published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Pastaruoju metu vis dažniau kalbama apie neskaidrią žiniasklaidą, jos komercialėjimą, mažėjantį visuomenės pasitikėjimą ja, taip pat pasigirsta pranešimų apie profesinei etikai nusižengusius žurnalistus. Vis garsiau prabylama ir apie iš��ūkius pačiai žurnalisto profesijai, nes dėl technologijų evoliucijos, interneto teikiamų galimybių plečiasi „žurnalisto“ samprata – dabar kone kiekvienas rašantis gali publikuoti savo straipsnius internetinėje erdvėje ir vadintis žurnalistu. Todėl galima teigti, jog žurnalistinį išsilavinimą turintys profesionalai yra ta grandis, kuri gali ir turi išlaikyti, įtvirtinti bei apginti profesinius standartus, profesionaliąją žurnalistiką. Todėl šio darbo tikslas – įvertinti teorinį žurnalistikos mokymo vaidmenį ugdant profesines vertybes ir jų pritaikomumą praktinėje veikloje bei pateikti šiandienos žurnalisto profesinį portretą. Tyrimo objektas – žurnalisto profesinių vertybių ugdymas ir jų taikymas praktikoje. Pirmoji darbo dalis skirta žurnalisto profesinės etikos problematikai bei normatyvinių profesinių vertybių aptarimui. Rinkos sąlygų įtakos objektyvumo, teisingumo, sąžiningumo, tikslumo, atsakingumo, demokratiškumo ir humanizmo principų taikymui praktikoje atskleidžiamos antrajame darbo skyriuje. Pristačius pasirinktą teorinę perspektyvą, trečiojoje darbo dalyje kalbama apie žurnalistų rengimą, keliamus tikslus, ugdomas kompetencijas, etikos bei vertybinius ugdymo elementus. Be to, šioje dalyje, atlikus empirinį tyrimą, aptariami... [toliau žr. visą tekstą] / It can be noticed recently that more and more often discussions about media transparency problems, its commercialization trends, and the succeeding decrease in public trust arise. One can hear news about journalists who have violated canons of professional ethics. Therefore, not surprisingly more attention is paid to possible challenges the journalist’s profession faces itself, also having in mind that the technological evolution and the possibilities provided by internet broadens the concept of journalist allowing everyone who writes to place his or her article on internet and call himself or herself a journalist. Thus, it can be claimed that professionals who have journalistic education is the very link that can and must retain, strengthen and defend professional standards, as well as professional and qualitative journalism. Therefore, the aim of this paper is to evaluate the role of the theoretical aspect of the journalistic education in shaping the understanding of professional values and their applicability in practice, and also to present a realistic professional portrayal of today’s journalist. The object of the research is the education of journalist’s professional values and their application in practice. The first part of the paper is devoted to discuss the topic of journalist’s professional ethics and the seven normative professional values. The influence market-driven forces can have on the application of the values of objectivity, fairness, honesty, accuracy... [to full text]

In master study is analyzed the problem of code of doctor’s ethics in legal dimension. The relevance of doctor’s ethics is highlighted by the new viewpoints in Lithuanians’ lives, often not corresponding with the old understanding of ethics, which is natural for Lithuanian mentality. The objective of the research is to research the role of doctor’s ethics code in the formation of medical practice and while growing the society’s interest in the quality of doctor-patient relation and to analyze the interaction between Lithuania’s doctor’s ethics principles and law that fine-tunes health care in Lithuania. IN study was made the research with the purpose to analyze the interaction between the principles of doctor’s ethics code and the principles of Lithuania’s law that fine-tunes the health care. The results of the research show that the set of analyzed pieces of legislation does not guarantee the universal definition of doctor’s ethics norms and. For this reason the relevance of doctor’s ethics code exists.

