Thesis (DPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: In this dissertation, I grapple with the problem of global drug resistance and moral responsibility which, as far as I am aware, has so far not been presented as a topic of ethical inquiry. It represents a conundrum involving three major factors: microbial adaptation and change, human social factors and environmental changes. Drug resistance is a phenomenon in which certain microorganisms, when exposed to antimicrobial agents, may acquire the beneficial trait of drug resistance which ensures a better potential for their survival. The acquired trait of drug resistance I argue renders such microorganisms 'supra-natural '. Supra-natural is a term I coin for entities that have been imposed upon nature by human design; they do not follow the natural evolutionary processes of adaptation and change. Drug resistance is classified as an emerging infectious disease. Human social factors and environmental change (particularly population growth, density and consumerist practices) enhance the rise of emerging infectious diseases. Through such increasing destructive practices, stress is placed on the environment. Environmental stress facilitates the rise of new and old infectious diseases and the spread of drug resistant supra-natural microorganisms. Thus, our ability to treat successfully illnesses and injuries in humans, animals and plants is increasingly impaired. Morally, we are responsible for the problem of global drug resistance. Drug resistant microorganisms exist in nature and concerning this, we can do nothing. At best, we can only try to control the problem using prudential measures. The problem of global drug resistance represents both a biomedical ethical and an environmental ethical issue. Is there a way out of the human-nature debate? Through Bryan Norton's enlightened anthropocentrism, I identify the ways in which his thesis may be applied to the problem of human and environmental concerns and show its applicability in broadening the parameters of biomedical ethics education to include environmental concerns. / AFRIKAANSE OPSOMMING: In hierdie proefskrif bespreek ek die probleem van die verskynsel dat mikroorganismes op 'n globale skaal weerstand begin bied teen mediese middels (globale middel-weerstandigheid) en die morele verantwoordelikheid wat dit oproep - 'n probleem wat, na my beste wete, nog nooit aangebied is as 'n tema van etiesfilosofiese ondersoek nie. Dit verteenwoordig 'n kompleks van drie belangrike oorwegings: mikrobiese aanpassings en veranderinge, menslike sosiale faktore, en omgewingsveranderinge. Middel-weerstandigheid is 'n verskynsel waarin sekere mikro-organismes, wanneer hulle blootgestel word aan antimikrobiese agente, die (vir hulself) voordelige kenmerk kan bekom van weerstandigheid teen die middel; iets wat 'n beter potensiaal vir hul eie oorlewing verseker. Hierdie bekomde kenmerk (middel-weerstandigheid) maak, volgens my argument, sulke mikro-organismes 'supra-natuurlik'. Supra-natuurlik is 'n term wat ek munt vir entiteite wat aan die natuur blootgestel is as gevolg van menslike ontwerp; hulle volg nie die natuurlike evolusionêre prosesse van adaptasie en verandering nie. Middel-weerstandigheid word geklassifiseer as 'n opkomende aansteeklike siekte. Menslike sosiale faktore en omgewingsveranderinge (veral bevolkingsgroei, -digtheid and verbruikerspraktyke ) vergroot die opkoms van aansteeklike siektes. Deur sodanige toenemende destruktiewe praktyke word stres geplaas op die omgewing. Omgewingstres fasiliteer die opkoms van nuwe en ou aansteeklike siektes asook die verspreiding van weerstandige supra-natuurlike mikro-organismes. Ons vermoë om siektes en beserings van mense suksesvol te behandel, word gevolglik toenemend ondermyn. Moreel gesproke is ons verantwoordelik vir die probleem van globale middelweerstandigheid. Middel-weerstandige mikro-organismes bestaan in die natuur, en aan daardie feit as sodanig kan ons niks doen nie. Ons kan, ten beste, probeer om die probleem te beheer deur middel van verstandige maatreëls. Die probleem van globale middel-weerstandigheid verteenwoordig sowel 'n biomedies-etiese as 'n omgewingsetiese kwessie. Is daar 'n uitweg uit die mens-natuur debat? Ek identifiseer, met 'n beroep op Bryan Norton se swak antroposentrisme, maniere waarop sy tese toegepas sou kon word op die probleem van menslike en omgewingsoorgwegings Ek wys ook op die toepaslikheid daarvan vir die verbreding van die parameters van biomediese etiek-opvoeding ten einde omgewingsoorwegings deel van 19.te maak.

