加强机关人员职业道德教育促进高等院校精神文明建设

中共中央十四届六中全会通过的《中共中央关于加强社会主义精神文明建设若干重要问题的决议》是指导我国社会主义精神文明建设的纲领性文件。《决议》把加强社会主义思想道德建设作为社会主义精神文明建设及其重要的内容来阐述。《决议》明确提     

浅谈职业道德教育在构建和谐社会中的重要作用

加强道德建设是构建社会主义和谐社会的基础性工作,是构建和谐社会的必然要求.职业道德是当前社会公认道德的具体化,具有社会示范作用;职业道德是社会和谐的基础,它充分体现了道德的时代特征职业道德教育为和谐社会提供坚定的理性信念支持,是形成良好社会风气的驱动器;加强职业道德教育,是把"以人为本"的思想与各行业工作有机结合起来的重要途径;职业道德教育有利于实现多方面关系的和谐,对于构建社会主义和谐社会具有深远的意义.     

浅析会计职业道德建设

会计信息失真、会计人员职业道德失范已成为重大的社会问题.加强会计职业道德建设,既是建立社会主义市场经济体制的需要,又是提高会计工作质量和会计队伍整体素质的需要,同时还是调整会计职业活动利益关系的需要.一般将影响会计职业道德建设的因素分为内部因素和外部因素两部分.考虑到这些因素,为加强会计职业道德建设,要完善会计管理体制,建立社会信用体系,建立职业道德评价体系和高素质会计队伍.     

当代大学生思想道德素质存在的问题及其对策

本文立足于大学生的思想道德素质教育,通过对目前大学生思想道德素质现状进行分析,着重研究了当前大学生思想道德素质存在的问题,针对这些问题提出了应对的对策,认为当代大学生的思想道德素质主流是好的,但随着改革开放的不断深入,各种问题突显,应引起教育者的高度重视,要进一步加强大学生的思想道德素质教育。针对学生思想道德素质教育中存在的问题,从加强思想政治理论课教育教学入手,以加强党、团组织的先锋模范带头作用和教育作用,加强校园文化建设为依托,寓教育于活动之中,进一步提高大学生的思想道德素质,培养出德智体美全面发展的社会主义合格建设者和可靠接班人。     

高校德育的知行统一性刍议

学校德育工作是社会主义精神文明建设的重要组成部分和奠基工程，中共中央十四届六中全会作出的《关于加强社会主义精神文明建设若干重要问题的决议》中强调：“加强青少年思想道德教育，是关系国家命运的大事，要帮助青少年树立远大理想，培养优良品德．各级各类学校都要全面贯彻党的教育方针，坚持社会主义办学方向，加强德育工作，努力培养德智体等方面全面发展的社会主义建设者和接班人”．“全党全社会都要十分关心青少年思想道德建设，学校、家庭、社会密切配合为他们的健康成长创造良好环境”．高校是为国家培养和输送各类人才的重要…     

攀钢拟定2000～2005年精神文明建设纲要

为全面贯彻落实党的十五届四中全会精神 ,切实加强精神文明建设 ,攀钢拟定了 2 0 0 0～ 2 0 0 5年精神文明建设纲要 ,提出要努力把攀钢建设成为一个充满生机和活力的现代化文明企业。主要措施 :一是加强思想道德、职业道德、社会公德和个人品德建设 ,培养高素质的“四有”职工队伍 ;二是以培养高级管理人才、高级科技人才和高级技术工人等“高、精、尖、缺”人才为重点 ,努力提高全体职工科学文化和技术业务素质 ;三是以培育有攀钢特色的企业文化为核心 ,大力加强社会主义文化事业建设 ;四是深入持久地开展群众性精神文明创建活动 ;五是切实…     

教育工作者要成为遵守职业道德的表率

职业道德建设是社会主义精神文明建设的重要组成部分,教师职业道德是社会职业道德的重要形式.教育工作者作为精神文明的传播者,应当自觉成为遵守职业道德的表率.     