The lack of studies relating to the ethical needs and values of public relations professionals in the European Union indicated the need for a research study to ascertain: 1. the experience of European Union public relations professionals in confronting and resolving ethical issues, 2. what the needs are in charting an ethical course for individual professional conduct, 3.what the needs are to guide organizations in the ethical performance of public relations, and 4. the social responsibility of public relations.Nearly all of the quantitative studies have been devoted to an examination of the views of members of American public relations associations. Numerous authors have pointed out the value of ethical standards and of a means of enforcement of the standards for professions. In spite of an ongoing professional dialogue as to the need, little progress has been made in defining sanctions against those who violate ethical principles while defining themselves as public relations counselors.This study was based on a mail survey created and distributed by Sharpe in the Fall of 1993. Three questions from the 1972 Newsom's research study were added. Threehundred and fifty-five public relations practitioner members of the International Public Relations Association within the European Union in 1995 were identified as the population for this study. A 35.2% response rate was attained after two mailings.The typical respondent was male, had been in the profession from 10 to 30 years, held an accreditation, was a specialist and identified himself as a counselor. He related that he confronted ethical issues with frequency particularly in relation to relationships with clients, the news media, and customers. The majority of the ethical issues, which would have or had transgressed the organizational policies and personal/religious principles, consisted of: misleading information, promising more than could and was delivered, supporting a program with which he disagreed in principle, withholding information, and failure to accept responsibilities. He said that he resolved the last ethical issue encountered, which involved their organization's management performance, by pointing out the ethical issue and influencing an ethical action. He placed some value on both IPRA Codes. He saw all ethical issues as ethically wrong, especially those relating to sexual harassment, the sale of unsafe products and services, discrimination, establishing different pay scales for men and women doing the same work, withholding information for gain at expense of others, and promotion and sale of products in other countries that are unacceptable in the EU that place people at risk. He viewed the public relations profession as having a leading role in improving relationships between peoples of different races within a country and between countries. He saw public opinion as an effective control over public relations performance. Finally, he would recommend the establishment and communication of the organization's ethics code and performance policies so organizational management would be recognized for public relations performance. The employment of public relations officials with professional memberships obligating them to uphold a code of ethical conduct was viewed as a criteria that organizations should establish as evidence of the organization's commitment to ethical public relations. / Department of Journalism

The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed. / Department of Educational Leadership

The aim of this study is to examine the meaning and the morality of suicide through the history of philosophy. To this aim, firstly, the historical evaluation of the concept of suicide is explained in detail. The effects of sociological and the religious transformations on the meaning of suicide are analyzed. Afterwards, the moral theories about suicide are discussed. The anti-suicide arguments about suicide in the history of philosophy are classified under three parts mainly. These anti-suicide arguments &mdash / that suicide is a violation of our duties to God, to the society and to the self &mdash / are handled and explained in detail with their counter arguments. Then, the problem of the permissibility of suicide is analyzed and whether suicide is morally permitted under some conditions or it is absolutely forbidden is discussed. Next, the philosophical meaning of suicide in literature is investigated by analyzing the meanings that are given to suicide by Dante iv and Dostoevsky. In the conclusion, a brief summary is given, and the moral theories about suicide are criticized. ,

