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In this dissertation, the focus is on the formation of the contemporary feminist ethical subject; specifically, in relation to the way that women's agency is played out through new forms of reflexivity in the context of pluralizing late modernity. I suggest that agency is best conceptualized as a series of adaptations and accommodations, where innovative sources of authority vie with traditional narratives for a claim on the moral sensibility of the individual. While the 'loss of foundations' has become a common trope in debates around culture, ethics and politics, I work out of different perspective, arguing that many individuals in contemporary democratic societies are aware of the freedom to identify with a diverse range of social norms and multiple jurisdictions, a position which I refer to as a-tonality. The problem may be regarded as foundational overload, and it is capable of producing the experience of cognitive dissonance, akin to the Foucauldian idea of epistemological rupture. In the practice of a-tonal ethics, feminist subjectivity is honed dialogically, as individuals negotiate the existing multiplicity of norms (political, cultural, parochial and international) and multiple jurisdictions (religious laws, civil law and international human rights instruments). My argument is that, central to a-tonal ethics, what is required is a modulated epistemology which acknowledges the historicity and contingency of its premises, and the revisionary nature of its norm-setting agenda. This is decidedly not a relativist position. In practising a-tonal ethics, the feminist subject, even if reticent about her capability to say the final word, need not be at all reticent about the contribution which her values can make within the overlapping social fields in which she operates. ; TARA (Trinity?s Access to Research Archive) has a robust takedown policy. Please contact us if you have any concerns: rssadmin@tcd.ie

The objective of the article is to present the qualitative research of the perceptions of ethical problems in Lithuanian tax administration from the point of view of both taxpayers and tax administrators. A questionnaire reflecting the statements of the Ethics Code has been designed. A group of taxpayers and a group of tax experts filled the questionnaire reporting their evaluation of practical implementation of the principles of tax administrator's ethical conduct. The questionnaire has been supplemented by personal in-depth interviews to find out the perceptions of what rules of ethical behavior might have been broken in the process of tax collection. Results indicate that taxpayers are less critical in evaluating ethical behavior of tax administrators than tax administrators evaluate themselves. Tax administrators are harsher in judging the ethical behavior of their colleagues and themselves. They also have more proposals to improve co-operation between taxpayers and tax administrators. ; Rinkos ekonomikos sąlygomis visuomenėje padidėja poreikis sukurti ne tik profesionalų, bet ir etišką viešąjį administravimą. Etikos problemų atsiranda, kai valstybės tarnautojo arba mokesčių mokėtojo elgesys neatitinka etiško elgesio normų. Neetiškas elgesys neretai siejasi su korupcija, o korupcija mažina pasitikėjimą demokratija, valstybe, stabdo ekonominį augimą. Įtampa mokesčių administravime atsiranda dėl skirtingų mokesčio administratoriaus ir mokesčių mokėtojo motyvų ir tikslų mokesčių administravimo procese. Iš vienos pusės, mokesčių administratorius yra įpareigotas surinkti į valstybės biudžetą maksimalų kiekį mokestinių pajamų. Iš kitos pusės, mokesčių mokėtojas siekia padidinti savo naudą mokėdamas minimalią mokesčių sumą. Abi pusės siekdamos priešingų tikslų negali peržengti legalumo ir etiško elgesio ribos. Straipsnio tikslas yra pristatyti kokybinį tyrimą apie etikos problemų egzistavimo Lietuvos mokesčių administravime percepciją. Buvo parinktos dvi ekspertų grupės: mokesčių administratorių ir mokesčių mokėtojų grupė.Abi grupės atsakė į klausimus, susijusius su galimais etikos pažeidimais mokesčių administravime. Taip pat abi grupės įvertino etiško elgesio principų, institutiškai įtvirtintų Etikos kodekse, įgyvendinimą praktikoje. Rezultatai rodo, kad mokesčių administratoriai kritiškiau vertina etiško elgesio įgyvendinimą praktikoje nei mokesčių mokėtojai. Tokį rezultatą galima paaiškinti mažesniu mokesčių mokėtojų susipažinimu su etiško elgesio principais bei didesniu nepasitenkinimu mokesčių sistema apskritai, o ne mokesčių administratoriaus elgesiu mokesčių surinkimo procese. Tyrimo išvadas reikėtų vertinti atsargiai dėl mažos tyrimo apimties ir patogumo principu parinktų ekspertų grupių.

There are many ethical dimensions of public policy. Public policy as actions to solve the collective problems includes directly or indirectly making ethical judgments. Public policy takes into account reconciliation of conflicting interests of individuals, groups, and organizations which is based on the values agreeing which influences on the objectives, principles, and styles of policy implementation. Ethical judgments about selecting more and less important as well as more positive problem solutions are present on all stages of policy cycle.

