Bioethics in Kenya: Who is Interested in Certificate Courses

Inadequate training in matters of ethics renders health care providers unprepared for dilemmas faced in public health, research, and clinical practice. Certificate course training offer opportunities to gain more knowledge and skills on all matter ethics. Over the past decade, the increase in research activities in Kenya has not been proportionate to training in ethics. The centre of Biomedical Ethics and Culture (CBEC), Kenya Medical Research Institute (KEMRI) Bioethics training Initiative (CK-BTI) is a Forgaty funded program for building capacity in research ethics for Kenya and Pakistan. This paper evaluates the characteristics of participants that attended the CK-BTI certificate level courses in Kenya between 2017 to 2021. This data was analysed for this paper and utilized information from the training application process. Between November 2017 and July 2021, a total of 1,359 applications were received and 457 (33.6%) trained. The target countries were Kenya and Pakistan but interest was drawn from Tanzania, Uganda, Nigeria, and Zambia. The continued interest in the certificate level ethics courses may imply a need to increase the number of ethics training offered within the East African region.

Review of "Ethics of Chemistry: From Poison Gas to Climate Engineering" by Joachim Schummer & Tom Børsen, eds. World Scientific Publishing, Singapore, 2021

BRINGING THE ETHICS OF CHEMISTRY TO THE CLASSROOM AND THE EXISTENCE OF A DOMAIN OF KNOWLEDGE Whoever has attempted to bring ethical discussions on chemistry to a student audience of chemistry and related fields knows of the problem: in contrast to the relatively robust bioethical literature, the literature of chemical ethics is poor, disconnected, and scattered all around the place even in rare cases that it exists. This is an interesting fact, especially if one considers the extended moral (and moralist) discussions over chemistry and its products, and that a great part of the bioethical challenges of the last forty years or so have been generated not by biology (or medicine) per se, but from their marriage to chemistry and its practices. The lack of ethics of chemistry literature dictates to the lecturer unprecedented levels of creativity and demands extra workload to be effective –and this, in times where ethics courses, in general, have become a necessity. It is this gap that the editors of this book (Schummer and Børsen, Ethics of Chemistry: From Poison Gas to Climate Engineering, World Scientific, 2021) have detected, and they strove to create a collection of case studies to cover it. In the introduction of the volume, the editors state teaching as the first aim of its existence –and add the establishment of the ethics of chemistry as an autonomous discipline in its own right.

Business Ethics

The textbook is a sequential course in business ethics. The theory of conceptual transduction developed by the author is widely used. Special attention is paid to the connection between philosophical, meta-scientific and business ethics. The achievements of analytical philosophy, phenomenology, hermeneutics, poststructuralism and other major philosophical trends of our time, as well as their ethical components, in particular utilitarianism, pragmatic and discursive ethics, are taken into account. The latest achievements of modern business ethics are considered. Considerable attention is paid to the corporate ethics of responsibility. For undergraduate and graduate students studying Business Ethics or Business Ethics courses. It is also of considerable interest to postgraduates and researchers, as well as to a wide range of readers.

UTICAJ KURSEVA IZ ETIKE NA MORALNE INTUICIJE STUDENATA FILOZOFIJE

In this paper, we analyze part of the research conducted within the project “The impact of philosophy courses on students’ attitudes” which concerns the impact of History of Ethics courses on the moral intuitions of second-year philosophy students at the Faculty of Philosophy in Nis. Students evaluated the statements given in a specially designed questionnaire on two occasions (before and after listening to the courses). By analyzing possible changes in the answers given by the students, we try to determine whether the courses they have attended in the meantime have led to a significant change in their moral intuitions.

“I Would Report It Even If They Have Not Committed Anything”: Social Service Students’ Attitudes Toward Minor-Attracted People

This study explores future mental health providers’ assumptions about minor-attracted people, using data from a survey of 200 students preparing for entry into social service professions at a public university in the state of Utah. Survey results show that more than half of the students believe clients who identify themselves as pedophiles must be automatically reported to the police, which has implications for providers’ understandings about the term “pedophile,” as well as their knowledge of guidelines for when clinicians may break client confidentiality. This belief was not significantly affected by taking ethics courses, nor courses that discussed mandated reporting guidelines. Despite this finding, 91% of students did not believe that they would need to report a client who had attractions to children, but who had never committed a sexual offense against a child. The majority of students indicated a willingness to work with minor-attracted clients, and commonly indicated in comments that they wanted more information about MAPs and when to break client confidentiality in their programs of study. Study results indicate a need for education among social service students about these issues.

