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In this case commentary, we analyze ethical concerns that were raised in response to an interview with a woman with bipolar disorder who was under involuntary commitment. We focus on competence and voluntariness as two prerequisites for valid informed consent. We recommend that judgments of competence be based on whether prospective research participants sufficiently possess certain decision-making abilities. Based on this functional approach, we argue that manic symptoms need not undermine competence and that, even if we were to assume that the research participant became incompetent during the interview, this would not invalidate her consent retroactively. It would, however, compromise her ability to revoke her consent. We furthermore show that obtaining additional proxy consent for research participation may compromise the autonomy of service users who are competent to consent. Then we turn to the issue of voluntariness. Arguing that neither the great strength nor the external etiology of a desire compromises voluntariness, we propose that the voluntariness of a decision instead depends on whether the decision-maker endorses it on reflection. The researchers disclosed that prospective research participants' decision about study participation would have no influence on the duration of the commitment or the quality of care. We contend that because of this neither coercion nor undue influence was exerted in the informed consent process. Nevertheless, there is an increased likelihood of perceived coercion and undue influence under conditions of involuntary commitment, and we close by suggesting some safeguards to prevent this.

Given the historical and social significance of the current times, a new educational impetus is needed in schools, provided not least through the work of the teacher, who must responsibly take on the role both of facilitator, regarding the education of individual students, and at the same time, of a professional expertly capable of contributing to the reconstruction of a democratic citizenship. This calls for discernment in epistemological and didactic aspects of teaching, but also in ethical and political spheres. It is essential that teachers acquire competence in ethical and pedagogical areas from the start of their training, so that they are able to identify values and attitudes, shared by others in the profession, which can be translated into ethical and social education in schools. These ethical capabilities also enable teachers to build a community of practice, as a constitutive element of professional identity, with the ideal of life-long training in view. The practices in which the teacher is involved call for adherence to an ethic of responsibility that must be developed by everyone working in education, not individually, but collectively and adopting a reflective approach, nurturing a community of teaching professionals ready to avow, express and take on pedagogical and educational values that will shape the direction of learning in school. ; L'attuale momento storico-sociale richiede che si dia nuovo vigore educativo alla scuola, anche mediante l'operato dell'insegnante messo in grado di rivestire responsabilmente il ruolo di facilitatore per la formazione della persona-studente e di rappresentare, al contempo, un professionista esperto nel contribuire alla ricostruzione di una cittadinanza democratica. Egli è quindi chiamato a compiere scelte epistemologiche, didattiche, ma anche etiche e politiche. Diviene fondamentale fornire l'insegnante di competenze etico-pedagogiche sin dalla sua formazione iniziale, così da individuare valori e orientamenti, condivisi dai professionisti educativi, che si ...

Автором сформулирован ряд компетенций, раскрыто их со­держание, показана их ценность в реализации педагогического процесса, отражающего суть этико-деонтологической подго­товки курсантов. Обосновывается мысль о том, что смыслооб­разующими направлениями этико-деонтологической подготовки курсантов, позволяющими формировать этико-профессиональ­ный компонент в рамках общекультурных, общепрофессиональ­ных, профессиональных и профессионально-специализированных компетенций в содержании образовательных программ, являют­ся социально-личностное, военно-профессиональное, нравствен­но-этическое, духовно-нравственное, интеллектуальное, обще­культурное направления.
The author formulated a number of competencies, revealed their content, showed their value in the implementation of the pedagogical process, reflecting the essence of the ethical and deontological training of cadets. He justifies the idea that the semantic directions of ethical and deontological training of cadets, which make it possible to form an ethical and professional component within the framework of general cultural, general professional, professional and professional-specialized compe­tencies in the content of educational programs, are socially personal, military-professional, moral-ethical, spiritual-moral, intellectual, general cultural directions.