There are many ethical dimensions of public policy. Public policy as actions to solve the collective problems includes directly or indirectly making ethical judgments. Public policy takes into account reconciliation of conflicting interests of individuals, groups, and organizations which is based on the values agreeing which influences on the objectives, principles, and styles of policy implementation. Ethical judgments about selecting more and less important as well as more positive problem solutions are present on all stages of policy cycle.

"A contribution to the discussion of the free society." ; Mode of access: Internet.

"Written to meet the needs of students preparing for the Government Teachers' Certificate Examination." ; Mode of access: Internet.

Michel Foucault's last published monograph The Care of the Self, may be considered from the vantage point of how the question of ethics and aesthetics have been separated, or more precisely, how a self becomes a manifold and divided response to its milieu. Its genealogy opens a space of thinking the question of care and selfhood in practices that are historiographical though pre-eminently concerned with a "history of the present." In broader terms, and in the context of lectures Foucault was then giving at the College de France, we understand the question of self, ethics and aesthetics in terms of governmentality, itself understood as the application of techniques of discipline and apparatuses of security in the management of territories, populations, individuated subjects and things. The discipline of design history and theory has yet to engage fully with a Foucauldian understanding of the emergence of modernity as a crisis of governmentality. This paper aims to address a possible Foucauldian legacy for design history and theory in its understanding of design history other than as a history of things and their originators, in its understanding of ethics other than as constituted on individual sovereign right and of aesthetics on the basis of something other than inalienable freedom.

M.TEACHING&LEARNING ; This qualitative study explores teachers' concepts and practices of care and the means by which they seek to teach care to their students in the Ethics class. It draws on literature about the ethics of care, mostly that established by feminists' critique of the conventional theories of moral development and the political and social devaluation of caring. This was used to look into six Ethics teachers' insights about caring relations within the Ethics classroom and their challenges in teaching students how to care. Reflecting the relational politics and ethics of care, a narrative methodology was followed to gather the narratives of the teachers, shedding light on limitations of the current methods as well as external factors which hinder the ability to care in today's society. The data was collected through conversations with the teachers. Their narratives included issues such as the effects of neoliberal demands, the virtual isolation of youngsters and the emphasis that these factors place on the autonomy of individuals. Through these conversations about the significance of caring relations within the existing framework of the teaching of Ethics, a number of suggestions were made: such as the intricacies and embodiment of care and the relevance of providing students more opportunities to physically encounter and engage with others in order to contextually experience moral situations discussed in class. The teachers' pedagogies all point to a practical extension of feminist ethics grounded on the relational aspects of teaching. This dissertation therefore provides added dimensions to the present methods to take into consideration in the teaching of Ethics. ; N/A

When the first lawyers of the modern Chinese legal regime began work in 1980, the role they played in society was radically different from the role played by lawyers in China today, as were the professional requirements placed upon them. This paper examines the development of the legal profession and the conception of what it means to be a "lawyer" in China. Consideration is also extended to the increasing independence granted to the legal profession by the Chinese government as well as the controls and supervision still in place. The system of professional responsibility is presented through an analysis of the Lawyer's Law, which serves as the legislative basis of the Chinese legal profession, and the ethical and professional problems that present themselves in the day-to-day practice of Chinese lawyers. Finally, some modest suggestions for how to improve the situation are offered.

Applied ethics is a growing, interdisciplinary field dealing with ethical problems in different areas of society. It includes for instance social and political ethics, computer ethics, medical ethics, bioethics, envi-ronmental ethics, business ethics, and it also relates to different forms of professional ethics. From the perspective of ethics, applied ethics is a specialisation in one area of ethics. From the perspective of social practice applying eth-ics is to focus on ethical aspects and implications of that particular practice. The Erasmus Mundus Masters Course in Applied Ethics is supported by the European Union. The programme is a collaboration between three European universities; Linköping University, The Centre for Ap-plied Ethics, (Sweden), Utrecht University, the Ethics Institute, (The Netherlands), and the Norwegian University of Science and Technol-ogy, Department of Philosophy, Programme for Applied Ethics (Nor-way). Each year, the programme starts with a common introduction for all students. During this introduction, the teachers present different per-spectives on applied ethics. In this volume the introductions are pub-lished. They give a broad view of different aspects on applied ethics. Göran Collste Programme coordinator ; Contributed authors in this publication are: Bo Petersson, May Thorseth, Marcel Verweij, Anders Nordgren and Rune Nydal.