加强社会公共文化服务体系建设 促进宁德经济社会又好又快发展

加强公共文化服务体系建设,是繁荣发展社会主义先进文化、构建社会主义和谐社会的必然要求,是实现好、维护好、发展好人民群众基本文化权益的主要途径,对于促进人的全面发展、提高全民族的思想道德和科学文化素质、建设富强民主文明和谐的社会主义现代化国家,具有重大意义。本文从加强公共文化服务体系建设的重大意义出发,探讨了目前宁德市公共文化服务工作面临的主要问题,并提出相应的建议。     

中职生职业道德教育探析

中职学校对学生的教育应该是全方位的,不仅要给学生传授现代科学技术、文化知识和专业技能,更要加强他们的思想道德修养,其中就包括对他们进行职业道德教育。本文分析了当前中职学校职业道德教育的现状与其存在的问题,并提出了比较可行的解决对策与途径。     

高校"思想道德修养"课的地位及功能

普通高等学校开设的思想道德修养课 ,是大学生必修的一门重要课程。社会主义的思想道德 ,集中体现在社会主义高等学校的性质和办学方向上。思想道德建设是社会主义精神文明建设的核心 ,对社会经济的发展具有重要的作用。(一 )邓小平同志在 1 980年 1 2月 2 5日“中央工作会议”     

Teaching ethics: The utility of the CPA code.

Teaching professional ethics can take 2 very different forms, reflecting different fundamental assumptions about ethical rules, and leading to different problem-solving strategies in professional life. In this article, the author outlines and contrasts the 2 approaches, which he calls the overriding principle approach and the moral dilemma approach. The first reifies ethical principles and underpins them with rationales drawn from moral philosophy. The second sees principles as templates of default options, which may or may not fit the facts of the case and the context in which a decision must be made. In the moral dilemma approach, for instance, there is always some circumstance in which following a particular moral rule would produce the wrong result. The Canadian Psychological Association Code of Ethics has different advantages and disadvantages for teaching professional ethics depending on one's fundamental approach. The author concludes that although he believes its rhetoric and its ordering of rules seems to reflect the overriding principle approach, the Code is actually more relevant to the moral dilemma approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biomedical ethics and the biomedical engineer: a review

Biomedical engineering is responsible for many of the dramatic advances in modern medicine. This has resulted in improved medical care and better quality of life for patients. However, biomedical technology has also contributed to new ethical dilemmas and has challenged some of our moral values. Bioengineers often lack adequate training in facing these moral and ethical problems. These include conflicts of interest, allocation of scarce resources, research misconduct, animal experimentation, and clinical trials for new medical devices. This paper is a compilation of our previous published papers on these topics, and it summarizes many complex ethical issues that a bioengineer may face during his or her research career or professional practice. The need for ethics training in the education of a bioengineering student is emphasized. We also advocate the adoption of a code of ethics for bioengineers.     

Training Ethical Psychologists: An Acculturation Model.

This article presents an approach to graduate (and professional) training that views becoming an ethical psychologist as an acculturation process. J. W. Berry's (1980, 2003) model of acculturation strategies is used as a framework for understanding ethical acculturation, a developmental process during which students can use several types of adaptation strategies. Students enter training with their own moral value traditions and concepts but are confronted with new ethical principles and rules, some of which may be inconsistent with their ethics of origin. The article explores several applications of the framework to ethics courses, practicum supervision, and other areas of training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating Ethics into the Engineered Construction Curriculum

Equality, life, liberty, the pursuit of happiness, security, civic duty, justice, honor, and the rule of law are some of the widely held values in society. These are the values engineers must adopt to comply with regulations. Unfortunately, there is a lack of awareness in construction education regarding how to integrate social awareness and ethical behavior into professional practice. Several challenges facing construction engineering educators are how to develop strategies that will raise the awareness of students regarding ethical issues related to construction and how to provide a framework to make ethical decisions. Social values should serve as the basis for university-level ethics instruction. The objectives of this paper are to discuss the various disciplines that are available for use in developing course material and classroom presentations, and to describe a framework for making ethical decisions. Problem solving in ethics is a skill that is very much needed by students, but is quite difficult to teach. The approach described herein uses real world construction ethics cases and invited guest lectures from the construction industry plus multiple required and elective courses explore ethical theories, concepts of critical thinking, and major ethical issues related to the construction industry.     

