BIBLIOGRAPHY IDENTIFICATION Title of thesis: Professional kindergarten teacher morale Department: Department of Primary Education Faculty of Education, Charles University Name and surname: Monika Richtrová Field of Study: Pre-school education Leader: PaeDr. Jana Havlova Year of defense: 2012 ANNOTATION Diploma work "Professional ethics teacher in kindergarten" deals with the professionalism and the moral aspect of and personality of the teacher. In the theoretical part I try, as fully to describe the essence of morality, characterize and define terms related to morality. The research analyzes the professional morality of teachers and a comprehensive look at the possibility of legalization of the moral code of ethics teaching. Part of work is also questionnaire and interview, which relates to the issue, determined educators chomutov region. Key words: ethics, morality, personality, educator, professional ethics, the ethos ofprofessional code of ethics.

Notre thèse a pour but de proposer un modèle d’intelligibilité de la pensée éthique des éducateurs scolaires, obtenu par la mobilisation de concepts issus de la philosophie morale. Pour cela, nous nous appuyons en particulier sur la notion de minimalisme moral qui permet de prendre en compte le fait que certaines postures professionnelles, compatibles avec l’action institutionnelle, relèvent de principes moraux habituellement non reconnus comme valides dans un cadre scolaire, comme par exemple le principe de non-nuisance.Nos réflexions reposent sur une définition de l’acte d’éducation en contexte scolaire conçu comme contribution à une imputation partagée des responsabilités pour permettre l’accès au savoir des élèves. Ces responsabilités relèvent en effet à la fois et de façon toujours située, de l’acteur institutionnel, mais aussi de l’élève lui-même ainsi que des autres personnes qui assurent son éducation et en particulier ses parents. La compétence de l’éducateur scolaire dépend donc de sa capacité à comprendre et utiliser les apports de chaque acteur en fonction des moments éducatifs. Cette conception nous permet de saisir l’intensité de la porosité entre l’école et un monde où le pluralisme axiologique n’est pas l’exception mais la règle.De l’analyse d’entretiens avec des professionnels et à l’aide d’un cadre théorique permettant d’envisager la possibilité d’un recours au minimalisme pour éduquer scolairement dans un mode pluraliste, nous déduisons plusieurs résultats permettant de proposer un modèle de compréhension des repères moraux mobilisés par les éducateurs. Ce modèle permet en particulier de faire apparaître que les positionnements éthiques n’ont pas vocation à être fondés sur une liste finie de principes ou de valeurs, mais sont le produit d’une imagination morale s’attachant à prendre en compte les spécificités des situations. S'impose alors une philosophie du courage, défini comme capacité à l’exercice du jugement dans des situations limites sur le plan éthique, philosophie qui permet de penser l’action dans un environnement éthique complexe et toujours changeant. Le courage d’éduquer est donc pour nous ce qui permet le dépassement, dans des conditions que l’éducateur reconnait comme spécifiques, d’une morale scolaire de sens commun pour laquelle les solutions éthiques préexisteraient aux problèmes. / Our thesis aims at proposing a scheme of understanding of the ethical thought of educators in a school environment, built on the use of concepts originally used to speak of moral philosophy. Hence we base our analysis more specifically on the notion of moral minimalism, a theory which allows to take into account the fact that some professional positions, acceptable as regards the institutional action, arise from moral principle which are normally not considered valid in a school context, like for example, the “no harm done” principle. Our reflexion is based on a definition of the educational action in a school context, thought as a contribution to a sharing of responsibilities aiming at allowing students to have access to knowledge. These responsibilities both –and in a very precise way-arise from the institutional actor and the student, together with the people who are in charge of his education, namely his parents. The school educator’s ability hence depends on his capacity to understand and use the contribution of each actor according to the different educational moments. This belief allows us to understand the importance of the interaction between school and a world in which axiological pluralism is the law. From the discussions we had with professionals and with the help of a theoretical framework allowing the possibility to base education on minimalism in our pluralist world, we came to several conclusions allowing to propose a model of the moral points of reference used by educators. This model shows, in particular, that ethical positioning are not naturally set on a list of principles or values, but on the contrary are the result of a moral imagination which takes into account the specificities of every situation. Then a philosophy of courage is born, which can be defined as a capacity to judge in situations which are borderline in terms of ethics and which allows to think the action in a changing and complex ethical environment. The courage to educate thus permits, in situations which the educator identifies as specific, to push the limits of common sense school ethics, according to which ethical solutions would preceed the occurrence of problems

