Relevant bibliographies by topics / Moral science

Contents

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

Academic literature on the topic 'Moral science'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Moral science"

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İlgili, Önder. "Moral Science." Turkish Journal of Bioethics 1, no. 4 (2014): 223–24. http://dx.doi.org/10.5505/tjob.2014.69875.

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Wulff, Henrik R. "Moral precedes science." Lancet 354, no. 9196 (1999): 2179. http://dx.doi.org/10.1016/s0140-6736(05)77094-x.

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Muhammed-Shittu, Abdul-Rahman Balogun. "A Study of Philosophical Theory and Educational Science of Insights on Ethics, Values, Characters, and Morals rooted into the Islamic and Contemporary Western Perspectives." Journal of History Culture and Art Research 10, no. 3 (2021): 47–58. http://dx.doi.org/10.7596/taksad.v10i3.3090.

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The present article addresses the necessity for entrenching characters, morals, values, and ethical education in science teaching and science education. It explains the argument and rationale, and buttresses ethics, values, and nurturing of morals in students through a modified curriculum science education and describes their benefits to humanity. Additionally, the study discusses the rapidness of technological advancements, science, and globalization that are influencing the complications of human social life and underpinning the level of values, ethics, and morality in education and teaching sciences. Analyses and syntheses are presented to the pedagogical and philosophical questions related to the above-mentioned themes, as it may assist in conceptualizing and uttering a solid theoretical outline for the enhancement of school curricula. A proportional analysis in view of the philosophical, the collective Islamic moral education and values and hypothetical foundation of contemporary Western ethical education is outlined to generate and extend maximum academic benefits and to establish a supplemented theoretical background of character education and moral which may contribute to global acceptability of the character education and moral theoretical framework in Western.
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Braga, Mihai. "Ethics - science of moral and human behaviour." Journal of Social Sciences II (1) (March 15, 2019): 56–66. https://doi.org/10.5281/zenodo.2606426.

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The article supports the idea of the central role of ethics as a science of morality and behavior in the formation of human beings and social unity, of a harmonious society without conflicts among its members. The moral codes of the European, Chinese, Hindu civilization are analyzed to clarify the demands of society towards its members and the influence of these demands on the spiritual culture of the peoples specified. The authority that sanctions and requires the individual to receive and fulfill moral norms is highlighted in moral codes. It also analyzes moral virtues and their role in the rise of human personality. The author points out that the golden rule of morals is studied by many authors, but it is dressed in different forms. The following moral values are analyzed: good, happiness, freedom and duty.
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FULLER, TIMOTHY. "Friedrich Hayek's Moral Science." Ratio Juris 2, no. 1 (1989): 17–26. http://dx.doi.org/10.1111/j.1467-9337.1989.tb00023.x.

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Feleppa, Robert. "FROM SCIENCE TO MORAL REALISM." Southwest Philosophy Review 19, no. 2 (2003): 79–84. http://dx.doi.org/10.5840/swphilreview200319237.

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Klamer, Arjo. "Economics Is a Moral Science." Schmollers Jahrbuch 136, no. 2 (2016): 155–69. http://dx.doi.org/10.3790/schm.136.2.155.

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Rolston, Holmes. "SCIENCE EDUCATION AND MORAL EDUCATION." Zygon� 23, no. 3 (1988): 347–55. http://dx.doi.org/10.1111/j.1467-9744.1988.tb00639.x.

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Rosenberg, Alexander. "Moral Realism and Social Science." Midwest Studies in Philosophy 15 (1990): 150–66. http://dx.doi.org/10.1111/j.1475-4975.1990.tb00211.x.

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Rollin, Bernard E. "Animal research: a moral science." EMBO reports 8, no. 6 (2007): 521–25. http://dx.doi.org/10.1038/sj.embor.7400996.

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Dissertations / Theses on the topic "Moral science"

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Palatnik, Nataliya. "Kant's Science of the Moral World and Moral Objectivity." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845444.

