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See detailEthical Aspects in Teaching Physical Education
Scheuer, Claude UL; Thill, Jean-Luc

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2019)

Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor ... [more ▼]

Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor development, it can also be an important vehicle for cognitive, personal, social, and emotional development too. Such development is enhanced through informed thinking, caring, and enlightened Physical Education teaching by teachers who are operating within an ethical framework of good practice. Children and young people, as well as their families, should have every confidence that when in school Physical Education teachers treat learners with respect and understanding. Thus, it is of primordial importance that Physical Education teachers promote good practice and procedures by complying to values-related principles while being ever vigilant and aware of their responsibilities toward the children and young people in their care. In this entry, we explore ethical practice in Physical Education from the perspective of ethical teaching and the role the subject can play in contribution to the development of ethical awareness in children and young people. [less ▲]

Detailed reference viewed: 68 (2 UL)
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See detailEthical problems of community in educational research
Fendler, Lynn UL

in Smeyers, Paul; Depaepe, Marc (Eds.) Beyond empiricism: On criteria for educational research (2003)

Detailed reference viewed: 13 (1 UL)
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See detailAn Ethical Theory of Corporate Governance History
Zetzsche, Dirk Andreas UL

Report (2007)

The present Anglo-American system of corporate control is said to be a random result of market forces, the strong influence of which resulted from a weak state, and undefined principles in the state's ... [more ▼]

The present Anglo-American system of corporate control is said to be a random result of market forces, the strong influence of which resulted from a weak state, and undefined principles in the state's economic policy until the 1930s. In contrast, in Continental Europe, strong states with a tendency to interfere with market forces were established. The events resulting in these two divergent systems must be analysed in order to understand what predominant factors catalyzed the development of the current corporate governance structures. Though values other than religious principles are likely to prevail today, this paper posits that religious foundations provide a sound explanation for the developmental path of corporate governance in Anglo-America and Continental Europe. Further, it assesses the impact of such an ethical theory of corporate governance history on contemporary convergence debate. In particular, it asserts that ethical restraints may explain path dependency, and that such an ethical path dependency is more likely in times of economic decline than in times of economic growth. Finally, it holds that, in homogeneous societies, ethics can in many respects substitute for good law. [less ▲]

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See detailEthics by Design: Necessity or Curse?
Dignum, Virginia; Baldoni, Matteo; Baroglio, Cristina et al

in Proceedings of the 2018 AAAI/ACM Conference on AI, Ethics, and Society AIES 2018, New Orleans, LA, USA, February 02-03, 2018 (2018)

Ethics by Design concerns the methods, algorithms and tools needed to endow autonomous agents with the capability to reason about the ethical aspects of their decisions, and the methods, tools and ... [more ▼]

Ethics by Design concerns the methods, algorithms and tools needed to endow autonomous agents with the capability to reason about the ethical aspects of their decisions, and the methods, tools and formalisms to guarantee that an agent's behavior remains within given moral bounds. In this context some questions arise: How and to what extent can agents understand the social reality in which they operate, and the other intelligences (AI, animals and humans) with which they co-exist? What are the ethical concerns in the emerging new forms of society, and how do we ensure the human dimension is upheld in interactions and decisions by autonomous agents?. But overall, the central question is: "Can we, and should we, build ethically-aware agents?" This paper presents initial conclusions from the thematic day of the same name held at PRIMA2017, on October 2017. [less ▲]

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See detailEthik im Feld: Forschungspraxis in audiovisuellen Studien
Heuser, Svenja UL; Krug, Maximilian

in Forum: Qualitative Sozialforschung (2018), 19(3),

Detailed reference viewed: 30 (0 UL)
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See detailEthik ohne Theorie. Zum Problem der Moralbegründung
Heidemann, Dietmar UL

in Allgemeine Zeitschrift für Philosophie (2003), 28

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See detailEthik und Ursprung des Finanzmarktrechts
Zetzsche, Dirk Andreas UL

E-print/Working paper (2011)

Detailed reference viewed: 53 (3 UL)
See detailEthikbegründungen zwischen Universalismus und Relativismus
Heidemann, Dietmar UL; Engelhard, Kristina

Book published by De Gruyter (2005)

Detailed reference viewed: 93 (0 UL)
See detailEthique de l’existence post capitaliste. Pour un militantisme existentiel
Hiez, David UL

in Revue Internationale de l'Economie Sociale : Recma, Revue des Etudes Coopératives, Mutualistes et Associatives (2010)

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See detail« Ethique de la ville. Entre villes-côtières et ville forteresses : un paradigme paradoxal »,
Roelens, Nathalie UL; Marrama, Christabel UL

in Lieux, littérature et médiation dans l’espace francophone (2017)

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See detailEthique et humanitaire. Mise en œuvre des pratiques de consultation et de participation
Baumann, Michèle UL; Vié Le Sage, F.

in Pédiatre (Le) (2005), (211), 2-5

Au cours des dernières décennies, l’aide humanitaire a pris un essor considérable. En même temps, elle s’est trouvée confrontée à un nombre croissant de critiques dont la plus significative est celle d ... [more ▼]

