Rules of engagement, ethics of war, and codes of chivalry are all phrases which remind one of human attempts to rein in and regulate what is perhaps the most anarchic and illogical of all human activities: organized war. The role of the great religions of the world both in propagating war through crusades and jihads as well as their attempts at transcending its savagery through images of miles Christianus or the pious ghazi has also been much discussed. The aim of this thesis is to study the ethics of war in the context of Islamic societies in the Early Middle Ages from several complementary perspectives. Our sources for the period vary greatly from decade to decade and from region to region. This has often led historians of ideas and mentalities to concentrate on one aspect to the exclusion of others. This is particularly so in the case of ethics of war where most of the argument seems to concentrate on a few passages from the Qur'an, supplemented by some quotations from manuals of ḥadith and commentaries on them in the legal textbooks of the different religious schools. That all these are crucial for an understanding of Muslim attitudes and reactions to war throughout centuries is beyond dispute. But it remains, nevertheless, a lop-sided view: neglecting large areas of debate and speculation in literature, philosophy, and mystical meditations, presented as fully-fledged arguments or as occasional remarks and observations embedded in the extant texts from the period. By evaluating these scattered sources and listening to the different voices heard through them, I hope to show some of the different attitudes and responses to the ethics of war and avoid the monolithic and doggedly timeless approach which, at its worst and most extreme, envisages a non-existing consensus among the Muslims from the rise of Islam to the beginning of this new century and neglects the evidence of regional traditions and innovative thinkers by relying solely on a handful of quotes.

Managing for Survival explores the ways in which individuals holding management roles in secular non-government human service organisations in South Australia deal with the potential and actual conflict between their personal values, the implicit values of their agency and the tasks required of them by the demands of the economic and political environment in which their agency operates. Changes in the requirements and practices of management, due to changes in government funding and support as a result of economic reform, are the focus of the research. Particular attention is paid to the strategies adopted by managers to cope with the shifting priorities and requirements of a restructured community service industry. / thesis (PhD)--University of South Australia, 2003.

In the last three decades regulation as a public policy instrument has developed from a tool to manage markets to a means for government to offer protection or impose boundaries in areas associated with social and moral issues. Social regulatory mechanisms are broad, and have as their justification the public interest. It is one response by governments to the development of reproductive technologies. (For complete abstract open document)

This thesis explores the way a skilled teacher developed and implemented my idea that metacognition could be applied to affect as well as cognition in values education. This idea suggests that teachers can help primary school students to understand the role that affect has played in the development of their values through socialization, and that through this understanding the students may develop a greater capacity to question and develop their values in the future. I call this teaching idea the metacognitive-affective approach to values education. / The review of the literature explores a range of theory, research findings and practical teaching ideas. It looks at the psychological, social psychological, sociological, philosophical, and educational, literature to establish links between affect and cognition in the development and education of values. It also looks at literature on metacognition to establish ways in which metacognition could be focussed on affect and values. / The teacher developed her own understanding of my original idea, and developed, implemented, and evaluated, a teaching intervention based on her interpretation of the idea in a history unit of study over a ten week period with her grade six class. Data were derived from: (i) interviews with the teacher about her understanding of the idea, the concepts, and the issues, before, during and after the implementation; (ii) observations of the teacher’s implementation of the approach in the unit of study, and (iii) the teacher’s written reflections. / The research was an action research-oriented, evaluative case-study using an interpretive, naturalistic approach based on the constructivist paradigm. It employed a hermeneutic philosophical stance that emphasises the way prior understandings and prejudices shape the interpretive process. / The results of the research showed the metacognitive-affective approach to have potential, but, as there was insufficient time to fully implement it, there are still major questions about ways of implementing it, about its practicality, and about how to involve other teachers in trialing it. A conceptual framework for the approach was developed and the thesis concludes with the suggestion that other teachers be recruited to an action-research program to further trial and develop the approach using my framework as a starting point to confirm the value of the approach for practical classroom teaching.