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Kant’s Science of the Moral World and Moral Objectivity Abstract Critics of Kant's moral philosophy often object that it cannot account for moral requirements that are both genuinely objective and contentful. Notwithstanding the long history of this dispute, Kantians have been unable to put these objections to rest. I argue that we can answer these objections and fully understand Kantian moral objectivity only if we consider Kant’s moral philosophy in light of his methodological and architectonic concerns. My dissertation takes up this task by providing a new account of Kant’s conception of moral theory as a philosophical science: Kant’s moral philosophy, I argue, appropriates the central features of the then revolutionary method of Newtonian natural science for the investigation of practical cognition. Just as Newtonian science begins with a priori (largely mathematical) principles and then gradually "comes down to" particular concrete physics, so too Kantian moral philosophy begins with general a priori moral principles that then gradually translate into a system of particular requirements. The objectivity of the content of our practical thought develops as the background conditions of moral deliberation become progressively more inter-subjectively justifiable. This progress is possible only through co-deliberation and collective action demanded by the duty to make morality fully efficacious in our shared social world, that is, the duty to promote the highest good. My account highlights the attractiveness of Kant’s conception of the relationship between a priori and empirical aspects of practical thought, between theory and practice, and enables its systematic defense against objections by later German Idealists, particularly by Hegel. I argue that Hegel’s polemic against Kant's account of morality is fundamentally a disagreement about the nature of philosophical science and its method, and adjudicating between their views requires adjudicating the methodological dispute itself. I offer a systematic assessment of the methodological grounds of Hegel’s approach and of his critique of Kant’s moral philosophy. I argue that (1) Hegel’s approach does not, on the whole, present a viable alternative to Kant’s moral theory and (2) Hegel’s challenge can be met, but only by appealing to developmental or genetic aspects of Kant’s conception of moral objectivity grounded in his views on the proper method and form of a philosophical science. I show that these aspects of Kant’s thought, generally overlooked by commentators and Kantian theorists, are indispensable to his moral theory and provide a basis for a fruitful engagement with contemporary issues in moral philosophy, such as questions about the nature and role of imperfect duties.<br>Philosophy
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Larochelle, Yves. "Une philosophie de la motivation : éthique, mythe, science." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25779/25779.pdf.

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Sivaramakrishnan, A. "Social science, professional authority and citizenship." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382911.

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Baker, Joseph O., Samuel L. Perry, and Andrew L. Whitehead. "Crusading for Moral Authority: Christian Nationalism and Opposition to Science." Digital Commons @ East Tennessee State University, 2020. https://doi.org/10.1111/socf.12619.

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Numerous studies show biblicist Christianity, religiosity, and conservative political identity are strong predictors of Americans holding skeptical attitudes toward publicly controversial aspects of science, such as human evolution. We show that Christian nationalism—meaning the desire to see particularistic and exclusivist versions of Christian symbols, values, and policies enshrined as the established religion of the United States—is a strong and consistent predictor of Americans’ attitudes about science above and beyond other religious and political characteristics. Further, a majority of the overall effect of political ideology on skepticism about the moral authority of science is mediated through Christian nationalism, indicating that political conservatives are more likely to be concerned with particular aspects of science primarily because they are more likely to be Christian nationalists. Likewise, substantial proportions of the well‐documented associations between religiosity and biblical “literalism” with views of science are mediated through Christian nationalism. Because Christian nationalism seeks to establish a particular and exclusivist vision of Christianity as the dominant moral order, adherents feel threatened by challenges to the epistemic authority undergirding that order, including by aspects of science perceived as challenging the supremacy of biblicist authority.
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Starks, Shannon. "Moral Values in Moral Psychology? A Textual Analysis." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6067.

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What values, if any, is moral psychology based on with regard to what humans should be like? While the value-free ideal of science requires at least the bracketing of values in regards to the conducting of research and influence on its results, this investigation takes seriously the concerns of leading social psychologists that biases may influence the subdiscipline. Textual analyses of moral psychology's literature involving content analysis of codes and cultural discourse analysis of value themes illuminate values involving moral problems and moral goods that may inherently influence research at various levels. It is proposed that values are impossible to eliminate from moral psychological research and that a simple epistemic/nonepistemic value distinction is inadequate for deciding which values are appropriate. A norm of value disclosure to replace the norm of the value-free ideal is recommended.
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Benetrix, Carine. "Le double et le même selon le mythe, la science et la philosophie : perspectives sur le clonage." Lyon 3, 2003. https://scd-resnum.univ-lyon3.fr/out/theses/2003_out_benetrix_c.pdf.