This current period of audit internal government require to be more competence, clear, responsibility, and other with the aim to provide good service on public sector. And also Internal auditor of BPKP must uphold the ethical standard in running their duties and responsibilities. Thereafter, the purpose of this research is to examine the effects of competence and motivation on audit quality with ethical orientation as a moderating variable in BPKP (Badan Pengawasan Keuangan dan Pembangunan), North Sulawesi. The analysis technique is used descriptive analysis, classic assumption tests and hypothesis test, and with total respondent of questionaries' are 65 auditors of BPKP and the data analysis technique was multiple linear regression analysis. Hence, the result of this study found that the competence and motivation has significant positive effect on audit quality, the competence with ethical orientation as a moderating variable has a significant positive effect on audit quality, and the motivation with ethical orientation as a moderating variable has significant positive effect on audit quality.

This current period of Government Internal Audit require to be more competence, clear, responsibility, and other with the aim to provide good service on public sector. And also Internal auditor of BPKP must uphold the ethical standard in running their duties and responsibilities. Thereafter, the purpose of this research is to examine the effects of competence and motivation on audit quality with ethical orientation as a moderating variable in BPKP (Badan Pengawasan Keuangan dan Pembangunan), North Sulawesi. The analysis technique is used descriptive analysis, classic assumption tests and hypothesis test, and with total respondent of questionaries' are 65 auditors of BPKP and the data analysis technique was multiple linear regression analysis. Hence, the result of this study found that the competence and motivation has significant positive effect on audit quality, the competence with ethical orientation as a moderating variable has a significant positive effect on audit quality, and the motivation with ethical orientation as a moderating variable has significant positive effect on audit quality.

"Ethics is at the heart of leadership. All leaders assume ethical burdens and must make every effort to make informed ethical decisions and foster ethical behavior among followers. The Seventh Edition of Meeting the Ethical Challenges of Leadership: Casting Light or Shadow explores the ethical demands of leadership and the dark side of leadership. Author Craig E. Johnson takes a multidisciplinary approach, drawing from many fields of research to help readers make ethical decisions, lead with integrity, and create an ethical culture. Packed with real-world case studies, examples, self-assessments, and applications, this fully-updated new edition is designed to increase students' ethical competence and leadership abilities. Key Features: · Implications and Applications found immediately after the body of each chapter review key ideas and their ramifications for readers. · For Further Exploration, Challenge, and Self-Assessments encourages interaction with chapter content through activities such as brainstorming exercises, small-group discussions, conversational dyads, debates, self-analysis, personal reflection, and application and research projects. · Examples and Case Studies from a wide variety of settings such as business, medicine, sports, law enforcement, education, government, nonprofit organizations, and the military encourage readers to reflect on key ethics issues and concepts and to apply what they have learned from the preceding chapters to these narratives"--

Enhanced knowledge of the nature and causes of mental disorder have led increasingly to a need for the recruitment of 'cognitively vulnerable' participants in biomedical research. These individuals often fall into the 'grey area' between obvious decisional competence and obvious decisional incompetence and, as a result, may not be recognised as having the legal capacity to make such decisions themselves. At the core of the ethical debate surrounding the participation of cognitively vulnerable individuals in research is when, if at all, we should judge them decisionally and legally competent to consent to or refuse research participation on their own behalf and when they should be judged incompetent in this respect. In this book, the author develops a novel justificatory framework for making judgments of decisional competence to consent to biomedical research with reference to five groups of cognitively vulnerable individuals - older children and adolescents, adults with intellectual disabilities, adults with depression, adults with schizophrenia and adults with dementia, including Alzheimer's disease. Using this framework, the author argues that we can make morally defensible judgments about the competence or incompetence of a potential participant to give contemporaneous consent to research by having regard to whether a judgment of competence would be more harmful to the 'generic rights' of the potential participant than a judgment of incompetence. The argument is also used to justify an account of supported decision-making in research, and applied to evaluate the extent to which this approach is evident in existing ethical guidelines and legal provisions. The book will be of interest to bioethicists as well as psychiatrists and academic medical lawyers interested in normative questions raised by the concepts of competence and capacity.