In his dialogues, Plato presents different ways in which to understand the relation between Forms and particulars. In the Symposium, we are presented with yet another, hitherto unidentified Form-particular relation: the relation is Love (Erôs), which binds together Form and particular in a generative manner, fulfilling all the metaphysical requirements of the individual’s qualification by participation. Love in relation to the beautiful motivates human action to desire for knowledge of the Form, resulting in the lover actively cultivating and bringing into being new beauty in the world, and in herself. Chapters 1 and 2 of this thesis offer a survey of the arguments and examples Plato puts forward in the text of the corpus regarding the nature of Forms and the nature of participation, alongside a framework of the traditional interpretations of these two Platonic concepts in the literature. Chapter 3 turns to a close examination of Erôs in the Symposium, arguing that the love Plato presents in this dialogue is of a different sort than appetitive emotion. It is an aesthetic and intellectual attraction, capable of stimulating cognitive achievement. Erôs, however, does not stop there. The lover is led not only to contemplation of beauty, but to the generation of beauty, which is the subject of Chapter 4. The emotive-turn-to-cognitive relation of Erôs, I argue, is the clearest picture Plato paints of how possession of properties can be explained through participation in Forms. Erôs leads the lover to produce beauty in the world and in the soul, which explains how love in relation to the beautiful can lead to becoming beautiful. The object of love is the generation of beauty, the mortal mechanism of participation in the Form by which the lover herself becomes beautiful. Finally, Chapter 5 focusses on beauty itself and its role in moral education. Beauty, for Plato, is required for creative generation and can be understood as a uniquely powerful virtue of soul.

<p> The present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology.</p>

Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.

No description available.

The relationship expected to occur between a therapist and his or her clients is a fiduciary relationship, a relationship of special trust. Professional boundaries ensure that the needs of clients remain primary. However, boundary transgressions are inevitable. Unfortunately, boundary transgressions have the potential of exploiting clients. Most of what is known about boundary transgressions comes from the perspective of professionals. The literature reiterates the importance of educating the lay public about the dangers of boundary transgressions. This study experimentally examined what effect education specific to boundary transgressions has on the lay public's level of acceptance of boundary transgressions, as opposed to what effect general information about personal/family therapy has on the lay public'­s level of acceptance of boundary transgressions. Two hundred students from a southeastern university participated and read either general information pertaining to personal/family therapy, or specific information pertaining to boundary transgressions, prior to rating their level of acceptance of therapists transgressing boundaries with their clients. Independent sample t-tests determined there were statistical differences in mean ratings of acceptance of boundary transgressions between the groups. However, because the mean scores between the two groups were not much different, the results suggest that the lay public could benefit from a more comprehensive explanation of boundary transgressions. / Master of Science

No description available.

This study listens to the contributions of recent graduates from the University of Victoria’s Bachelor of Engineering Program, hearing their understanding of ethics and equity, and how they experienced learning this in the program. This is done with consideration of how their understanding and experiences might inform curricular and pedagogical improvements in the experience of learning ethics and equity. Using a case study of these participants and their experiences at the University of Victoria, this research takes into account the context of engineering education accreditation standards and the current state of the curriculum that the participants completed. The findings suggest that participants have a limited understanding of what ethics and equity means, both personally and professionally. Participants also found it difficult to recall learning occasions for ethics and equity. Recommendations are made for curricular reform, taking an integrated and across the discipline approach to teaching ethics and equity to undergraduate engineers. / Graduate

Intelligent tutoring systems and computer-supported collaborative environments have been designed to enhance human learning in various domains. While a number of solid techniques have been developed in the Artificial Intelligence in Education (AIED) field to foster human learning in fundamental science domains, there is still a lack of evidence about how to support learning in so-called ill-defined domains that are characterized by the absence of formal domain theories, uncertainty about best solution strategies and teaching practices, and learners' answers represented through text and argumentation. This dissertation investigates how to support students' learning in the ill-defined domain of professional ethics through a computer-based learning system. More specifically, it examines how to support students in the analysis of case studies, which is a common pedagogical practice in the ethics domain. This dissertation describes our design considerations and a resulting system called Umka. In Umka learners analyze case studies individually and collaboratively that pose some ethical or professional dilemmas. Umka provides various types of support to learners in the analysis task. In the individual analysis it provides various kinds of feedback to arguments of learners based on predefined system knowledge. In the collaborative analysis Umka fosters learners' interactions and self-reflection through system suggestions and a specifically designed visualization. The system suggestions offer learners the chance to consider certain helpful arguments of their peers, or to interact with certain helpful peers. The visualization highlights similarities and differences between the learners' positions, and illustrates the learners' level of acceptance of each other's positions. This dissertation reports on a series of experiments in which we evaluated the effectiveness of Umka's support features, and suggests several research contributions. Through this work, it is shown that despite the ill-definedness of the ethics domain, and the consequent complications of text processing and domain modelling, it is possible to build effective tutoring systems for supporting students' learning in this domain. Moreover, the techniques developed through this research for the ethics domain can be readily expanded to other ill-defined domains, where argument, qualitative analysis, metacognition and interaction over case studies are key pedagogical practices.

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 284-294).