Au cours des dernières décennies, l’aide humanitaire a pris un essor considérable. En même temps, elle s’est trouvée confrontée à un nombre croissant de critiques dont la plus significative est celle d'être perçue comme un système défini et imposé par l’occident, fonctionnant sur un mode « descendant » et ayant de ce fait, une capacité d’écoute sélective. Le rôle des populations touchées dans leur propre survie est l'un des défis les plus complexes auquel le monde des acteurs humanitaires doit faire face. En particulier la prise en compte des points de vue, des attentes, des besoins exprimés, des responsabilités, des compétences des populations concernées, durant tout le cycle de la gestion du projet, est une condition indispensable à l'amélioration de la réponse humanitaire vue en tant que processus de réappropriation de la part des populations de leur pouvoir d'agir sur leur vie. A cet égard, l'idée selon laquelle une implication active du public est une condition nécessaire pour assurer le caractère éthique de toute délibération et garantir l’acceptation des interventions par les populations est aujourd'hui reconnue, mais est-elle suffisante, est elle toujours possible ? [less ▲]

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See detailL’éthique
Sosoe, Lukas UL

in Klibansky, Raymond; Ayoub, Josiane (Eds.) La pensée philosophique d’expression française au Canada (2000)

Detailed reference viewed: 21 (0 UL)
See detailEthischer Relativismus. Die Pluralität der Moralvorstellungen als Problem der Moralepistemologie
Heidemann, Dietmar UL

in Heidemann, Dietmar (Ed.) Ethikbegründungen zwischen Universalismus und Relativismus (2005)

Detailed reference viewed: 195 (1 UL)
See detailEthisches zum Lehrerberuf :WEDER HEILIGE NOCH MASCHINEN!
Weber, Jean-Marie UL

in Transfert (2015), 2015(Hiver), 4-5

Einige Aspekte zur Ethik des Lehrerberufes werden hier vorgestellt

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See detailEthnic and educational homogamy in Luxembour
Alieva, A; Hartung, Anne UL

in Vivre au Luxembourg (2010), 71

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See detailEthnic Enterprise: Self-Employment among Latin American and Asian Immigrants
Pedraza, Silvia; Rivas, Salvador UL

Scientific Conference (1999, August)

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See detailEthnic Persistence, Assimilation and Risk Proclivity
Bonin, Holger; Constant, Amelie; Tatsiramos, Konstantinos UL et al

in IZA Journal of Migration (2012)

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See detailEthnic Stratification in Israel
Bar-Haim, Eyal UL; Semyonov, Moshe

in The International Handbook of the Demography of Race and Ethnicity (2015)

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See detailEthnicity and Early Childhood: An Ethnographic Approach to Children's Ethnifying Practices in Peer Interactions at Preschool
Seele, Claudia UL

in International Journal of Early Childhood (2012), 44(3), 307-325

Dominant discourses in Germany portray children with a so-called "migration background" implicitly or explicitly as "the Other" in relation to a normative image of "German children". Family origins ... [more ▼]

Dominant discourses in Germany portray children with a so-called "migration background" implicitly or explicitly as "the Other" in relation to a normative image of "German children". Family origins, language, and physical appearance act as important criteria in this process of ethnifying children. Embedded within this discursive framework, my research focus, however, is on the perspectives of the children themselves and how they participate in the social construction of ethnic identities. The paper is based on an ethnographic research in a day care center in Berlin with children from four to six years of age. Participant observation and symbolic group interviews were employed to explore the children's practical enactment and use of ethnifying identity ascriptions in the context of the peer culture. I argue that ethnicity is not a pregiven fact, but practically accomplished and negotiated in children's social interactions. Thus, the research contributes to our understanding of children's agency and competence as well as of the relationality, provisionality, and context-dependence of children's identity constructions. [less ▲]

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See detailEthnicity and Early Childhood: An Ethnographic Approach to Children’s Perspectives
Seele, Claudia UL

Scientific Conference (2011, May 20)

This paper is based on a two-month ethnographic research that was conducted 2007 in a daycare center in Berlin with 22 children from 4 to 6 years of age. Despite being born and raised in Germany, in the ... [more ▼]

This paper is based on a two-month ethnographic research that was conducted 2007 in a daycare center in Berlin with 22 children from 4 to 6 years of age. Despite being born and raised in Germany, in the dominant discourse most of them would be represented as „migrant children‟ or „children with migration background‟. They thus come to function as „the Other‟ against which a normative version of „German children‟ is constructed. Language, physical appearance and family origins act as important criteria in this ethnifying of children. Embedded within this discursive framework my research focus, however, is on the perspectives of the children themselves and how they participate in the social construction of ethnic identities. Participant observation and symbolic group interviews were employed to explore the children‟s practical strategies in dealing with ethnified identity ascriptions in everyday peer interactions. In line with the „new‟ sociological study of childhood (e.g., James & Prout 1990) I perceive of children as competent social actors who do not just passively receive and imitate adult conceptions of the social order but actively and skillfully join in the construction of the social world. The ethnographic data show that children as young as 4 are able to use ethnic ascriptions as a „social tool‟ (Van Ausdale & Feagin 2001) in their peer interactions. The broad range of practical and situational processes of differentiation and valorization, of inclusion and exclusion, can be interpreted along a continuum from reproducing to challenging dominant constructions of belonging and „the Other‟. The research contributes to our understanding of children‟s agency and competence as well as of the relationality, provisionality and context-dependence of children‟s identities. It helps to contextualize childhood studies within a social theoretical framework about social identity constructions and practices of social differentiation. [less ▲]

Detailed reference viewed: 154 (0 UL)