for internal moral reasoning and personal responsibility, despite the belief that we are becoming more morally responsibly through professional behaviour.

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Hersh, Marion. "Professional Ethics and Social Responsibility: Military Work and Peacebuilding." IFAC-PapersOnLine 50, no. 1 (July 2017): 10592–602. http://dx.doi.org/10.1016/j.ifacol.2017.08.1316.

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Fitzpatrick, Kathy, and Candace Gauthier. "Toward a Professional Responsibility Theory of Public Relations Ethics." Journal of Mass Media Ethics 16, no. 2 (September 1, 2001): 193–212. http://dx.doi.org/10.1207/s15327728jmme1602&3_8.

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Fitzpatrick, Kathy, and Candace Gauthier. "Toward a Professional Responsibility Theory of Public Relations Ethics." Journal of Mass Media Ethics 16, no. 2-3 (September 2001): 193–212. http://dx.doi.org/10.1080/08900523.2001.9679612.

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Ozar, David T. "Social ethics, the philosophy of medicine, and professional responsibility." Theoretical Medicine 6, no. 3 (October 1985): 281–94. http://dx.doi.org/10.1007/bf00489730.

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Nikjeh, Dee Adams. "Ethical Decision Making: Coding and Compliance Dilemmas for Speech-Language Pathologists." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1289–97. http://dx.doi.org/10.1044/2019_pers-19-00007.

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Purpose Speech-language pathologists (SLPs) are nationally credentialed health care professionals with the responsibility to conduct clinical activities and business operations ethically, legally, and with a high level of integrity. What are the ethical and legal responsibilities of being a credentialed professional? This clinical focus article provides an overview of relevant federal laws that govern waste, abuse, and fraudulent billing behaviors and highlights some of the American Speech-Language-Hearing Association's professional policies that characterize speech-language pathology practice standards, govern professional integrity, and guide ethical decision making. The American Speech-Language-Hearing Association's 2018 document, Issues in Ethics: Misrepresentation of Services for Insurance Reimbursement, Funding, or Private Payment , will be applied to professional coding and compliance dilemmas unique to SLPs who provide and bill for behavioral and qualitative evaluations, instrumental assessments, and therapeutic intervention for individuals with voice and upper airway disorders. Conclusion Every practicing SLP has the professional and ethical responsibility to seek the latest information on payment systems, coding changes, and reimbursement updates regardless of practice setting or the population served.

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Burkhanova-Khabadze, Sasha. "Curatorial Ethics and Indeterminacy of Practice." Philosophies 5, no. 3 (September 18, 2020): 23. http://dx.doi.org/10.3390/philosophies5030023.

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This article defines “curatorial ethics” as a notion that has to be configured and constantly revisited by an independent curator throughout her practice. By inquiring into the personal motives, biases and drives, she would establish her own ethical position, convert it into a professional ethic and apply it to judge her own professional performance and her colleagues. Such perspective opposes the traditional understanding a professional ethic as a set of unitary guidelines to be passed to specialists (i.e., via education or early career). The notion of curatorial responsibility is redefined accordingly, and with conceptual inspiration from Gilles Deleuze and Karen Barad’s concepts of “becoming” (Deleuze) and “intra-action” (Barad). A curator is addressed as accountable for configuring her practice in response to agendas and actions of other parties involved in the art project. That is, for facilitating the co-constitution of individual subject positions and practices via opening up herself to the terrors and potentials of unprecedented self-transformation.

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BUTLER, WILLIAM ELLIOTT. "Legal Ethics in the American Practice of Law." Право України, no. 2019/12 (2019): 196. http://dx.doi.org/10.33498/louu-2019-12-196.

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The author examines in this article the professional legal ethics in the United States, more commonly known as “professional responsibility”, as a subject to an unusual pattern of “codification”. Detailed rules historically originated with the legal profession itself, initially in legal doctrine and then a Code of Ethics published in 1887 by the Alabama State Bar Association. Whatever borrowing occurred among states when introducing their own “codes of ethics”, the Alabama model was drawn upon when, in 1908, the American Bar Association approved “32 Canons of Professional Ethics”. The sources of law regulating the professional conduct of lawyers in the United States are several. The legal ethics within state courts is regulated by the courts, the legislative (or parliamentary) organ, and the Bar of each state. Professional responsibility, in the spirit of David Hoffman, has become an integral part of legal education and licensing. Law students take a compulsory course in professional responsibility and are required to pass the Multistate Professional Responsibility Examination administered nationally in the United States by the National Conference of Bar Examiners. The author concludes, that legal ethics has been an integral part of American legal education since the early nineteenth century. In the twentieth century the legal profession itself introduced “private” canons of ethics which were then accepted by the highest courts in virtually all states as rules of professional conduct binding upon all members of the Bar. It remains a distinctive element of the American legal system that binding rules of professional conduct are formed mostly by the courts, and not by the legislature. These rules are initially “codified” by a voluntary non-State organization, adopted by the courts, and then applied by the courts in cases which ultimately become components of the law of precedent; that is, a separate and distinct source of law.

