Suchergebnisse

AbstractThere is a growing trend among some physicians, psychiatrists, bioethicists, and other mental health professionals not to treat physician-assisted suicide (PAS) as suicide. The grounds for doing so are that PAS fundamentally differs from other suicides. Perhaps most notably, in 2017 the American Association of Suicidology argued that PAS is distinct from the behavior that their organization seeks to prevent. This paper compares and contrasts suicide and PAS in order to see how much overlap there is. Contrary to the emerging view that emphasizes their differences, I argue that there is significant overlap such that we ought not to separate PAS into its own category, making it diverge from how we think about and address suicide more generally. I start by examining several prominent theories of suicide and argue that PAS fits squarely within them. I then examine several apparent differences between PAS and other kinds of suicide and argue that these differences are merely apparent or they do not justify treating PAS as a fundamentally different kind of thing from suicide.

"Offering a pathway to vibrant organizations, this book integrates systems thinking, critical thinking, and design thinking, and provides the tools needed to proactively apply them in the social systems where we live and work. Systemic thinking-the combination of systems thinking, critical systems thinking, and design thinking-provides a way of addressing the complexity of problems faced by public sector managers. Far too often systemic thinking has been discussed theoretically rather than practically. This book changes that, enabling public sector managers and leaders to connect staff, partners, and stakeholders in the pursuit of thoughtfully designed and responsive service. Clearly written and designed to be put to immediate use on the job, each chapter provides a discussion of one a specific practice. Included are guiding principles, a case study, relevant practical tools, and suggestions of for additional practice and reading. Using this book, managers of social systems such as public welfare, healthcare, public schools and libraries, housing and community development, and students of public administration will gain a deeper understanding of organizational systems and design, and a new toolkit to fortify their own organizations"--

Technology education has a long history in the United States as manual training in the 1870s, industrial arts through most of the twentieth century, and now as technology and engineering education in most states. Federal legislation has helped define and finance technology programs while organizations such as the International Technology and Engineering Educators Association, National Academies, National Science Foundation, National Assessment Governing Board, and National Aeronautics and Space Administration have shaped content and pedagogy. There are many opportunities in the U.S. such as Integrative STEM Education, growing informal education experiences in makerspaces, and expanding elementary technology education, but there are also challenges such as teacher shortages, the role of engineering, and the dynamic nature of emerging technologies and educational practice.

Francophone (n = 90) and Anglophone (n = 106) managers for a national consumer lending company in Canada responded to measures of human needs (Personality Research Form) and Job Satisfaction (Job Descriptive Index). Needs are transformed to remove multicollinearity and a multivariate model developed to account for variation in job satisfaction. A considerable amount of the variance in job satisfaction is accounted for by human needs that are highly independent of social desirability responding. There are differences in the explanatory variables of the two samples. Implications regarding job redesign are discussed. In particular, the normative orientation in the literature regarding appropriate needs for organizational research is questioned, and the importance of considering the multidimensional nature of need structure is stressed.

Ethics is not a new concept within technology education. The inclusion of ethics evolved naturally from the progression of technological activity in the latter part of the twentieth century. During this shift to a postindustrial society, people started to look at technology from a more humanistic view than they previously had. To keep pace with these changes, a "new ethic" was suggested to help advance technological literacy by highlighting the relationship between humans, the environment, and technology (DeVore, 1980, 1991). How far have we come? This chapter reviews the current state of ethics within technology education. In the first two sections, materials for classroom instruction, including textbooks and modular materials, are examined. The third section discusses and recommends resources and practices that appear in professional literature. A survey of international technology education and ethics constitutes the fourth section. The chapter concludes with a look at professional ethics as they relate to technology teachers, teacher educators, and administrators.