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Littérature scientifique sur le sujet « Professional work ethics »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 17 février 2022

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Articles de revues sur le sujet "Professional work ethics"

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Fernández-Feito, Ana, María del Rosario Palmeiro-Longo, Salomé Basurto Hoyuelos et Vanesa García-Díaz. « How work setting and job experience affect professional nurses’ values ». Nursing Ethics 26, no 1 (10 avril 2017) : 134–47. http://dx.doi.org/10.1177/0969733017700238.

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Background: The development of professional values in nursing is directly related to quality and ethical clinical practise and may also increase practitioner and patients’ satisfaction. Some factors, such as work setting or work experience, can influence the importance granted to the professional values of nursing. Objectives: To compare in primary care nurses and hospital care nurses the importance granted to professional values and to contrast this perception as a function of professional experience. Research design, participants and research context: Descriptive cross-sectional study. Participants were 380 nursing professionals from the public health system (primary care and hospital care). Three dimensions were analysed: ethics, professional expertise and professional mastery. Data were collected from January to June 2015. Ethical considerations: We obtained permission from the Ethics Committee and participants’ informed consent. Findings: Hospital care professionals attached more importance to all the values analysed, regardless of their work experience. Ethical values, such as confidentiality and respect for the person, were considered to be very important in both systems. Values related to professional expertise obtained lower scores, especially in primary care. In general, professionals with more than 20 years’ experience granted less importance to the values. Conclusion: The professional setting influenced the importance assigned to professional nursing values, and clear differences were observed between primary and hospital care. The domain of ethics was considered the most important. It is necessary to reflect on the significance attributed to professional values, especially in more expert nursing staff.
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Reamer, Frederic G. « Social Work Values and Ethics : Reflections on the Profession's Odssey ». Advances in Social Work 6, no 1 (30 avril 2005) : 24–32. http://dx.doi.org/10.18060/73.

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Social workers' understanding of ethical issues has matured significantly. This article traces the evolution of the profession's approach to the values and ethics. During its history, social work has moved through four major periods-- the morality period, the values period, the ethical theories and decision-making period, and the ethical standards and risk-management (the prevention of ethics complaints and ethics related lawsuits) is diverting social workers from in-depth exploration of core professional and personal values, ethical dilemmas, and the nature of the profession's moral mission. The author encourages the profession to recalibrate its focus on values and ethics.
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Forti, Valeria Lucilia. « Pluralism, Social Work and an Ethical-Political Project : one theme many challenges ». Revista Katálysis 20, no 3 (décembre 2017) : 382–89. http://dx.doi.org/10.1590/1982-02592017v20n3p382.

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Abstract This essay is the result of observations drawn from our decades of experience as a social worker and professor, particularly of classes in professional ethics in Social Work. It is also based on theoretical studies and qualitative empirical academic research about ethics/professional ethics and Social Work. The content was partially presented and debated in a lecture at the XV ENPESS. The arguments seek to deepen the debate about the relationship between pluralism and Social Work. Such a debate is essential to professionals in the field, since it is linked to the fundamental ethical principles of the current Code of Professional Ethics of Social Workers. It should be noted that there is a sufficient and critical apprehension of the subject by Social Work professionals and students must have an adequate and critical grasp of these issues, particularly considering the present moment when current conservative waves that are expressed with such importance in the social life of Brazilians and seem to have repercussions in this professional field.
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Martin, Mike W. « Meaningful Work and Professional Ethics ». Professional Ethics, A Multidisciplinary Journal 10, no 1 (2002) : 89–100. http://dx.doi.org/10.5840/profethics20021015.

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Cooper, Wes. « PROFESSIONAL ETHICS, PROFESSIONALISM, AND WORK ». Journal of Social Philosophy 27, no 2 (septembre 1996) : 90–103. http://dx.doi.org/10.1111/j.1467-9833.1996.tb00239.x.

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Banks, Sarah. « Everyday ethics in professional life : social work as ethics work ». Ethics and Social Welfare 10, no 1 (2 janvier 2016) : 35–52. http://dx.doi.org/10.1080/17496535.2015.1126623.