Corporate Ethics in the Construction and Engineering Industry

Ethical conduct is closely related to legal conduct although they do not always overlap, leaving ambiguity over appropriate actions in specific circumstances. This uncertainty can be reduced by designing organizations which encourage ethical behavior. This paper investigates the organizational factors that inhibit and encourage ethical behavior in the construction and engineering industry. A total of 27 factors are identified as playing a potentially important role in influencing ethical conduct in the industry. A survey of construction firms identifies three factors as particularly influential, namely, the absence of ethics training programs; the absence of reward systems for those who act ethically within the industry, and the low level of “visibility” that exists within the industry. These findings are important for an industry that has become negatively stigmatized with poor ethical conduct. The paper concludes with a series of organizational and contractual recommendations to help the industry achieve higher standards of ethical conduct.     

The development of a code of ethics for Canadian psychologists.

Over the past 5 yrs, the Canadian Psychological Association has been in the process of developing a new code of ethics for Canadian psychologists. Reasons for this effort are outlined, and the previously used American Psychological Association code is examined in terms of 4 main purposes of ethics codes: to help establish a group as a profession; to act as a support and guide to individual professionals; to help meet the responsibilities of being a profession; and to provide a statement of moral principle that helps the individual professional resolve ethical dilemmas. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics: Virtue and politics in the science and practice of psychology.

Discusses the thesis that the discipline of psychology needs to re-discover and reclaim virtue and moral values as its base for ethical behavior, thinking, and being. Psychology has a short history in formalizing codes of ethics and codes of conduct. Current and historical events, and concepts and values, including those based on philosophy and religion, have influenced the development of psychology's scientific and professional codes. The ethical behavior of psychologists may be inspired by values, regulated by rules, determined by external pressures, or any combination of these. Emerging issues and challenges in today's changing and turbulent society require an incorporation of moral principles in finding acceptable strategies to achieve acceptable goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depending on Character: ASCE Shapes Its First Code of Ethics

From the founding of the ASCE in 1852 through today, engineers have relied not only on their individual reputations, but also on the character of the entire discipline. The value of ethical behavior to individual engineers and to the profession leads us to assume that codes of ethics should exist, that they should shape engineers’ behavior, and that they should be enforced. Yet for the first 60 years of their society’s existence, ASCE members repeatedly rejected proposals that the society adopt a formal code of ethics to define appropriate behavior for ASCE members. Furthermore, the code the society eventually did adopt in 1914 was accepted reluctantly, amid strong concern that it would unduly restrict an engineer’s behavior and practice. The first ASCE code was intended, in effect, not so much as a collection of rules, but as a declaration of engineers’ independence from such rules. This paper explores the origins of the ASCE’s first code of ethics to provide a historical backdrop for contemporary discussions about what it means to be an ethical engineer and what role professional societies should play in establishing, encouraging, and enforcing ethical standards.     

Professional integrity in clinical research

In response to public concern over abuses in human medical experimentation, the dominant approach to the ethics of clinical research during the past 30 years has been regulation, particularly via institutional review board review and approval of scientific protocols and written consent forms. However, the effectiveness of regulatory mechanisms in ensuring the ethical conduct of clinical research is limited. Little attention has been devoted to the nature and role of professional integrity of physician investigators, a conscientious framework for guiding investigators in the socially important but morally complex activity of clinical research. Professional integrity is vital in forging an ethically sound relationship between investigators and patient volunteers, a relationship that differs in important ways from the patient-physician relationship in standard clinical practice. We examine critically 2 models of the moral identity of physician investigators, the investigator as clinician and the investigator as scientist; in neither of these 2 models can the physician investigator eliminate completely the moral conflicts posed by clinical research. The professional integrity of physician investigators depends on a coherent moral identity that is proper to the enterprise of clinical research. The roles of clinician and scientist must be integrated to manage conscientiously the ethical complexity, ambiguity, and tensions between the potentially competing loyalties of science and care of volunteer patients.