This book compiles major areas of ethical concern and addresses them with a level of specificity beyond that typically found in generic texts on ethics in medicine or mental health. This includes the concept of "death competence" on the part of the grief counselor as well as several other potentially problematic areas: confidentiality; end-of-life issues; dual relationships; challenges posed by unnatural deaths; spiritual and cultural considerations; children's issues; pitfalls of public service; and controversies about the efficacy of grief counseling. In exploring these ethical cha

A key element of Organizational Culture is members understanding of the nature of competence and the ways in which different constructions of competence are created by members and are negotiated. Within organizations and as a component of culture, understandings of competence have political, moral, and ethical dimensions. In this paper, there is an exploration of the complex relationships between competence and culture and the way they impact on managing organizations. The author has taken two idealizations of organizational culture that is corporate culture (in which there is an emphasis on management control and the "management of meaning") and the ensemble culture (in which management is seen as a concern for the preservation of members autonomy and in which meaning is emergent) and shows how in both cases psychodynamic issues generate turbulence such that idealization and recipes describing competence are called into question.

"Beth A. Dixon explores how food justice impacts on human lives. Stories and reports in national media feature on the one hand hunger, famine and food scarcity, and on the other, rising rates of morbid obesity and health issues. Other stories - food justice narratives - illustrate how to correct the ethical damage created by the first type of story. They detail the nature of oppression and structural injustice, and show how these conditions constrain choices, truncate moral agency, and limit opportunities to live well. With stories from national media, food and farming memoirs, and scholarly ethnographies, Dixon reveals how different food narratives are constructed, and enable identification of just solutions to issues surrounding food insecurity, farm labor, and the lived experience of obesity. Drawing on Aristotle's concept of ethical perception, Dixon demonstrates how we can use narratives to enhance our understanding and ethical competence about injustice in relation to food. Food Justice and Narrative Ethics is a must-read for students of food studies, philosophy, and media studies."--Bloomsbury Publishing

Cultural competence is today a prominent concept and aspiration in all aspects of international social work. In this article, I argue that the common understanding of 'cultural competence' from the so-called essentialist perspective is inadequate, and even risky, when working in an international context. Drawing on examples, I suggest that a more constructive and reflective view of cultural competence be adopted in order to meet the challenges of international social work in the contemporary world, and to better equip ourselves as ethical and anti-oppressive practitioners and educators.

Educating for ethical survival /Michael Schwartz, Howard Harris, Charmayne Highfield , and Hugh Breakey --Propensity to morally disengage : the malevolent leader dyad of Andrew Carnegie and Henry Frick /Brandon Randolph-Seng, John Humphreys, Milorad Novicevic, Kendra Ingram, and Foster Roberts --Using ethics of governance to sooth tensions on strategic intent : artfully managing an age old source of war in organisations /Timothy F. O'Shannassy --Peace and the planet : finding our way back /Janine Pierce --Farewell to the boasting of posting : encouraging modesty on social media /Debra R. Comer and Michael Schwartz --What should be taught in courses on social ethics? /Alan Tapper --The role of reflection in learning at higher education /Theodora Issa, Tomayess Issa, Rohini Balapumi, Lydia Maketo, and Umera Imtinan --Incorporating philosophical theory, ethical decision-making models, and multidimensional legitimacy into practical ethics education /Hugh Breakey --What constitutes good ethical decision-making? /Joseph Naimo --Teaching ethical theory and developing moral competence /Howard Harris --Rethinking the content of ethics education courses /Glenn Martin --Teaching applied ethics to local government managers : the appeal -- and possible peril -- of Moore's (1995) Public value creation /Bligh Grant --Teaching bioethics to scientists /Andrew Crowden and Matthew Gildersleeve --Teaching legal ethics : reflections on the value of considering purposes /Robin Tapper -- Nursing ethics in a changing world /Leila Toiviainen --Ethics education for aspiring professional accountants /Charmayne Highfield.