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McQueen, Matthew J. « Ethics and Laboratory Medicine ». Clinical Chemistry 36, no 8 (1 août 1990) : 1404–7. http://dx.doi.org/10.1093/clinchem/36.8.1404.

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Abstract Ethical issues have been given limited attention by professionals in laboratory medicine. Professional ethics is the moral bond that links a profession, the people it serves, and society. Understanding the complexities of individual and common good is essential for full professional participation in major issues in health care. Specific issues that challenge laboratory professionals in clinical research are allocation of health-care resources, testing conducted nearer the patient, confidentiality, screening tests, and molecular biology. A voice in ethical issues is an essential element of professional independence. The ethical attitudes we display influence the kind of people who choose to work in our profession. More open discussion about ethics is necessary in our professional literature.
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Mas‘ud, Abd Rachman. « ETIKA PROFESSIONAL DAN RUH AGAMA DI AWAL MILLENIUM ». Dialog 32, no 1 (19 octobre 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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Schwandt, Thomas A. « Acting together in determining value : A professional ethical responsibility of evaluators ». Evaluation 24, no 3 (19 juin 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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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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Thèses sur le sujet "Professional work ethics"

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Skalbeck, Paul A. « Key components to an effective ethics training program ». Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007skalbeckp.pdf.

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Asquith, Merrylyn. « Ideals, myths and realities a postmodern analysis of moral-ethical decision-making and professional ethics in social work practice ». full text, 2002. http://www.dhs.sa.gov.au/dhs-library/documents/ideals,-myths-and-realities.pdf.

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Kallestad, Tommy. « Social Work Values : Empowerment, organizational values & ; professional doxa inside the social work field ». Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55153.

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This study explores the field of social work values in the social work profession. The aim of the study is to explore how social work values are related to empowerment practices and organizational structures inside the social work field. By using the perspective of empowerment and professional doxa these structures inside the social work field are explored in interviews with nine social workers. These nine interviews show how social workers relate to values insides their profession, how empowerment practices are done, and what kind of organizational conflicts social workers may experience. By using the perspectives of empowerment and professional doxa the interviews been analysed and connected to both local and global concerns for the social work field. Many professional conflicts were found by taking these perspectives that are discussed in this study, as for example role conflicts social workers could experience. Other conflicts were those of structural failures that caused harm to client contacts and economic factors that were deemed more important for organizations than good client outcomes.
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Ho, Siu-Ying Stella, et 何笑英. « A study of the social work students' attitude towards the Vietnamese refugee problem in Hong Kong : reflection ofsocial work values and ethics ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B4257416X.

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Papouli, Eleni. « The development of professional social work values and ethics in the workplace : a critical incident analysis from the students' perspective ». Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48325/.

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This thesis explores Greek social work students' perceptions of the development of their professional values and ethics in the workplace during their professional practice placement. To accomplish its goals, the thesis includes a literature review and employs a qualitative exploratory research design with descriptive elements positioned within the constructivist paradigm. This research design allows the researcher to explore and describe a topic - social work values and ethics - that is generally under-researched in the existing literature, as well as being complex in nature and difficult to study. Data were collected using the critical incident technique (CIT). This method took the form of a written questionnaire (the CIT questionnaire) completed by 32 students between 11th and 25th October, 2010. The data were inductively analysed using both qualitative and quantitative approaches. SPSS and SPAD software packages were also used to analyse the numerical and textual data respectively. The study findings underline the vital role of the workplace as a social space for students to learn and develop their professional social work values and ethics. They also highlight the complexity of implementing social work values and ethics in the different workplace environments that students, as trainees, are placed for their professional practice due to their situation-specific nature. Further, the study reveals a number of factors that, from the students' point of view, are important in applying and upholding professional ethical standards in social work practice. These factors are associated with: a) the need to practice social work values and ethics in the workplace on a daily basis in order to keep them alive and active; b) the students' own contribution to upholding ethical standards; c) the role practice instructors/supervisors play in the transmission of social work values to students during their placements; d) the importance of ethical collaboration inside and outside the workplace to achieve the best practices for clients; e) the client's behaviour as a determinant of the ethical practice of social workers in the workplace; and f) the importance of the ethics of management (including the political affiliation of the heads of organisations) in creating and sustaining an ethical work/learning environment. The study suggests that all the factors mentioned above-to a greater or lesser degree- should be considered important elements to take into account in the planning and development of values-based social work education programmes. Special attention should be paid to workplace conditions that can hinder or support the development of values-based social work practice. As the study clearly shows, daily ethical practice in social work, students as individuals, the role of practice instructors, ethical workplace collaboration, client behaviour, and the ethics of management are crucial components for building upon the ethical skills taught in the classroom and developing ethically informed professional identities in real-life workplace situations. The thesis concludes that the critical incidents experienced by students are a valuable source of knowledge and understanding of the development of social work values and ethics in professional practice. In this study, indeed, students gained valuable insights into their ethics development process in practice contexts, from both positive and negative critical incidents alike.
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Farrow, Soyna Hester, et Donna Marie Monroe. « Social work students : The learning of professional values in a graduate program ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.