M.Ed. / Please refer to full text to view abstract

A presente pesquisa trata-se de um estudo qualitativo, de cunho descritivo e exploratório com vistas a identificar os problemas éticos que emergem da prática de Enfermagem, descrever como os profissionais lidam com tais situações e sua fundamentação para a tomada de decisão no cuidado. O cenário escolhido foi o da atenção básica, reorganizada pela Estratégia de Saúde da Família, em um município do interior paulista. Os participantes envolvidos foram enfermeiros, técnicos de Enfermagem, com predomínio do sexo feminino, faixa etária entre 41- 50 anos, todos declararam possuir alguma religião/crença ou culto. Em relação a formação principal, a maioria possuía curso superior, sendo alguns não relacionados a área da saúde. Sobre o tempo que os participantes atuam na função exercida atualmente, houve variação nos períodos, com predomínio de atuação de 11 à 15 anos. A cerca do tempo de atuação na ESF, a prevalência ocorreu no período de 6 meses à 10 anos. No segundo momento, ao imergirem na temática da ética aplicada a prática profissional, ao pensarem sobre a definição de ética, ocorreram as seguintes associações: respeito, empatia e sigilo. Em relação a definição de problema ético, foram citados a falta de respeito e a falta de sigilo. Refletindo sobre a ocorrência de problemas éticos na prática profissional na ESF, a maioria dos participantes já vivenciou algum tipo de situação ética, sendo eles caracterizados nas relações com usuários, família ou comunidade; relações entre a equipe ou relação com a organização e gestão do sistema de saúde. Os problemas éticos apontados profissionais entrevistados parecem confirmar a ideia de que, na atenção básica, estes são constituídos, de maneira geral, por preocupações do cotidiano da atenção à saúde. As soluções propostas para o enfrentamento do problema ético estão relacionadas com a utilização do diálogo como mediador ou do respeito a privacidade, demonstrando uma preocupação dos profissionais de Enfermagem em preservar o ser humano e seus direitos individuais. Da mesma forma, ao proporem soluções para o caso fictício apresentado, grande parte dos profissionais relatou utilizar o diálogo, a conversa, a comunicação como estratégia para lidar com situações éticas. Sobre a fundamentação utilizada para a tomada de decisão no cuidado, a maioria dos profissionais informou se apoiar nos valores pessoais e familiares para a fundamentação, o que pode ocasionar relativismo das ações na prática profissional / The present research is qualitative, descriptive and exploratory study with the purpose of identifying the ethical problems that emerge from Nursing practice, describing how professionals deal with such situations and their rationale for decision making in care. The scenario was that of basic care, reorganized by the Family Health Strategy, in a municipality in the interior of São Paulo. Participants were nurses, Nursing technicians, with a predominance of females, between the ages of 41 and 50, all of whom declared to have some religion / belief or cult. In relation to the main training, the majority had a college degree, some of them not related to the health area. Regarding the time that the participants act in the function currently exercised, there was variation in the periods, with a predominance of performance from 11 to 15 years. Around the time of performance in the ESF, the prevalence occurred in the period of 6 months to 10 years. In the second moment, as they immersed in the thematic of ethics the professional practice, when thinking about the definition of ethics, the following associations took place: respect, empathy and secrecy. Regarding the definition of ethical problem, respect and lack of confidentiality were mentioned. Reflecting on the occurrence of ethical problems in professional practice in the ESF, most of the participants have already experienced some type of ethical situation, being characterized in the relations with users, family or community; relationships between the team or relationship with the organization and management of the health system. The ethical problems pointed out by professionals interviewed seem to confirm the idea that, in basic care, these are generally constituted by daily health care concerns. The solutions proposed to face the ethical problem are related to the use of dialogue as a mediator or respect for privacy, demonstrating a concern of Nursing professionals in preserving the human being and their individual rights. Likewise, in proposing solutions to the fictitious case presented, most professionals reported using dialogue, conversation and communication as a strategy to deal with ethical situations. Regarding the reasoning used for decision making in the care, most professionals informed if they supported personal and family values for the reasoning, which can cause relativism of actions in professional practice

Academic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more widespread than it actually is (Hard, Conway, & Moran, 2006). A considerable gap in the research is noted when looking at definitions of what constitutes academic fraud, research has indicated that when students are asked if they have cheated and then given a definition of cheating, their self-reports of cheating increase (Burrus et al., 2007). This indicates that students’ definition of cheating and a universities’ definition of cheating may be incongruent. Participants were 507 members of the Florida Atlantic University community during the 2012-2013 academic year who completed a survey that consisted of items, which centered on self-reported cheating, perceptions of what cheating constitutes, and estimates of cheating prevalence. Results indicate that students reported peer cheating to be higher then self reported cheating, that participants distinguished between five different forms of cheating, and that faculty and students hold differing definitions of cheating. The findings suggest a disconnect between faculty perceptions and definitions of academic integrity and students. This would suggest that greater efforts should to be taken to bring a more uniform operational definition of what constitutes academic dishonesty that universities, faculty, and students can rely on. Second, as a pluralist model of cheating was supported, universities could develop campaigns like those aimed at reducing drinking, hooking up, and increasing women in STEM fields (Lambert, Kahn & Apple, 2003; Mattern & Neighbors, 2004; Muldoon, 2002; Schroder & Prentice, 1998). Research has suggested social norm campaigns targeting pluralistic ignorance can be effective on college campuses. In educating students about what actually happens and the discrepancy between reality and perception, cases of academic dishonesty could be reduced. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