What determines parenthood? The advent of IVF and the rapid growth of reproductive technologies have challenged the significance historically associated with biological relationships. It is now possible for a child to have many different people in the role of genetic, gestational, nurturing or legal parent and for the formation of many novel types of families. While frequently some or all of these roles are combined, it is now possible for someone to be a ‘parent’ in one sense, without necessarily taking on the obligations and rights associated with parenthood in a moral sense. Despite the expanded options for constructing families and the proliferation of novel arrangements for raising children, the essential feature of what it means to be a ‘real parent’ and to have a child of ‘one’s own’ is often grounded in the transmission of genes. This thesis examines the claim that genes define ‘moral’ parenthood. It investigates whether or not genetic relatedness is morally weighty in determining which individuals incur obligations for and rights over children. My thesis adopts a novel approach to address this question. It combines the analysis of both people’s views as captured through a qualitative study and those found in philosophical literature relating to the moral significance of genetic parenthood. I design and conduct a study to capture more directly the meanings that people attach to passing on their genes, which acts as a starting point for identifying and evaluating possible arguments about the moral relevance of genetic parenthood. I then analyse the principles imbedded in the participants’ views in light of the current philosophical literature.

This thesis critically analyses how social work practitioners construct moral-ethical decision-making in systems that are constituted as legal-rational authority and political-socioeconomic interests. Notions of moral-ethicality in practice are represented in social work literature and codified ethics in certain ways and this thesis argues that such representations do not conceive of ways in which the claimed ideals of social work might be achieved in the face of structural oppressions and power imbalance that facilitate disadvantage. A notion that there are possibilities for challenge and resistance by social work practitioners to the power of cultural pedagogy that is inherent in the discursive field of social work is articulated. This is a critical postmodern work with a postmodern approach and this thesis is premised on the works of Zygmunt Bauman, and his perspectives on morality, ethics, responsibility for the Other and power relations. / Thesis (PhD)--University of South Australia, 2003

Submitted in fullfilment of the requirements for the degree of Master of Arts (Research) Macquarie University, Division of Humanities, Dept. of Modern History. 2005. / Thesis (MA)--Macquarie University, Division of Humanities and Social Sciences, Dept. of Modern History, 2005. / Bibliography: p. 268-290. / Introduction -- 1. Norms, interests and humanitarian intervention -- 2. Bosnia and Somalia -- 3. Rwanda -- 4. The Clinton Administration and the Balkan Wars -- Conclusion. / A number of Constructivist and English school scholars have investigated the degree to which humanitarian intervention is allowed and legitimised by international society. In other words, they have examined the nature and strength of a norm permitting humanitarian intervention. It is the contention of this dissertation that another norm of humanitarian intervention - parallel but discrete - has been neglected. It is argued that ideas and beliefs shared by members of international society not only permit intervention but prescribe it in certain circumstances and this has been largely ignored in the literature. / Mode of access: World Wide Web. / 290 p

No description available.