The impact of ethics and fraud pentagon theory on academic fraud behavior

This study aims to determine the impact of ethics, pressure, opportunity, rationalization, competence, and arrogance on accounting students' academic fraud behavior. The population of this research consists of UPN "Veteran" Yogyakarta accounting students. The number of samples used in this study was 170 respondents representing several criteria and have taken the Auditing I and Business Ethics courses. The dependent variable (Y) in this study is academic fraud behavior. The independent variables include ethics (X1), pressure (X2), opportunity (X3), rationalization (X4), competence (X5), and arrogance (X6). The method used in this research is the quantitative method. The data used were the primary data. The results of this study indicate that ethics, pressure, and competence have an impact on academic fraud behavior. In contrast, opportunities, rationalization, and arrogance do not affect academic fraud behavior.

Ethics Courses Teaching Linkage to Quality Management Education

Almost every management institution in India has an ethics course in their curriculum that is focused upon inculcating the value set in an individual. To understand the role of ethical education in accelerating the quality of management education, this chapter provides a discussion of implications of the questions of quality, dilemma, and pedagogy of ethical training. In the introduction, the authors emphasize on the reasons of focusing upon the ethical education, then give a brief history of ethics education in Indian management institutions. In order to show the significance, authors also show the place of ethics course in top 10 business institutions in India. Further, the authors describe the main focus of the chapter that is the contribution of ethics in management education.

Pengaruh Pengaruh Gender, Religiositas, dan Kecerdasan Intelektual Mahasiswa terhadap Perlilaku Etis Akuntan Masa Depan

This research aims to analyze the influence of gender, religiosity, and intellectual intelligence on ethical behavior in the future. These influences will be able to cause the progress of an accounting profession whether to be good or even vice versa to be bad. The research methodology used in this study is a method with a level of clarity (explanatory) and the type of research is quantitative by conducting surveys and distributing questionnaires to respondents namely accounting students as future accountants. After the respondent fills in the questionnaire, the data will be processed presented in the form of a Likert scale. The results of this study indicate that future accountants can be trusted if they have a good ethical attitude. This research is useful to serve as a presentation of teaching materials for business and professional ethics courses.

Reputations and corruption: Bell Pottinger in South Africa

Learning outcomes The case can be used in strategic management, international business or ethics courses. In strategic management courses, students will be able to identify political relationships as sources of a firm’s competitive advantage. Students will also understand the role of ethics in the firm’s competitive advantage. In international business courses, the students will be able to analyze the role that corruption and bribery play in the analysis of a country’s institutions. Students will also understand how corruption in a host country influences a firms’ decision to internationalize. Finally, students will understand the challenges that firms face when serving customers in other countries. In ethics courses, students will understand the nature of state/business corruption, i.e. the abuse of public office for private gain and the concept of state capture, i.e. managers controlling the political system for their advantage. Students will be able to analyze the decision of whether to collaborate with unethical partners or customers. Case overview/synopsis Bell Pottinger Private (BPP) was a British public relations (PR) firm with a successful but questionable reputation of helping famous critical figures and despots improve their public image. In 2016, Lord Tim Bell and the other leaders of BPP were asked to create a PR campaign for the Gupta family. The Guptas were a group of businessmen headed by three brothers who migrated from India to South Africa in the early 1990s. By the 2010s, they had built a business empire allegedly thanks to a corrupt relationship with the President of South Africa, Jacob Zuma and his family. The press and prosecutors were increasing their investigations on these relations. The case has two parts, which address two separate challenges and can be taught as standalone cases or in a sequence in two sessions. Complexity academic level MBA and Executive Education. Supplementary materials Teaching notes are available for educators only. Subject code CSS 5: International business.