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Gregory, Raeleene. « Too close for comfort ? : personal and professional role boundaries in rural health and welfare practice ». University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14614.

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"'Too close for comfort?' explores the challenges of working and living in Australian rural communities for a group of health and welfare professionals. Personal and professional role overlap is a key concern particularly as it has implications for ethical practice. This project [...] used a qualitative grounded theory approach to develop a theory about the adoption and management of professional role boundaries within ethical service delivery. "
Doctor of Philosophy
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Kälvemark, Sporrong Sofia. « Ethical Competence and Moral Distress in the Health Care Sector : A Prospective Evaluation of Ethics Rounds ». Doctoral thesis, Uppsala University, Department of Public Health and Caring Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7493.

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Ongoing structural and financial changes in the health care sector have resulted in increased risks for ethical dilemmas and moral distress. It is purported that increased ethical competence will help staff manage ethical dilemmas and hence decrease moral distress. To enhance ethical competence several approaches may be used – theoretical education, and methods focusing on reflection and decision-making abilities.

Ethics rounds are a widespread systematic method hypothesized to improve ethical competence, nurture a reflective climate, and help in ethical decision-making. Despite its popularity, its effects on moral distress have hitherto never been evaluated in a controlled study.

The purpose of this thesis was to evaluate the impact of an intervention, including ethics rounds; the hypothesis being that the intervention would decrease perceived moral distress. An additional aim was exploring the concept of moral distress in various health care establishments, including pharmacies.

Focus groups were conducted to explore the concept of moral distress. To evaluate the intervention a scale assessing staff-perceived moral distress was designed, validated, and implemented.

Results showed that moral distress is evident in diverse health care settings. Some factors associated with this were lack of resources, conflicts of interest, and rules that are incompatible with practice. An expanded definition of moral distress was presented.

The training program was much appreciated by participants. However, no significant effects on perceived moral distress were found. Reasons could be that the intervention was too short or otherwise ineffective, there is no association between ethical competence and moral distress, the assessment scale was not sensitive enough, or management was not sufficiently involved.

There is a need to further refine the various aspects of ethical dilemmas in clinical settings, and to evaluate the most efficient means to enhance skills for dealing with ethical dilemmas, for the benefit of staff, patients, institutions, and society.

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Dillon, Christina Irene. « Graduate social work students' attitudes about the use of social networking sites in social work and the possible ethical implications of such use ». CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/694.

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The purpose of the study was to investigate graduate social work students' attitudes about the use of social media in social work and the possible ethical implications of such use. The study used an exploratory quantitative survey design with self-administered questionnaires. Data was collected from 56 graduate social work students at California State University, San Bernardino.
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Löfqvist, Maja, et Anita Eriksson. « Humor i socialt arbete, på vilket sätt ? : -En kvalitativ undersökning om användandet av humor i arbetet med klienten ». Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34328.