A significant challenge faced by large auditing firms is offering consistent quality across the global network. Unfortunately, variation in judgments and decision-making, resulting from cultural differences, can undermine the provision of a uniform level of audit quality for these international firms. Previous research has determined that national culture influences an auditors’ professional judgments and decisions. Relying on Social Identity Theory, I explore whether inducing one’s organizational identification can both enhance auditor judgment and mitigate any deleterious impact that culture may have on the provision of a uniform level of audit quality. I also examine current cultural variations in auditor judgment in order to ensure that the results of earlier studies still typify the international auditing environment. National culture is assessed using two dimensions (individualism/collectivism, power distance) included in Hofstede’s 1980 cultural values framework. Participants from the United States are used to represent an individualistic/low power distance culture while individuals from India are used to represent a collectivistic/high power distance culture. Firms need mechanisms to elicit desired behaviors that may not be consistent with cultural tendencies in order to provide a uniform level of audit quality. Contrary to expectations, no significant differences are identified between the judgments of auditors from India and The United States. The results, however, do provide evidence that enhancing one’s organizational identification can impact certain professional judgments during the audit process. An association between national culture and auditor attitudes pertaining to client trust is also found. The implications of these findings for the professional auditing environment and future academic research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-18T14:55:02Z No. of bitstreams: 1 Marcos Pires.pdf: 9611026 bytes, checksum: 0f9a1aa0b38bbbfdddf960dabbd799ac (MD5) / Made available in DSpace on 2015-04-18T14:55:02Z (GMT). No. of bitstreams: 1 Marcos Pires.pdf: 9611026 bytes, checksum: 0f9a1aa0b38bbbfdddf960dabbd799ac (MD5) Previous issue date: 2013-10-31 / Nenhuma / O objetivo do estudo é elaborar o perfil dos profissionais contábeis envolvidos em processos éticos e disciplinares no Rio Grande do Sul abrangendo o período de 2008 a 2012. A amostra é composta por 3.771 infrações cometidas pelos profissionais contábeis, 3.031 julgamentos realizados pelo Conselho Regional de Contabilidade do Rio Grande do Sul - CRCRS, 2.754 processos para a identificação anual de gênero e categoria profissional e a totalização líquida de 2.413 profissionais autuados no período correspondente aos cinco anos do estudo. Os dados foram obtidos no sistema de informática utilizado pelo CRCRS. O exame realizado compreende o motivo das autuações, os julgamentos no Conselho, a identificação da categoria profissional, do gênero e das datas de nascimento, diplomação e registro dos autuados. Estes dados permitem concluir que o profissional infrator tem o seguinte perfil: é do sexo masculino, pertence à categoria profissional de técnico em contabilidade, está na faixa etária entre 46 e 55 anos, possui diplomação entre 13 e 20 anos, registro no CRCRS entre 13 e 19 anos, incorreu na infração de emissão de declaração comprobatória de percepção de rendimentos sem base legal ou com divergências, e foi penalizado com multa e advertência reservada. / This study's objective is to elaborate the profile of accounting professionals involved in ethical and disciplinary offenses and infractions in Rio Grande do Sul, covering the period from 2008 to 2012. The sample consists of 3,771 offenses committed by accounting professionals, 3,031 judgments made by the Regional Accounting Council of Rio Grande do Sul - CRCRS, 2,754 cases for the annual identification of gender and professional category, totalling an aggregation of 2,413 professionals judged in the corresponding five year period of this study. Our data was obtained in the computerized system utilized by CRCRS. The examination comprises the subject of professional conduct assessments, and judgments conducted within the Council, the identification of the professional category, gender and date of birth, graduation and registry of the judged professionals. These data allow us to conclude that the average offenders have the following professional profile: are male, belong to the category of professional accounting technician, are aged between 46 and 55 years old, obtained an accounting diploma between 13 and 20 years ago, and are actively registered at CRCRS for a past period between 13 and 19 years. The average offender incurred the infraction of issuing a statement individuals income without observing the relevant legal basis or with comprobatory documents, being as a consequence penalized with a fine and a private warning issued by CRCRS.

