Making Ethical Decisions in Professional Life

2004 ◽  
pp. 287-298
2000 ◽  
Vol 5 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Ronny Swain

The paper describes the development of the 1998 revision of the Psychological Society of Ireland's Code of Professional Ethics. The Code incorporates the European Meta-Code of Ethics and an ethical decision-making procedure borrowed from the Canadian Psychological Association. An example using the procedure is presented. To aid decision making, a classification of different kinds of stakeholder (i.e., interested party) affected by ethical decisions is offered. The author contends (1) that psychologists should assert the right, which is an important aspect of professional autonomy, to make discretionary judgments, (2) that to be justified in doing so they need to educate themselves in sound and deliberative judgment, and (3) that the process is facilitated by a code such as the Irish one, which emphasizes ethical awareness and decision making. The need for awareness and judgment is underlined by the variability in the ethical codes of different organizations and different European states: in such a context, codes should be used as broad yardsticks, rather than precise templates.


2012 ◽  
Author(s):  
Yustina Rafla ◽  
Pennie Seibert ◽  
Jennifer Valerio ◽  
Christian Zimmerman

2014 ◽  
Vol 1 (1) ◽  
pp. 111-114
Author(s):  
Lal Mohan Baral ◽  
Ramzan Muhammad ◽  
Claudiu Vasile Kifor ◽  
Ioan Bondrea

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.


2014 ◽  
Vol 4 (2) ◽  
pp. 15-22
Author(s):  
Grzegorz Ignatowski

Abstract Confidence is one of the most essential elements which no social or professional group can exist without. As feature of character it is required in someone’s private, social and professional life. In all our relationships we lose it due to telling lies. Lies accompany our personal life on all its stages. Already three-year old children tell lies to satisfy their parents, check whether they are able to realize they are deceived or to demonstrate their dominance over them. Teachers and ethicists differentiate between useful didactic lies and ruthless and cynical comments harmful to others. Because of emotional ties and close relationships, a family is the best environment where a child should be taught to despise lies and respect trust


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