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Tanken om humor som ett professionellt verktyg slog oss då vi insåg att den anses som en utav socialarbetarens viktigaste egenskap, enligt den etiska koden för socialt arbete. Vi båda har alltid använt humor spontant i arbetet med människor. Vidare började vi analysera över hur utbredd humor är som ett professionellt verktyg att använda sig av inom hälso- och sjukvård. Om humor används som en del av läkningsprocessen där, tänkte vi att den borde fungera som ett professionellt verktyg även i läkningsprocessen inom det sociala arbetet. Syftet med uppsatsen blev att vi ville fördjupa kunskapen om humorns vikt i det sociala arbetet, samt fördjupa kunskapen om användningen av humor hos socialarbetaren i arbetet med klienten. Metoden som skulle användas för att lyckas med detta var för oss given, semistrukturerade intervjuer. Detta skulle ge oss en djupare kunskap om användandet av humor i det sociala arbetet med klienten där respondenten kunde få tala i hög grad fritt. Huvudresultaten som respondenterna gett oss gällande användandet av humor med klienten lyder: Att skräddarsy med fingertoppskänsla, att kreativt problemlösa, att balansutjämna samt att främja en god hälsa och en positiv anda inom det sociala arbetet. Vi har bland annat funderat över om humor skapar goda relationer mellan socialarbetare och klienter eller om en god relation behövs innan humorn kan användas som ett lyckat verktyg? Vi tror att det kan fungera åt båda hållen. Slutsatser vi drar är att humor är ett mycket viktigt verktyg i det sociala arbetet samt att humorn idag används av socialarbetare men inte i uttalad form. För att tydliggöra ”inte i uttalad form”, menar vi att socialarbetarna i denna studie önskar att ledning tog upp humor i arbetsbeskrivningen.
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Livres sur le sujet "Professional work ethics"

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1949-, Dougherty Charles J., dir. Ethics at work. Belmont, Calif : Wadsworth Pub. Co., 1990.

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Meaningful work : Rethinking professional ethics. New York, NY : Oxford University Press, 2000.

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The professional : Defining the new standard of excellence at work. New York : Portfolio/Penguin, 2011.

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Youth work ethics. Exeter : Learning Matters, 2009.

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Hanʾgugin ŭi chigŏp yulli. Kyŏnggi-do Pʻaju-si : Hanʾguk Haksul Chŏngbo, 2006.

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Alexandra, Andrew. Ethics in practice : Moral theory and the professions. Sydney : UNSW Press, 2009.

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Seumas, Miller, dir. Ethics in practice : Moral theory and the professions. Sydney : UNSW Press, 2009.

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Ethics and values in social work. 4e éd. Houndmills, Basingstoke : Palgrave Macmillan, 2012.

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Social work, law and ethics. Abingdon, Oxon : Routledge, 2013.

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Rick, Griggs, dir. Quality at work. London : Kogan Page, 1989.

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Chapitres de livres sur le sujet "Professional work ethics"

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Byrne, Edmund F. « Work Ethic ». Dans Encyclopedia of Business and Professional Ethics, 1–6. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_210-1.

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Banks, Sarah. « Professional Codes of Ethics ». Dans Ethics and Values in Social Work, 67–93. London : Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24145-3_5.

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Harris, Howard. « Ethics of Meaningful Work ». Dans Encyclopedia of Business and Professional Ethics, 1–3. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_172-1.

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Veltman, Andrea. « Meaningful Work ». Dans Encyclopedia of Business and Professional Ethics, 1–3. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_208-1.

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Hanemaayer, Ariane. « Protestant Work Ethic ». Dans Encyclopedia of Business and Professional Ethics, 1–3. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_27-1.

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McKenna, Bernard. « Work-Life Balance ». Dans Encyclopedia of Business and Professional Ethics, 1–4. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_176-1.

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Foley, Meraiah. « Work-Family Conflict and Policies ». Dans Encyclopedia of Business and Professional Ethics, 1–4. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-23514-1_140-1.

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Fort, Timothy L. « Hayek, Friedrich : The Work of ». Dans Encyclopedia of Business and Professional Ethics, 1–2. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_194-1.

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Craig, Lyn. « Gender, Economics, and Unpaid Work ». Dans Encyclopedia of Business and Professional Ethics, 1–4. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_291-1.

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Bateman, Connie Rae. « Professional Ethical Standards : The Journey Toward Effective Codes of Ethics ». Dans Work and Quality of Life, 21–34. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4059-4_2.