Existe un aumento de requerimientos de intervención de los psicólogos forenses en procedimientos de familia y es reconocida la existencia de numerosas denuncias ante las comisiones deontológicas derivadas de dichas intervenciones (Del Río, 2000; Cayuela, Jarne y Molina, 2.005). No obstante, la investigación hasta el momento sobre la práctica profesional ética en este área concreta de la psicología es escasa. Este trabajo tiene como objetivo principal el análisis del nivel de conocimiento de los principios y normas éticas y deontológicas de que disponen los psicólogos forenses que trabajan en el ámbito de los procedimientos de familia, incluyendo el análisis de la posible relación entre la frecuencia con que los psicólogos forenses expertos en familia se enfrentan a las situaciones planteadas, el nivel de adecuación de su postura ética a los estándares éticos y la valoración que dan a los diferentes tipos de recursos o estrategias que se pueden utilizar ante los dilemas éticos de la práctica diaria. La muestra de psicólogos forenses expertos en procedimientos de familia está compuesta por 81 profesionales del estado español, que han cumplimentado un cuestionario desarrollado partiendo del utilizado por Pope, Tabachnick y Keith-Spiegel (1987), adaptado al español por Del Río, Borda y Torres (2003), complementado con aspectos recogidos en el código ético del psicólogo español (COP, 1987), en las directrices para la evaluación de custodia infantil en procedimientos de divorcio (APA, 1994; 2009) y en el estudio desarrollado por Urra (2007). De los resultados obtenidos en la investigación empírica destaca que todas las situaciones planteadas han sido experimentadas en mayor o menor medida por los participantes en algún momento de su práctica profesional y que su postura ética no se adapta de forma unánime a los estándares éticos en ninguna de las situaciones planteadas. Solo en un tercio de las mismas más de tres cuartas partes de los participantes muestran una postura ética acorde con el código deontológico (COP, 1987). Respecto a las situaciones planteadas, las valoraciones éticas que llevan a cabo de manera más acorde con la norma ética son las relacionadas básicamente con temas de objetividad, informar y consentimiento informado, mientras que las relacionadas con temas de praxis, aspectos legales, honorarios, confidencialidad/secreto profesional y roles duales son las valoradas de manera más en desacorde con la normativa ética de referencia (COP, 1987). En cuanto a las fuentes de información, diez de las catorce presentadas son valoradas “positivamente” respecto a su nivel de eficacia en la promoción de la práctica ética por más del setenta por ciento de la muestra, siendo los recursos americanos y europeos los mejor valorados. Las cuatro restantes, la Comisión Deontológica del Colegio, las leyes estatales vigentes, las sentencias judiciales y el programa de licenciatura son valoradas como “más negativamente” por un mínimo del cuarenta por ciento de los participantes. Las valoraciones éticas de los psicólogos forenses expertos en los procedimientos de familia dejan entrever la necesidad de un conocimiento más profundo del código deontológico actual y un nivel de conocimientos legales insuficientes. / DOCTORAL DISSERTATION "Knowledge and application of ethical principles by forensic psychologists expert in family procedures". SUMMARY: There is an increasing requirement for forensic psychologists to act in family proceedings and the existence of numerous complaints to the ethics commissions arising from such interventions is recognized (Del Rio, 2000; Cayuela, Jarne and Molina, 2005). However, research of ethical professional practice by forensic psychologists expert in family procedures is limited. The main objective of the presented work is to study the knowledge of ethics and professional standards by forensic psychologists expert in family procedures. The secondary objectives are the analysis of the relationship between the frequency of forensic psychologists in these situations and their ethical posture, and assessment of the different types of resources that can be used in the ethical dilemmas of practice. The sample of expert forensic psychologists in family procedures is composed of 81 Spanish professionals, who have completed a questionnaire developed from the one used by Pope, Tabachnick and Keith-Spiegel (1987), a Spanish version by Del Rio, Bordas and Torres (2003), and complemented by the Spanish code of ethics for psychologists (COP, 1987), the guidelines for child custody evaluations (APA, 1994, 2009) and the study by Urra (2007). The results obtained in the empirical investigation show that all these situations have been experienced by the participants in their professional practice and their ethical posture does not fit unanimously with the ethical standards. Only one third of the participants show an ethical posture in line with the code of practice (COP, 1987). The ethical values that are held more consistently with the ethical standard are basically related to objectivity, reporting obligations and informed consent, while those related to issues of practice, legal, fees, confidentiality and dual roles disagree with the ethical standards. Ten of the fourteen information sources are assessed as "positive" about their effectiveness in promoting ethical practice for more than 70% of the sample, and American and European resources are top rated. The Practice Committee of the College, state laws, court decisions and the degree program, are rated as "more negative" for a minimum of 40% of the participants. The evaluation of the ethics held by forensic psychologists expert in family procedures shows the need for a deeper understanding of the current code of ethics and an insufficient level of legal knowledge.

The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made. There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession. Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes. The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions: • How does the inspectorial system operate in primary schools in PNG? • What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors? • How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers? • What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism? In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.

Univ., Diss.--Bochum, 2004.