本文旨在探討魏晉南北朝撰文家訓的興盛原委及發展現象。所謂撰文家訓 ，是指在具有血源或養子關係的家庭中，由長輩、族長和尊者，對晚輩、族人 及卑者布施的文字訓誡。 　　較諸前代，魏晉南北朝撰文家訓不但數量大增，而且篇幅內容的深、廣度也 有顯著躍進，因此學界普遍認同魏晉南北朝是家訓趨向成熟的過渡期。本文關 注的問題是：為什麼撰文家訓會在漢魏之際大量出現？而這時的家訓在內容、 撰作形式上，跟前代的作品有何分別？甚或以同時代的作品比較，不同氏族創 作的家訓在命題上存在什麼異同？以及這些特徵與差異是受到什麼因素影響而 產生的？ 　　本文嘗試以家族為研究單位，著重分析十五支具有家訓傳承現象的氏族的 撰文家訓內涵，務求找出該家族的價值取向，挖掘家訓這種為導引家族發展方 針而出現的實用文體之精神。其次，對於部分以單篇形式流傳的家訓，本文也 會將之聯繫至政治、社會的層面，考查政治氛圍、知識分子的心態和社會地位 差距，跟家訓發展的交互影響。冀能完整呈現出魏晉南北朝家訓發展的畫面。 本論文共分六章：除第一章緒論及第六章總結外，正文部分共有四章。第 二章主要疏理前人對撰文家訓定義理解的分歧，以明確研究範圍與材料對象。 第三章從史學的角度，追溯家訓文學之由來，了解其在先秦至兩漢時之遞變， 並嘗試探析魏晉家訓作品大量湧現的原因。第四章、五章則以家訓作品本身作 為考察的對象，分析當時不同地域及氏族的家訓內容特色，並會比對家訓出現 歧異的原因，外在環境因素與家訓發展的交互影響，藉此了解家訓作品中慣常 出現內容的精神基點所在。 Abstract This thesis examines the reasons of mass production and the development of textual family-instructions during Wei, Jin & the North-South Dynasties. Textual family- instructions, refers to “A written reprimand issued by the elders or chiefs whom have blood or adoption relationship with the younger. - 2 - 　Compared to the previous dynasties, textual family-instructions appeared in Wei, Jin & the North-South Dynasties not only increased in number, but the depth and breadth were also enhanced. Therefore, scholars generally agree that this is a transition period for family-instructions. This phenomenon led me to ponder upon a number of issues: Why did the numbers of family-instructions grow rapidly between the age of Han and the Wei Dynasty? Are there any differences in comparing a family-instruction in Wei, Jin & the North-South as well as in the previous Dynasties? By comparing with the contemporary works, what are the similarities and differences among them? What are the factors causing the differences and similarities? In order to approach the topic in a holistic way, this study not only explores the contents of each single family-instruction, but also reviews all works from the same clan. I sort out fifteen clans which emphasized on family-instruction heritage, so that the core values and development policy of the whole clan could be clearly observed. For those single-piece family-instruction, would be observed together with the political and social context. Therefore, through the study of the political climate, the mentality of intellectuals, disparities status in the society, the result of family- instruction development could be achieved in a more comprehensive way. This thesis contains six chapters. Chapter I is “Introduction and Chapter VI “Conclusion. Chapter II gives definition of textual family-instruction, which clarifies the scope of the study. Chapter III is written from the perspective of history, tracing the origin, understanding of the transitions, also the reasons of recruiting mass production of family-instruction during Wei, Jin & the North-South Dynasties. Chapter IV & V analyze the features of family-instruction by different clans, and find out the reasons for discrepancy. Also, the external factors influencing the contents of family-instruction will also be investigated.

Corporations - their power and impact on society - are a neglected topic in political philosophy. In this thesis, I attempt to address this neglect by using the framework of Rawlsian justice to examine what corporations' relationship to social and international justice ought to be. The first part of the thesis is on domestic social justice. I urge that Rawlsians should not begin their inquiry by taking the corporate form as given because the corporation's existence requires a specific set of private-ordering and property rules to be in place. What we should ask, instead, is whether these rules are actually permitted by the two principles of justice as fairness. This question leads to an examination of different economic regimes that are compatible with Rawlsian justice. I focus on one particular regime - that of property-owning democracy. What I find is that while not all versions of property-owning democracy would permit the corporate form, some would actually welcome it due to the feature of 'the separation of ownership and control' that is typical of modern corporations. The second part of the thesis is on international justice. I argue that the best way to situate corporations in Rawls's theory of international justice - his Law of Peoples - is to connect them to the duty of assistance. This is not a straightforward task because a relatively strict reading of the duty of assistance would disallow treating corporations as primarily responsible for discharging it. However, a revisionist approach to the Law of Peoples shows that we can understand the duty of assistance as a part of transitional justice. The significance of this is that Rawls's prescribed ideal theory of international justice does not determine who the agents for transitional justice ought to be or the grounds for attributing responsibility to such agents. We are thus free to adopt David Miller's criteria for attribution of remedial responsibilities to assign to corporations responsibilities for the duty of assistance. What is more, in a particular area of international justice - that of fairness in trade - we can establish that corporations can be primary agents of transitional justice.