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Actes de conférences sur le sujet "Professional work ethics"

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Frey, William J., et Efrain O'Neill-Carrillo. « Work in progress - teaching engineering ethics to professional engineers in Puerto Rico ». Dans 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720587.

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Gernand, Jeremy M. « Educating Engineering Students on Probabilistic Risk : Effects on the Perception of Ethics, Professional Responsibility, and Personal Agency ». Dans ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53055.

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To better understand how improved understanding of uncertainty and probability concepts in an engineering systems context would affect undergraduate engineering students’ perceptions of professional responsibility and ethics as well as personal agency (one’s ability to affect the outcome of events), an assessment of these principles was conducted during a related course. A course entitled Engineering Risk Analysis was offered and conducted with a mix of undergraduate Mechanical Engineering, Chemical Engineering, Petroleum Engineering, Environmental Systems Engineering, and Architectural Engineering students. This course presented and trained students in the use of system analysis techniques from the disciplines of Reliability Engineering, Policy Analysis, and Economics for understanding how uncertain circumstances interact with technological systems to produce failures and disasters. As engineering systems become increasingly complex and command greater quantities of energy, the risk of failures even when very rare, become much more severe. While there have been previous initiatives to increase engineering students’ understanding of statistics, probability, and risk, usually in response to previous disasters, this preliminary study is the first to begin to examine how this kind of knowledge affects engineering student’s perceptions of ethics, responsibility, and their concept of how their own individual decisions affect the potential for the failure of complex systems and the consequences of such failures. Students completed 5 regular survey-based assessments to judge their qualitative and quantitative skills, personal perceptions of the causes of engineering failures, and the professional and ethical responsibilities of engineers. Analysis of the response variance and a linear regression model demonstrated some significant effects after controlling for education, age, and professional work experience. Results indicate that questions related to probabilistic understanding of risk demonstrated the most significant change during the course. Indicators of agreement with strong professional ethics and greater professional responsibility as well as personal agency did not significantly change during the course. More importantly, while personal choices on risk did not appear to reflect one’s view of how engineers actually do or should treat questions of risk professionally, the amount of previous technical work experience showed a small positive association with increased agreement on statements of ethical responsibility towards workers and the public. These findings suggest that future research is needed to assess the types of instruction and personal experience that can best encourage the combination of strong ethical responsibility and personal agency that could empower engineering students to act when they have the opportunity to reduce risk to workers, the public, or the environment.
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Vlcek, Brian L., et Eleanor Haynes. « Case Studies and Online Training Used to Enhance Engineering Ethics at the Undergraduate and Graduate Level ». Dans ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87833.

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In a progressively materialistic and relativistic society, professional engineering ethics has become an increasingly important safeguard, but remains neglected in most formal engineering education. In response, at our university ethics content has been implemented and measured in both an undergraduate and graduate engineering course as a trial for further implementation across the university. In a senior-level seminar course, instructional emphasis was placed upon ethics in general, and engineering case studies readings reinforced with written responses were used to more effectively impart discipline specific knowledge. Other written activities such as current event articles and term papers with ethical content were implemented to promote higher level cognitive reasoning skills Students were surveyed at the end of the course and submitted work analyzed using a rubric to assess learning. On senior exit surveys, program graduates identified a 17.1 increase from 2009 to 2011 in their ability to understand professional, ethical and social responsibilities-this timeline was concurrent with the sited changes in the seminar course. For the graduates, emphasis was placed upon ethics with regards to research. An online series of training modules that meets the NSF minimum content as expressed by the COMPETES Act was used in the graduate course to supplement instructor lectures. In the case of the graduate learning experience, a pre and post training survey was conducted to determine changes in knowledge and understanding as a result of ethical training. On a pre-survey, forty-eight percent of the graduate students demonstrated a lack of understanding with regards to ethical issues relating to authorship. Fifty-two percent of graduate students pretested also incorrectly responded that a conflict of interest was always an issue of academic misconduct. These misconceptions were minimized by the end of the online training. Additionally, embedding profession ethics content into a senior-level seminar course has contributed significantly to satisfying our ABET learning outcomes and program objectives, while the graduate-level training has begun a fundamental change in the ethical culture of our graduate student researchers.
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Schmeckpeper, Edwin R., Mike Kelley et Steve Beyerlein. « Using the EPSA rubric to evaluate student work on ethics case studies in a Professional Issues course ». Dans 2014 Zone 1 Conference of the American Society for Engineering Education (ASEE Zone 1). IEEE, 2014. http://dx.doi.org/10.1109/aseezone1.2014.6820686.