Jag har i min essä reflekterat och sökt efter vad min yrkesroll som blivande lärare mot fritidshem ska vara och innebära. I samband med detta har jag också funderat över vad min plikt är i en dilemma situation där mitt yrkesuppdrag som fritidslärare ställs mot ett annat delegerat uppdrag i form av resurs till en elev under hela skoldagen. Jag har undersökt problematiken med hjälp av tre olika teoretiska perspektiv: den första är Michels Foucaults teori om makt, det andre är Ronald A Rothams teori om status och den tredje är Immanuel Kants teori om pliktetik. I den första delen har jag kommit fram till att skolan är en arena för olika maktstrukturer där resurser fördelas till olika verksamheter där bland annat skolan och fritidshemmet ingår. Jag har också kommit fram till att makten finns i alla relationer på vår arbetsplats och det som har betydelse i hur makten används i relationerna kan vara utbildning och yrkeserfarenhet bland annat. Makten behöver inte heller vara negativ utan kan användas som en produktiv kraft i att skapa kunskap och att skapa motstånd. Med hjälp av Ronald Rothmans teori om status har jag kommit fram till att den tillskrivna statusen, som vilar på en yrkesgrupps föreställningar om en annan, gör gällande att vi fritidspedagoger/fritidslärare ser lärarna som att inte ha någon förståelse för vår verksamhet och att lärarna ser oss fritidspedagoger/fritidslärare som ska hjälpa till klassrummet som en extra resurs. Vad gäller den förvärvade statusen, förutsättningar för arbetet, så menar jag att lärarna har en högre förvärvad status än oss fritidspedagoger/fritidslärare genom att de har legitimation, en högre lön och en längre utbildning exempelvis.   I min tredje reflekterande teoretiska del resonerar jag hur Immanuels Kant teori om pliktetik kan hjälpa mig till att förstå vad som är min plikt i mitt dilemma. Jag kommer här fram till att plikten alltid finns där och den förhåller sig till det som är det rätta, och inte alltid det som andra kräver av mig. För mig som yrkesutövande fritidslärare konstaterar jag att detta innebär att jag måste göra min plikt gentemot mitt yrkesuppdrag då det båda gynnar elevernas bästa och verksamhetens bästa. I den sista delen skriver jag en fiktiv berättelse där jag återigen möter läraren Kristina och försöker med språkets hjälp förklara min yrkesroll tydligare nu med en större insikt om den ska innebära.

This thesis is devoted to professional ethics teachers in kindergarten. It focuses on ethics and associated teaching profession. The theoretical part includes clarification of the theoretical concepts, such as ethics and morality. Describes the changes in history in the education of childcare, in the approach to the theory of education and the educator requirements. The practical part includes the research investigation, which focuses on the views of teachers and the general public on the professional morality associated with the creation of a code of ethics for teachers. Part of the research part is a description of the methods that were used to meet objectives. Also includes the interpretation of the data, and finally, evaluate the position of the public and of teachers to professional ethics educator with views on the content of the proposal for a code of ethics. The conclusion of the thesis assesses the evidence and circumstances, which have been identified in the course of the investigation.

<p>Ongoing structural and financial changes in the health care sector have resulted in increased risks for ethical dilemmas and moral distress. It is purported that increased ethical competence will help staff manage ethical dilemmas and hence decrease moral distress. To enhance ethical competence several approaches may be used – theoretical education, and methods focusing on reflection and decision-making abilities.</p><p>Ethics rounds are a widespread systematic method hypothesized to improve ethical competence, nurture a reflective climate, and help in ethical decision-making. Despite its popularity, its effects on moral distress have hitherto never been evaluated in a controlled study.</p><p>The purpose of this thesis was to evaluate the impact of an intervention, including ethics rounds; the hypothesis being that the intervention would decrease perceived moral distress. An additional aim was exploring the concept of moral distress in various health care establishments, including pharmacies.</p><p>Focus groups were conducted to explore the concept of moral distress. To evaluate the intervention a scale assessing staff-perceived moral distress was designed, validated, and implemented.</p><p>Results showed that moral distress is evident in diverse health care settings. Some factors associated with this were lack of resources, conflicts of interest, and rules that are incompatible with practice. An expanded definition of moral distress was presented.</p><p>The training program was much appreciated by participants. However, no significant effects on perceived moral distress were found. Reasons could be that the intervention was too short or otherwise ineffective, there is no association between ethical competence and moral distress, the assessment scale was not sensitive enough, or management was not sufficiently involved.</p><p>There is a need to further refine the various aspects of ethical dilemmas in clinical settings, and to evaluate the most efficient means to enhance skills for dealing with ethical dilemmas, for the benefit of staff, patients, institutions, and society.</p>