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Le clonage entre aujourd'hui dans le champ philosophique en interrogeant des notions telles que la vie, l'homme, la reproduction. . . Pouvons-nous concevoir que le clonage devienne un mode de reproduction comme un autre? S'agit-il d'une technique de reproduction ou d'une technique de fabrication, au vu d'un produit génétique bien déterminé? Le clone n'est-il pas un "nouvel homme", un homme programmé, dominé par son génome? L'homme n'avait-il pas le privilège d'être à l'image de Dieu et par conséquent sacré? Copier un être humain, n'est-ce pas nier son existence unique? Après les doubles bibliques, mythiques, techniques. . . , voici l'ère du double génétique. Un problème se pose tout de même : pouquoi a-t-on fait un usage illégitime du "mot" clonage autour de Dolly alors qu'il s'agit d'un transfert de noyau? Peut-être afin de renforcer l'image médiatique de la découverte. . . Le clonage existe-il vraiment? N'y a-t-il pas abus de langage? L'être humain peut-il aujourd'hui (sept ans après la naissance de Dolly) rencontrer des clones? des produits clonés?<br>The cloning go today into the field of the philosophy because it interrogat like the life, the reproduction. . . Can't it conceive of the cloning become a directions for reproduction like an other? Is it about a technique of reproduction or a technique of manufacteure on sight of a genetic produce very definite?
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Evans, Joëlle. "Moral frictions : ethics, creativity and social responsibility in stem cell science." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77820.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 237-250).<br>Competing moral orders pervade markets and organizations. Previous studies of morals and markets show that organizational and occupational communities in contested areas promote one unique moral perspective in order to gain legitimacy and ensure organizational survival. In this perspective, change and innovation are only possible when distinct actors with a competing moral perspective enter a market. Yet communities do sometimes produce innovations at odds with the moral position they promote. How do they achieve this? Drawing on a 17-months ethnography of a stem cell laboratory, I explore the ways in which competing moral orders intersect in the workplace and how this collision shapes work and innovation practices. I examine two distinct moral conflicts: conflicts over safety and conflicts over bioethics. These two different types of conflicts suggest together that, far from being ethical deserts where workers conform to their organization's perspective, workplaces dealing with contested objects and technologies are spaces of intense ethical questioning and negotiation. Local moral contests are rich with creative opportunities: organizational actors innovate and shape their organizations as they seek to couple the practices and goals of their organization with their avowed personal values. This dissertation contributes to unpacking the links between morals and organizations by showing that moral legitimacy is not just a post-hoc justification of organizational products or practices but is integral to the constitution of these products and practices. This work also contributes to studies of expert work by highlighting the role of moral heterogeneity, local contests, authority over tasks, and technological innovation on the definition of social responsibility in expert communities.<br>by Joëlle Evans.<br>Ph.D.
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Sosa, Nicholas. "Melting Poles, Polio, and Moral Perceptions of Scientists: Humanization and Trust of Scientists in Moral Dilemmas Predicts Science Acceptance." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1550575151240985.

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Määttä, Jessica. "Moral Cognition and Emotion: A Dual-Process Model of Moral Judgment." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5138.

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Cognitive and emotional processes both seem to contribute in the production of moral judgments, but how they interact is still under investigation. Greene’s dual-process model suggests that these processes constitute dissociable systems in the brain, which are hypothesized to give rise to two qualitatively different ways of moral thinking characterized by two normative moral theories, consequentialism and deontology. Greene indicates that this research undermine deontology as a normative theory. The empirical investigation of moral judgments implies that the dual-process model only seems to accurately predict and explain moral judgments in moral dilemmas involving physical harmful intentions. Regardless of the models empirical support, the empirical findings in the study of moral judgments could have normative and metaethical implications.
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April, Carolyn W. "From biology to bioethics : can the science of emotion help moral philosophy?" Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496822.

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Books on the topic "Moral science"

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Hodgson, Bernard. Economics as Moral Science. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-662-04476-6.

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Vollrath, John. Science and moral values. University Press of America, 1990.

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Brinkmann, Svend. Psychology as a Moral Science. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7067-1.

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Rona, Peter, and Laszlo Zsolnai, eds. Economics as a Moral Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53291-2.

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Hickok, Laurens Persens. A system of moral science. Ginn & Heath, 1990.

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Forum, Orthodox. Judaism, science, and moral responsibility. Rowman & Littlefield Publishers, 2006.

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Stretch, Lewis. Engineering: Mechanical or moral science?. Becket Publications, 1986.

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Capurro, Rafael. Moral issues in information science. Royal Institute of Technology Library, 1985.

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Yitzhak, Berger, and Shatz David, eds. Judaism, science, and moral responsibility. Rowman & Littlefield Publishers, 2006.

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Blackford, Russell. Science Fiction and the Moral Imagination. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61685-8.

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Book chapters on the topic "Moral science"

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Fischer, Michael M. J. "Science." In A Companion to Moral Anthropology. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118290620.ch22.