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Blumenthal, Richard, and Johanna E. Blumenthal. "Intentionally educating for the social good in computer science." ACM SIGCAS Computers and Society 49, no. 1 (January 22, 2021): 15–16. http://dx.doi.org/10.1145/3447892.3447897.

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As exemplified in the ACM Code of Ethics and Professional Conduct, the ethical responsibility of computing professionals obliges both guiding and aspirational behaviors. The guiding aspect of this responsibility includes ethical principles focused on avoiding harm and trustworthiness, while the aspirational aspect focuses on contributing to society and human well-begin. Ethical computing is often identified with the guiding principles. Though valued, they should not overshadow the aspirational aims of ethical computing. Towards this end, we advocate for a proactive pedagogy that promotes the aspirational aspects of computing for the social good throughout the computer science curriculum. This abstract presents our efforts in this direction.

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Зозуляк-Случик, Роксоляна. "PEDAGOGICAL SYSTEM FOR FORMING PROFESSIONAL ETHICS IN FUTURE SOCIAL WORKERS AT UNIVERSITIES." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 37–41. http://dx.doi.org/10.32835/2223-5752.2019.18.37-41.

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The article presents key components of a pedagogical system for professional and ethical training of future social workers, which contribute to increasing their level of professional ethics. It determines the essence of the pedagogical system, which unities the processes of forming, developing, education and learning with all forms, methods and terms of their occurrence. The pedagogical system for forming professional ethics in future social workers at universities is described. It is considered as the multiplicity of interrelated components necessary for anorganized and purposeful professional and pedagogical influence on the process of developing moral and ethical qualities in future specialists. The objectives of the pedagogical system for forming professional ethics in future social workers are determined. They are the following: professional and ideological (to form moral consciousness in students; to intensify their activities in professional and ethical training); behavioural and deontological (to facilitate the processes of decision-making in accordance with the requirements of professional ethics, to acquire skills in ethical modelling and predicting production situations, to follow moral and ethical norms); personally significant (to consolidate such personal qualities as humanism, ethical maturity, responsibility, sense of justice, dignity and respect for others, tolerance, politeness, decency, empathy, attentiveness, diligence, sincerity, sociability, social adaptability).The possible stages of forming professional ethics in future social workers at universities are outlined.

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Bird, Stephanie J. "Overlooked aspects in the education of science professionals: Mentoring, ethics, and professional responsibility." Journal of Science Education and Technology 3, no. 1 (March 1994): 49–55. http://dx.doi.org/10.1007/bf01575815.

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Tohir Pohan, Hotman. "PERSEPSI MAHASISWA TENTANG NILAI-NILAI ETIKA DALAM PENYAJIAN PELAPORAN KEUANGAN PERUSAHAAN YANG BERTANGGUNG JAWAB." Media Ekonomi 20, no. 2 (November 3, 2017): 13. http://dx.doi.org/10.25105/me.v20i2.781.

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<p>The aim of this research to know the perception of students about ethics values in professional code of ethic and business ethics. The analysis is based on the answer from responden where its data are gathered from accounting students and business students of economic faculty Trisakti University. The questioners about ethical concept is took from code of ethic management accountant or internal accountant that is Competence, Confidentiality, Honesty, Objectivity, Accountability and Responsibility. Result showed that, first there are not significantly perception different between accounting students and bussines student about ethical concept of competence, objectivity, and accountability ,but there are significantly perception different between accounting students and bussines students about ethical concept confidentiallity and honesty. Secondly there are not significantly perception different between students after took subject code of ethic and students before took subject code of ethic. Thirdly, there are not significantly perception different between gender of students about code of ethic and bussines ethics.<br />Keywords: Perception, Ethical Values, Code of Ethic, Preparation and Presentation of Financial Statement.</p>

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Tschudin, Verena. "Two decades of Nursing Ethics." Nursing Ethics 20, no. 2 (March 2013): 123–25. http://dx.doi.org/10.1177/0969733012473013.

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This short article reflects the author’s engagement with nursing ethics. The experience of the global market is used to highlight the current practice of working to guidelines and laws rather than professional experience. The need for personal and professional responsibility is stressed as a significant counterbalance to instability in people and societies.

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McCullough, Laurence B. "An Ethical Framework for the Responsible Leadership of Accountable Care Organizations." American Journal of Medical Quality 27, no. 3 (November 23, 2011): 189–94. http://dx.doi.org/10.1177/1062860611421226.

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Using the ethical concepts of co-fiduciary responsibility in patient care and of preventive ethics, this article provides an ethical framework to guide physician and lay leaders of accountable care organizations. The concept of co-fiduciary responsibility is based on the ethical concept of medicine as a profession, which was introduced into the history of medical ethics in the 18th century. Co-fiduciary responsibility applies to everyone who influences the processes of patient care: physicians, organizational leaders, patients, and patients’ surrogates. A preventive ethics approach to co-fiduciary responsibility requires leaders of accountable care organizations to create organizational cultures of fiduciary professionalism that implement and support the following: improving quality based on candor and accountability, reasserting the physician’s professional role in the informed consent process, and constraining patients’ and surrogates’ autonomy. Sustainable organizational cultures of fiduciary professionalism will require commitment of organizational resources and constant vigilance over the intellectual and moral integrity of organizational culture.

