Just Housing Policy: Is There a Moral Foundation for a Homeownership Policy?

There is no lack of social and political reasons in favor of public policies oriented toward helping people to become homeowners. In this study, we undertake a normative inquiry into the moral foundation, if any, behind those politically viable and beneficial publicly supported homeownership programs. What we want to examine is whether public support of homeownership is a question of justice or merely a matter of beneficence. In particular, we have reviewed three different portrayals of homeowners: homeowners as right-holders; homeowners as stakeholders; and homeowners as decent citizens. Our position is that it would do more harm than good to defend homeownership as a matter of basic rights; instead, homeownership can be justified by developing Bruce Ackerman's idea of stakeholding and the notion of asset-building as championed by Michael Sherraden. To conceive homeownership as what people deserve as stakeholders as well as a form of lifelong asset that people can rely on when encountering risks and contingencies provide sufficient ground to render public support of homeownership.     

关于开展测绘职业道德教育的思考

结合测绘行业特色、职业特点，提出开展测绘职业道德教育是市场经济的客观要求的论点。结合这个论点，对建设“四有”测绘队伍，开展职工素质教育的思想政治工作方法、管理制度、奖罚机制、道德建设工程的关键问题进行了讨论，总结了工作体会。     

论社会主义思想道德体系的构建

阐述了构建社会主义思想道德体系的意义和应坚持的原则 ,提出了社会主义思想道德体系应包括的基本内容。     

基于存款保险制度的思考

世界金融危机的爆发引发了更多的国家重视存款保险制度,文章阐述了存款保险制度中投保银行、存款者、存款保险机构之间的道德风险。通过对国外不同存款保险制度的剖析,对我国存款保险制度的建立具有重要的借鉴和启发。     

高职院校"思想道德修养与法律基础"课实践教学模式探索——以汕头职业技术学院为例

"思想道德修养与法律基础"是一门实践性很强的课程,它要求理论教学与实践教学紧密结合,因此只有重视实践教学,让学生有目的地参与课内外、校内外的各种实践活动,广泛参与和体验现实社会生活,在实践中加深对理论的理解和认识,才能有效提高教学质量,汕头职业技术学院思想政治理论课教学部"基础"课教研组通过几年的尝试与摸索,逐步形成了...     

Structural learning for Bayesian networks by testing complete separators in prime blocks

In this paper, we consider how to recover the structure of a Bayesian network from a moral graph. We present a more accurate characterization of moral edges, based on which a complete subset (i.e., a separator) contained in the neighbor set of one vertex of the putative moral edge in some prime block of the moral graph can be chosen. This results in a set of separators needing to be searched generally smaller than the sets required by some existing algorithms. A so-called structure-finder algorithm is proposed for structural learning. The complexity analysis of the proposed algorithm is discussed and compared with those for several existing algorithms. We also demonstrate how to construct the moral graph locally from, separately, the Markov blanket, domain knowledge and d-separation trees. Simulation studies are used to evaluate the performances of various strategies for structural learning. We also analyze a gene expression data set by using the structure-finder algorithm.     

Ethical decision-making in the Internet context: Development and test of an initial model based on moral philosophy

This paper proposes an ethical decision-making model in the Internet context based on moral theories and then empirically tests the model. The model posits that five moral philosophy variables—justice, relativism, egoism, deontology, and utilitarianism—affect ethical judgment; ethical judgment, in turn, affects behavioral intentions. To empirically test the model, four scenarios, real-life situations containing an ethical dilemma on the Internet, were developed and empirically analyzed by structural equation modeling with data from 111 university students.The results showed the five moral philosophy variables affected ethical judgment, each having different effects according to the particular ethical situation. Also, justice, utilitarianism, and ethical judgment were found to influence behavioral intentions in ethical dilemma situations on the Internet.     

计算机教学与道德教育

在教学中不间断地对学生进行道德教育,是每个教师的工作及责任。本文将围绕中职学校计算机教学工作展开分析。     

Games without frontiers: On the moral and psychological implications of violating taboos within multi-player virtual spaces

When assessing the appropriateness of massively multiplayer online role-playing games, it is our contention that questions dealing with the morality of their content – especially regarding the more ‘adult’ nature of potential interactions – are the wrong sorts of questions to ask. Instead, when considering the permissibility of such games, a more informative strategy is to focus on what gamers are able to deal with, psychologically, especially regarding taboo violation. Thus, we argue that there is nothing morally problematic with online gamespace per se, no matter how prohibitive the simulated behaviour is offline (as long as the space is frequented by adults only). Instead, we should concern ourselves with whether the potential moral freedoms afforded the online gaming community are psychologically healthy: For it is our contention that underlying any change to the gamer’s behaviour offline is the need (in some) to seek psychological parity across domains (making congruent one’s identity and actions in both the virtual and offline worlds). It is therefore not so much what games are doing to us that is of concern, here, but what we are doing to ourselves through the process of seeking psychological parity.     

道德教育应植根于生活世界

生活世界是道德教育的生长点，离开生活世界，道德教育最终将走向虚无。传统道德教育的误区就是脱离生活世界，现代道德教育理应植根于生活世界，因为生活世界中蕴含着丰富的德育价值。