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Baez, Sandra, Adolfo M. García, and Hernando Santamaría-García. "Moral Cognition and Moral Emotions." In Neuroscience and Social Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68421-5_8.

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Nordgren, Anders. "Moral Responsibility in Science." In Responsible Genetics. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-015-9741-8_2.

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Nascimento, A. M., L. F. Vismari, A. C. M. Queiroz, P. S. Cugnasca, J. B. Camargo, and J. R. de Almeida. "The Moral Machine: Is It Moral?" In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26250-1_34.

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Mackiel, Alexander, and Jeremy Weintraub. "Moral Tribes." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-16999-6_2915-1.

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Krebs, Dennis. "Moral Instincts." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_439-1.

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Salter, Frank K., and Michael A. Woodley of Menie. "Moral Concerns." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_468-1.

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Walsh, Elena. "Moral Emotions." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-16999-6_650-1.

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Brinkmann, Svend. "Moral Realism." In Psychology as a Moral Science. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7067-1_6.

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Brinkmann, Svend. "Moral Practices." In Psychology as a Moral Science. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7067-1_7.

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Conference papers on the topic "Moral science"

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Cao, Renjie, Miaoyan Hu, Jiahan Wei, and Baha Ihnaini. "The Moral Foundations Weibo Corpus." In Proceedings of the 1st Workshop on NLP for Science (NLP4Science). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.nlp4science-1.13.

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Rao, Abhishek S., Rakesh Kumar B, Ranganatha K, et al. "Moral Storytelling Model Using Artificial Intelligence-Driven Image-to-Text Synthesis." In 2024 International Conference on Data Science and Network Security (ICDSNS). IEEE, 2024. http://dx.doi.org/10.1109/icdsns62112.2024.10691066.

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Wang, Yun. "University Moral Education Management System using Ensemble Learning in Data Mining." In 2024 International Conference on Data Science and Network Security (ICDSNS). IEEE, 2024. http://dx.doi.org/10.1109/icdsns62112.2024.10690914.

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F. Malle, Bertram, Lisa Chalik, and Jason Corwin. "Moral Motives, Moral Communities, and Engagement With Science." In Moral Motives & STEM-Informed Action / Motivos morales y acción basada en STEM. Knology, 2023. http://dx.doi.org/10.55160/doxl6706.

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Bertram Malle, Lisa Chalik, and Jason Corwin are relatively staunch defenders of institutional science. They acknowledge that science is an imperfect moral community, but they see its existing mechanisms of self-correction as the most likely avenue for improvement. Akin to Churchill’s much-quoted assertion that “democracy is the worst form of government, except for all those others that have been tried,” these authors find scientific epistemology preferable to its competitors. For them, its clear standards of acceptable evidence outweigh historical and ongoing exclusion—but they do not shy away from addressing that exclusion and note that allowing it to persist is counterproductive to the goal of encouraging trust.
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Zhumei, Lin, and Zhu Liqi. "Moral hypocrisy in moral dilemma." In 2014 4th IEEE International Conference on Information Science and Technology (ICIST). IEEE, 2014. http://dx.doi.org/10.1109/icist.2014.6920331.

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Niemi, Laura. "Moral Values Shape Knowledge and Beliefs about Science." In Moral Motives & STEM-Informed Action / Motivos morales y acción basada en STEM. Knology, 2023. http://dx.doi.org/10.55160/qkvh7975.

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Niemi addresses the difficulty of speaking to the moral concerns of every person in every community, because of mismatched values between groups. She talks about how values can get in the way of scientific information, ending with recommendations for finding common ground for starting conversations.
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G. Efeyini, Martina. "Why We Need Open Conversation About Science." In Moral Motives & STEM-Informed Action / Motivos morales y acción basada en STEM. Knology, 2023. http://dx.doi.org/10.55160/tmba9419.

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Efeyini describes her own entry into the world of science and science communication before encouraging accessibility. In particular, she encourages communicators to think of accessibility as a series of questions to ask continually rather than a checklist to simply adopt.
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Corwin, Jason. "The Morality of Western Mainstream Science Isn’t Universal." In Moral Motives & STEM-Informed Action / Motivos morales y acción basada en STEM. Knology, 2023. http://dx.doi.org/10.55160/yhyn2408.

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Corwin reminds us to challenge the ways in which Western Mainstream Science presents itself as universal. Writing as an Indigenous scholar of environmental studies, he enourages particularism in both research and practice.
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MARX, GEORGE. "NEW MORAL DUTIES OF SCIENCE EDUCATION FOR ALL." In Proceedings of the Conference on Future of the Universe and the Future of Our Civilization. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812793324_0035.