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Vasile, Gabriel Ionuţ, et Xiaoyu Zhan. « Human Resources Management in Organizational Performance ». Dans 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/9.

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The world we live in has countless organizations that are born, grow or disappear. The use of human resources is very common and essential for all types of organizations at all times. They ensure the survival and tryingness of the organization in today's dynamic business environment. The investment in human resources means not only the regular salary payments but also employees' personal and professional development in order to enhance their job skills and act responsibly when necessary. The traditional approach to human resources management implies only the costs for the job performed. The unique values of human resources imply both the ability of personal and professional development and the desire of self-improvement as standards of the modern world require. Work evaluation can have a negative impact and that happens when the manager considers the employee, as individual, accountable for bad job performance and does not take an account of the weak areas of performance evaluation and control.
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Ćorić, Dragana. « О ПСИХОТЕРАПИЈСКОЈ ЕТИЦИ ». Dans XVII majsko savetovanje. Pravni fakultet Univerziteta u Kragujevcu, 2021. http://dx.doi.org/10.46793/uvp21.613c.

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Psychotherapists are part of a large community of supportive professions - their work, learning and constant acquisition of new competencies are aimed at providing such assistance through direct contact with people who need psychosocial help. This profession consists more of listening than counseling, although there are situations in which counseling in psychotherapy is desirable. aimed directly at establishing physical well-being. The psychotherapeutic profession, by entering the so-called the "covid regime" of life from more than a year ago, showed us how much it is really needed both as a profession and as a group of professionals, who, although they come primarily from various other professions, have chosen to help people and more over , in the most subtle part - helping the soul. In this paper, we present the basics of psychotherapeutic ethics, necessary for the provision of a specific type of service: psychotherapeutic work, based more on the ethical codes of transactional analysts, to which the author of this paper belongs.
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Khatri, Puja, et Khushboo Raina. « Towards Learning for Employment : A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India. » Dans HEAd'16 - International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.
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Fuehne, Joseph P. « Incorporating Ethics and Lifelong Learning Into a Mechanical Engineering Technology Program ». Dans ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15235.

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The Mechanical Engineering Technology program at Purdue University at Columbus/SE Indiana hosted ABET evaluators for the first time in the fall of 2005. Both the program objectives and outcomes of the MET program contain elements of ethical behavior and lifelong learning. These elements are simply reflective of the importance put on ethics and lifelong learning by the Accreditation Board for Engineering and Technology programs in the TC2K criteria. This work will describe the use of test cases and specific exercises that are incorporated in classes during the first semester and final semester of the two-year Associate of Science program. In-class surveys of students are also used to examine the ethical and professional behavior of students. The test cases are presented in multiple parts with students required to finish their answers to the questions from the first part before they get to see the second part. The same procedure is followed for the remaining parts of the test case. Each part of the test case also includes comments from a panel of experienced engineers who lend their expertise to the situation. These comments are shared with the students. For lifelong learning, the students are presented with a short lecture on the value of lifelong learning that includes relevant data and facts related to lifelong learning. After this, an assignment is given that asks the students to learn about how to design a container for nuclear waste storage and ship it to the proper waste disposal location. Other assignments are mentioned and can be used in a similar manner.
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Dos reis, Karen Marion. « The intricacies of developing a work readiness programme for South African Business degree students ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9464.

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Global research studies have shown that student perceive their academic qualifications as having a declining role in shaping their employment outcomes. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. To mitigate these concerns, a work readiness programme was developed to educate students about professional behaviour, dress etiquete and ethics necessary for the work place. It is against this backdrop that undergraduate in the Economics and Management Sciences were invited to participate in a pilot study to develop a work readiness programme. About eighty six business degree students participated voluntarily and attended several workshop by human resources industry experts such as HR talent managers, consultants and directors. Students who successfully completed the programme by doing an online assessment were automatically registered on a database to find short term employment in a business where they practice the graduate attributes for the world of work. The major challenges encountered while developing this programme were as follows: convincing employers to provide short term work placements and modify the programme several times for both students and employers.
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Morse, John S., et Stephen A. Batzer. « Prevention Through Design : An Idea Whose Time Has Come ». Dans ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12148.