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Yarahmadi, Hossein, and Ali Bohloli. "Ethics in Accounting." International Journal of Accounting and Financial Reporting 1, no. 1 (June 17, 2015): 356. http://dx.doi.org/10.5296/ijafr.v5i1.7829.

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Accounting is the main index for the economy of many countries in a way that no economic activity is possible without reliance on it. Distinct feature of accounting is accepting responsibility towards people. Society has many expectations from accountants and people should trust the quality of offered services by them. Thus, their information should be real, reliable, honest, and unbiased. This study uses library method for gathering information about professional ethos and ethics of accounting. The results show that not only accountants should be qualified vocationally but also they should have high degree of honesty and rectitude in their jobs. Thus, professional future of accounting depends on ethical leadership of professional accountants.

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Cronqvist, Marita. "Professional Ethics as Experienced by Student Teachers: A Neoliberal View." Phenomenology & Practice 14, no. 1 (June 2, 2020): 89–104. http://dx.doi.org/10.29173/pandpr29400.

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Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.

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Gotterbarn, Donald. "Informatics and professional responsibility." Science and Engineering Ethics 7, no. 2 (June 2001): 221–30. http://dx.doi.org/10.1007/s11948-001-0043-5.

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Glosoff, Harriet L., and Kathe F. Matrone. "Ethical Issues in Rehabilitation Counselor Supervision and the New 2010 Code of Ethics." Journal of Applied Rehabilitation Counseling 41, no. 2 (June 1, 2010): 54–59. http://dx.doi.org/10.1891/0047-2220.41.2.54.

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The 2010 revision of the Code of Professional Ethics for Rehabilitation Counselors addresses changes in ethical standards related to rehabilitation counselor supervision. In an effort to promote awareness of these changes, this article offers a brief overview of the revisions and implications for practice including the responsibility of supervisors to actively engage in and support professional development activities.

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Stárek, Lukáš. "Code of ethics and the ethical decision-making model as a support in teachers' professional practice." Nastava i vaspitanje 69, no. 3 (2020): 313–30. http://dx.doi.org/10.5937/nasvas2003313s.

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Educators are confronted by specific ethical issues in their everyday work. However, awareness of these issues, the search for answers to them and their consideration, demand due diligence and time. Thus, the importance of ethics and its impact may be downplayed. An educator aims to pay attention to the development of a child/student, especially with respect to the environment or social setting itself, and the responsibility toward society itself is evident from this. The educator's responsibility should also be related to the profession itself and the social perception of the teaching profession. The aim of the research was to examine whether a school's code of ethics and the training to use an Ethical Decision-making Model could be used to support teachers in solving ethical dilemmas. The research sample consisted of teaching staff working at a primary school in Prague. The teachers work in the first stage of primary school. The selected primary school has a code of ethics as an internal regulation. In total, five interviews with teachers were conducted. Respondents agreed that the Code of Ethics and Ethical Decision-making Model are good support for their professional practice. They are primarily useful in the communication process, especially when talking to children, colleagues and parents.

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Fassett, William E. "Ethics, Law, and the Emergence of Pharmacists’ Responsibility for Patient Care." Annals of Pharmacotherapy 41, no. 7-8 (July 2007): 1264–67. http://dx.doi.org/10.1345/aph.1k267.

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An ethical and corresponding legal structure based on physician supremacy over patients and other healthcare professionals has evolved over the past 40 years to recognize patient autonomy and realize that systems and societal structure influence healthcare outcomes as greatly as do provider-patient interactions. Future ethical and lega) imperatives for pharmacists will necessitate a profession prepared to deliver primary, secondary, and tertiary care services as part of teams of providers, and less devoted to drug distribution as a professional raison d'ětre.

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Kamran, Maha, Sarah Arif, and Sameen Ejaz. "Professional Secrecy And Privileged Communication In Medical Practice." Pakistan Journal of Surgery and Medicine 1, no. 1 (February 1, 2020): 72–74. http://dx.doi.org/10.37978/pjsm.v1i1.99.

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A medical professional has the faith and confidence of society in him/her. It is his utmost duty and responsibility to uphold the ethical standards of confidentiality, set forth in the Hippocratic Oath, the Declaration of Geneva, the International Code of Medical Ethics and the World Health Organization. Communication between the physician and his patient is privileged. This information can only be divulged, in part, under special circumstances.

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Rhode, Deborah L. "Into the Valley of Ethics: Professional Responsibility and Educational Reform." Law and Contemporary Problems 58, no. 3/4 (1995): 139. http://dx.doi.org/10.2307/1192026.

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