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Johnson, Aaron M., and Sidney Axinn. "Acting vs. being moral: The limits of technological moral actors." In 2014 IEEE International Symposium on Ethics in Engineering, Science, and Technology (ETHICS). IEEE, 2014. http://dx.doi.org/10.1109/ethics.2014.6893396.

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Reports on the topic "Moral science"

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Kwek, Dennis Beng Kiat, Isabelle Khoo, and Siti Hawa Jonid. Redesigning the Singapore Coding Scheme 2 for Social Studies and Science. National Institute of Education, Nanyang Technological University, Singapore, 2022. https://doi.org/10.32658/10497/29670.

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This Start-Up Grant (SUG) application aims to develop and redesign of the Singapore Coding Scheme 2 (SCS2) for Science. This project builds towards the Core 3 Panel 3 Research Program (Core 3) that seeks to record, measure and analyse the intellectual quality of knowledge work in Singapore classrooms. Building on the Core 1 and Core 2 research programs, Core 3 focuses on the relationships between instruction, pedagogy, assessment and student learning. The broad key objectives for Core 3 are: (a) to continue to develop the model of the logic of teaching and learning in Singapore classrooms expanding into new subject and learning domains (including Science, Social Studies, 21CC, Civics and Moral Education); (b) to examine the relationship between instructional, pedagogical and assessment practices, the intellectual quality of knowledge work in the classroom, and student practices, the intellectual quality of knowledge work in the classroom, and student learning in Science, Social Studies, 21st Century Competencies and Civics and Moral Education; (c) to develop a preliminary baseline data on Science and Social Studies (Primary 5 and Secondary 3) classroom practices, 21st Century Competencies and civics values and moral education enactment in the classroom.
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BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

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The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.
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Papadopoulos, Yannis. Ethics Lost: The severance of the entrenched relationship between ethics and economics by contemporary neoclassical mainstream economics. Mέta | Centre for Postcapitalist Civilisation, 2021. http://dx.doi.org/10.55405/mwp1en.

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In this paper we examine the evolution of the relation between ethics and economics. Mainly after the financial crisis of 2008, many economists, scholars, and students felt the need to find answers that were not given by the dominant school of thought in economics. Some of these answers have been provided, since the birth of economics as an independent field, from ethics and moral philosophy. Nevertheless, since the mathematisation of economics and the departure from the field of political economy, which once held together economics, philosophy, history and political science, ethics and moral philosophy have lost their role in the economics’ discussions. Three are the main theories of morality: utilitarianism, rule-based ethics and virtue ethics. The neoclassical economic model has indeed chosen one of the three to justify itself, yet it has forgotten —deliberately or not— to involve the other two. Utilitarianism has been translated to a cost benefit analysis that fits the “homo economicus” and selfish portrait of humankind and while contemporary capitalism recognizes Adam Smith as its father it does not seem to recognize or remember not only the rest of the Scottish Enlightenment’s great minds, but also Smith’s Theory of Moral Sentiments. In conclusion, if ethics is to play a role in the formation of a postcapitalist economic theory and help it escape the hopeless quest for a Wertfreiheit, then the one-dimensional selection and interpretation of ethics and morality by economists cannot lead to justified conclusions about the decision-making process.
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Bilous, Oksana. FEATURES OF ADVERTISING IN WESTERN UKRAINIAN PRESS. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12173.