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Addressing occupational safety and health needs in the design process to prevent or minimize the work-related hazards and risks associated with the construction, manufacture, use, maintenance, and disposal of facilities, materials, and equipment,” is how the National Institute for Occupational Safety and Health (NIOSH) defines Prevention Through Design (PtD) [1]. This concept is an idea whose time has come, including its extension to products, since product-related injuries also occur outside of the workplace. Using PtD techniques on consumer products will yield significant safety benefits. Besides the desire to provide well designed products, save lives, prevent injuries and avoid lawsuits, engineers have a professional responsibility to promote safety. The fundamental canon of the American Society of Mechanical Engineers (ASME) Code of Ethics states, “Engineers shall hold paramount the safety, health and welfare of the public in the performance of their professional duties.” [2] The first fundamental canon of the National Society of Professional Engineers (NSPE) Code of Ethics [3] is virtually identical. Codes and standards alone are usually not a guarantor of safety, as no document can foresee every application and situation. Codes and standards differ widely in their ability to produce a safe product or process simply from adherence to their requirements. Further, many codes and standards do not consider foreseeable or known misuse, which must be considered in PtD. PtD requires hazard evaluation followed by affirmative measures that address hazards and failure modes until an acceptable, likely nonzero, level of risk is reached. Such measures provide safety even when a momentary and foreseeable level of carelessness or inattention occurs.
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Rapports d'organisations sur le sujet "Professional work ethics"

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Dalglish, Chris, et Sarah Tarlow, dir. Modern Scotland : Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, septembre 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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TANG, Denise Tse-Shang, Stefanie TENG, Celine TAN, Bonnie LAM et Christina YUAN. Building inclusive workplaces for lesbians and bisexual women in Hong Kong’s financial services industry. Centre for Cultural Research and Development, Lingnan University, avril 2021. http://dx.doi.org/10.14793/ccrd2021001.

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Workplace inclusion is a core component of corporate social responsibility (CSR) in Hong Kong. Workplace inclusion points to the need for employers to recognize diversity among employees, to acknowledge their contributions to the work environment and to raise professional standards for the work force. Diversity within a workplace indicates inclusion of persons with different backgrounds as in racial, ethnic, sex, health status, sexual orientation and gender identity. Women are already less represented at senior levels across various business sectors in Hong Kong. Lesbians and bisexual women face a double glass ceiling in the workplace as a result of both their gender and sexual orientation. Funded by Lingnan University’s Innovation and Impact Fund, and in partnership with Interbank Forum and Lesbians in Finance, Prof. Denise Tse-Shang Tang conducted an online survey and two focus groups targeting lesbians and bisexual women working in Hong Kong’s financial and banking industry. The aim of the study is to examine the specific challenges and barriers faced by lesbians and bisexual women in Hong Kong’s financial services industry. We found that only 37% of survey respondents were out at work, with 23% partially out to close colleagues. In other words, there are still key concerns with being out at work. On the issue of a glass ceiling for LGBT+ corporate employees, 18% of the survey respondents agreed and 47% somewhat agreed that such a ceiling exists. When asked whether it is harder for lesbians and bisexual women to come out in the workplace than it is for gay men, 32% agreed and 46% somewhat agreed. 27% agreed and 39% somewhat agreed with the statement that it is difficult for lesbians and bisexual women to climb up the corporate ladder. Other findings pointed to the low visibility of lesbians and bisexual women in corporate settings, lack of mentorship, increased levels of stress and anxiety, and the fear of being judged as both a woman and a lesbian. Masculine-presenting employees face significantly more scrutiny than cisgender female employees. Therefore, even though discussion on diversity and inclusion has been on the agenda for better corporate work environment in Hong Kong, there still remain gaps in raising awareness of lesbian and bisexual women’s issues.
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