Includes bibliographical references (pages 433-437). ; Twelve types of environmental ethics: 1. Humanistic and naturalistic ethics. 2. A triangular affair: humans, animals, and a land ethic. 3. Biocentrism and respect for life. 4. Deep ecology. 5. Theology and the environment. 6. Expanding communities, concentric circles. 7. Axiological environmental ethics: intrinsic, instrumental, and ecosystemic values. 8. Political ecology and green politics. 9. Sustainable development and sustainable biosphere. 10. Bioregionalism. 11. Ecofeminism. 12. Pluralism, postmodernism, and a sense of place. Variously constructed kinds of environmental ethics need to join as all humans see themselves as Earthlings, with their home planet as a responsibility.

In any profession, a basic set of moral values needs to be followed to comply with what we call ethics. Geoscientists have significant roles to play, more particularly in the field of geohazards, to appraise society about the possibilities of natural hazards such as landslides, avalanches, floods, volcanoes, and earthquakes. Geoscientists cannot only assess these hazards, but they can also estimate the potential consequences if these hazards occur in a given place and at a given time. However, sometimes it has been found that the credibility of geoscientists among society and government is lost, due to some unethical practices for short-term gain, or due to incorrect understanding of geological phenomena. Some of the hazards that cannot be predicted with the existing capabilities have been forecast by some pseudo-geoscientists, to draw social/ media attention, thereby bringing the reputation of the profession into disrepute. There is the need to be fair enough to accept the limitations of our profession in providing information about natural hazards that are not yet fully understood by the professionals themselves. More specifically, the predictions related to earthquakes have drawn the attention of society as well as media in the developing countries where the 'common' people have different perceptions. Most often, popular myths take over scientific facts among the public, and this can lead to rumors about natural hazards. This article will mention some cases of rumors about natural disasters, and particularly earthquakes, and the response of society, media and government. It emphasizes the role of geoscientists as the ethical responsibility to inform the public about the actual situations and the geohazards, to avoid panic caused by rumors from non-specialists or hyperactive pseudo experts. This article indicates the recent rumors about a lake outburst, flash floods, and volcanic activities after a moderate earthquake (M 6.9, September 18, 2011) in the Sikkim State of India, and considers the actions taken by the geoscientific community to correctly inform people about the real situation.

This paper is concerned with child poverty from an ethical perspective and applies the normative concept of vulnerability for this purpose. The first part of the paper will briefly outline childrens particular vulnerability and distinguish important aspects of this. Then the concept will be applied to child poverty and it will be shown that child poverty is a corrosive situational vulnerability, with many severe consequences. In this part of the paper normative reasoning and empirical literature will be brought together. Then, the next section will establish why this increased vulnerability of poor children and the harm to their well-being and well-becoming, which they suffer for this reason, are of ethical concern. It will be discussed that child poverty is a structural problem based on social, political and economic factors. The concluding section will then briefly outline why it is imperative to protect children from the vulnerabilities associated with poverty. ; (VLID)3550517

This resource guide explores the meaning of values and ethics in the context of the Olympics and Paralympics. It considers the moral philosophical underpinnings of Olympism and examines their application and resultant issues. The annotated bibliography highlights texts which provide an introduction to Olympic Ethics, journal articles covering both broad and specific perspectives, and official Olympic and Paralympic resources relating to ethics and values.

We find ourselves in times where national leaders engage in fraudulent and deceptive behaviors for personal and political gains, and multinational corporations use unethical practices to maximize their profits. Where dangerously defective products are released onto the market endangering the health and lives of consumers, and where news channels become opinion channels. Where the motto of the free market is reduced to a simple'grab all you can, any way you can.' In times such as these, it is difficult to teach and promote ethical behavior. A cursory look at the advertising messages and the spins put on issues by public relations people leaves one wondering if business ethics is anything more than an oxymoron – a self‑contradicting claim. In times such as ours (in 2017), it is crucial that institutions of higher learning continue to teach and foster ethical behavior and ethical responsibility. No doubt, it is an uphill struggle for educators to convince students to think and act in ethically appropriate terms when surrounded by corruption, deceit, and fraud. While no one will deny the need for ethical practices, teaching these values in a convincing manner remains a challenge. Using meta‑analysis of various University courses in ethics, the present paper attempts three goals. First, it builds a rationale for the importance of ethical behavior, the need for teaching it, and the criticisms of those who think it unnecessary to teach ethics. Second, it discusses various strategies used by universities and several educators in teaching and reinforcing ethical behavior. This section also offers a criticism of approaches and methodologies of teaching ethics. Third, it offers an outline for a syllabus for an introductory course in Ethics.