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In the article, advertising communication is explored in the context of socio-political, socio-economic, and cultural-legal processes in Eastern Galicia (1919–1939); The ideological and educational concept of advertising materials is outlined, and the features of shaping Ukrainian civic-state consciousness, national and universal moral-spiritual values, interethnic mutual respect, and tolerance under the influence of press advertising are characterized. In the four chapters of the monograph, a comprehensive study of the essence of Ukrainian press advertising communication in Eastern Galicia is conducted for the first time in the field of journalism science. Iryna Nironovych introduced documents and unpublished materials from eight Ukrainian and Polish archival funds into scientific circulation that are directly related to the development of advertising in Western Ukrainian press. The monograph characterizes the national dominant of press advertising discourse in the conditions of Ukrainian nation’s statelessness. After analyzing advertising in 23 newspapers and magazines, the author of the monograph revealed the specific features of creating information-rich, morally ethical advertising content based on Ukrainian ethnonational principles within the territory of the Polish state. The author also justified the necessity of advertising communication as a means of promoting social solidarity and shaping high moral and spiritual values, as well as humanistic worldview and national beliefs among advertisers and consumers. The monograph characterizes not only the content of information about products and services (verbal and non-verbal parameters) but also the mental traits that, in the conditions of the Polish state, contributed to the promotion of Ukrainian moral and spiritual values. Advertising serves a complex of functions that are essential for meeting the economic, social, cultural, and moral-spiritual needs of the human community. In the conditions of the Second Polish Republic, the situation of Ukrainians motivated advertisers to seek a special socio-psychological, educational, regulatory, and ideological approach to creating advertising. The article emphasizes that advertising announcements with elements of national-patriotic coloring encompassed two components – informational and ideological. Advertising for Ukrainian books on historical topics, magazines, and public organizations carried an enlightening and educational, as well as an emotionally informative character. Press advertising communication in the fields of industrial and agricultural production, trade, household services, and cultural and artistic life served as an emotionally rational factor in strengthening the information-psychological structure of the Ukrainian national community.
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Shaposhnikov, Gennadii, Irina Airapetova, and Andrey Ustinov. Electronic training course "History of Medicine (Department of History, Economics and Law)". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0866.12122024.

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The electronic training course "History of Medicine" is compiled in accordance with the requirements of the federal state educational standard of higher education 3++ for specialties 05/31/2011. Medical care, 05/32.01. Preventive medicine, 05/31/02. Pediatrics, 05/31/03. Dentistry The purpose of the course is to study the history, patterns and logic of the development of healing, medicine and healthcare of the peoples of the world from antiquity to the beginning of the XXI century. Course objectives: to teach students to objectively analyze historical phenomena, achievements and prospects for the development of medicine and healthcare; to reveal the achievements of outstanding civilizations in the field of medicine in the context of the progressive development of mankind; to show the interaction of national and international factors in the formation of medical science and practice in various regions of the globe; to inculcate ethical principles of medical practice and the historical conditions of their formation in various countries; to cultivate high moral qualities in students: love for their profession, loyalty to duty, feelings of humanism and patriotism; expand the general scientific and cultural horizons of students. to form among students the most important cultural and historical guidelines for the civil self-identification of the individual, the assimilation of basic professional values and competencies; to develop the ability to analyze and compare medical information about the past contained in various sources; to motivate students to maintain their health and lead a healthy lifestyle. The complexity of the course: 72 classroom hours are allocated for the study of this discipline, including 36 hours of lectures and 36 hours of seminars.
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Kisner, Frank J. Morale-The 10th Principle of War: Returning the Art to the Science of War. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada381615.

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7

Desikan, Anita, and Jacob Carter. Getting Science Back on Track: Voices of Scientists across Six Federal Agencies. Union of Concerned Scientists, 2023. http://dx.doi.org/10.47923/2023.14771.

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To protect the public's safety and health, the US government should base policies on the best evidence—and that requires keeping the work of federal scientists free from political interference. Fortunately, the latest Union of Concerned Scientists survey of federal scientists shows the powerful, positive effects of strengthening scientific integrity policies under President Biden. While challenges remain, the survey found significant improvements in scientific integrity over previous administrations, and scientists say morale and working conditions are better. A majority of those surveyed feel that their agencies have protected scientific staff from COVID-19 in the workplace, and that the agencies frequently consider the impact of their work on historically marginalized communities. Scientists report feeling mostly positive about efforts to incorporate considerations of justice, equity, diversity, and inclusion into research and policy, although perceptions are mixed about the efforts’ long-lasting effectiveness.
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Desikan, Anita, and Jacob Carter. Getting Science Back on Track: Voices of Scientists across Six Federal Agencies. Union of Concerned Scientists, 2023. http://dx.doi.org/10.47923/2022.14771.

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To protect the public's safety and health, the US government should base policies on the best evidence—and that requires keeping the work of federal scientists free from political interference. Fortunately, the latest Union of Concerned Scientists survey of federal scientists shows the powerful, positive effects of strengthening scientific integrity policies under President Biden. While challenges remain, the survey found significant improvements in scientific integrity over previous administrations, and scientists say morale and working conditions are better. A majority of those surveyed feel that their agencies have protected scientific staff from COVID-19 in the workplace, and that the agencies frequently consider the impact of their work on historically marginalized communities. Scientists report feeling mostly positive about efforts to incorporate considerations of justice, equity, diversity, and inclusion into research and policy, although perceptions are mixed about the efforts’ long-lasting effectiveness.
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9

Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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