Right to Die or Duty to Live? The Problem of Euthanasia

Argument about euthanasia in Australia intensified following the world's first legal euthanasia death of Bob Dent under the Northern Territory's short-lived Rights of the Terminally Ill Act 1995. This paper takes stock of the implacably opposed positions on euthanasia following Bob Dent's death, which provides a focus for the controversy, and identifies the key doctrines which separate adversaries in the euthanasia debate and their associated incommensurable intuitions.     

The ‘tyranny of time’: getting to the heart of the impact of educational cuts on the provision of guidance counselling in Ireland

The Irish Education Act (Government of Ireland 1998) stipulates that each young person in secondary school in Ireland is entitled to access ‘appropriate’ guidance. It has been argued that this very right has been eroded since Budget 2012, where resource re-allocations in guidance counselling are obstructing the requirement for schools to implement this section of the Act. This qualitative study explored the effects of ‘educational cutbacks’ from the perspective of guidance counsellors. Findings from interviews with guidance counsellors, suggest that the effects of such cutbacks in guidance counselling are far-reaching and ultimately students are the one’s losing out. The paper proposes that there is a need to reinstate guidance counselling hours to allow guidance counsellors provide a comprehensive service to young people – which they are entitled to.     

The sex discrimination act and the apu occupational interests guide: A reply to closs

Closs has suggested that the present interest differences between the sexes are a sufficient basis for guidance on career choice. It is doubtful, however, whether the practice of such sexual pre-selection is within either the letter or the spirit of the Sex Discrimination Act. It is accordingly argued that the APU guide is discriminatory and backward-looking. Though statistically excellent, it should not be used in its present form, but should be altered in accordance with contemporary morals and recent legislation.     

The Contested Publics of the UK GM Controversy: A Tale of Entanglement and Purification

Ten years ago the UK held one of the largest, most complex and politically charged exercises in the turn towards public engagement in the governance of the biosciences. Called ‘GM Nation’ this experiment arose as an attempt to mediate public concerns in the run-up to a government decision on whether to allow some varieties of GM crops to be commercially cultivated in the UK. Formed to mediate a controversy, ‘GM Nation’ itself became a focus of controversy, with claims that many of its public participants were already engaged in the GM issue and were thus not representative of a general public. In this way, the category of the public became a contested category, with at least two different versions of the public featuring in the GM controversy. Particularly important was the contrast between engaged or issue publics that emerged entangled in and increasingly familiar with the objects and issues of the controversy, and a general public, identified through its distance and disengagement from the GM issue. These different forms of public were articulated through different modes of engagement ranging from engaged publics found in hybrid forums such as local village meetings, to versions of the general public brought into being in some of the closed parts of ‘GM Nation’. Throughout all this, a wider public institutional architecture, improvised to govern the controversy, became the site of complex boundary work that attempted to separate science from politics, a feature that conditioned how these different versions of public would be articulated and received.     

‘ … and now it’s over to you’: recognising and supporting the role of careers leaders in schools in England

ABSTRACT

There is a long history of teachers and schools being involved in the delivery of career education and guidance. As the breadth of career education and guidance activity in English schools grew throughout the twentieth century it became increasingly necessary to have an individual within the school responsible for leading and managing this activity (the careers leader). The transfer of responsibility for career guidance from local authorities to schools following the Education Act 2011 has intensified the need for this role. There have been various attempts to conceptualise and professionalise the role of careers leader and to develop appropriate training and support. This article defines the role and the rationale for the role, sets out its history and makes recommendations for the future professionalisation of the role. It is argued that this will include recognition of the role by policy, professionalisation and the development of a career structure and the development of appropriate training and CPD.     

Review of State Medication Policies/Guidelines Regarding Psychotropic Medications in Public Schools

It is currently estimated that up to 6 million children take psychotropic medications for the treatment of mental health problems. The highest prevalence rates (50–76 %) are typically found among students with special needs, especially among those with ADHD and emotional disturbance. The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 require medications be administered by schools whenever it is deemed necessary for the child to have access to educational services. However, these requirements do not extend to all students, nor do they provide guidance regarding the safest and most efficacious manner in which psychotropic medications should be administered. The authors reviewed existing state medication policies and guidelines to assess the level of guidance currently provided to school staff. Results showed the vast majority of states (48) provided guidance related to the administration of medications to students, with slightly fewer (44) states discussing required documentation procedures. Surprisingly, only 15 states addressed monitoring students for adverse side effects of medications, and even fewer (11) states specifically discussed psychotropic medication in their policies/guidelines. The vast majority (42) of states also addressed requirements for the safe and proper storage of medications, while slightly more than half of all states (31) provided any guidance regarding training of unlicensed personnel (e.g., secretaries) who frequently administer medications to students. The authors highlight several model guidelines/policies and review recommendations for best practice.     

The Exemption that Confirms the Rule: Reflections on Proceduralism and the UK Hybrid Embryos Controversy

This paper provides an interpretation of the licensing provisions envisaged under the Human Fertilisation and Embryology Act 1990 as a model for a rule and exemption-based procedural strategy for the adjudication of potential ethical controversies, and it offers an account of the liberal-democratic legitimacy of the procedure’s outcomes as well as of the legal procedure itself. Drawing on a novel articulation of the distinction between exceptions and exemptions, the paper argues that such a rule and exemption mechanism, while not devoid of attractions, is not immune from the criticisms often levied against procedural approaches to the management of pluralism: it either has to fall back on substantive justification in ways that are not helpful when trying to arbitrate a moral controversy, or it appears justificatorily groundless.     

台湾地区“代孕”立法最新进展及其启示

2007年3月21日,台湾地区在广泛调研、民主决策的基础上,终于颁布实施了《人工生殖法》,使争论已久的代孕人工生殖问题与《人工生殖法》正式脱钩,另行规制;此前,《代孕人工生殖法》草案也已经出笼,拟有条件开放代孕人工生殖。相关草案对代孕者、受术夫妻、代孕中介、代孕契约、亲子关系等问题都进行了具体规定。台湾地区的立法经验对祖国大陆完善包括代孕在内的人工生殖法具有一定的借鉴意义。     

The role of the regular teacher in a whole school approach to guidance counselling in Ireland

A whole school approach to guidance counselling has been promulgated by Irish policy-makers as a model of good practice in the delivery of guidance counselling in the post-primary sector since the 1998 Education Act (DES, 2005a, 2009, 2012). This approach to guidance counselling provision is viewed as a whole school responsibility where schools are expected to collaboratively develop a school guidance plan to support the needs of their students. The role of the regular teacher in a whole school approach to guidance counselling has received very little attention either in the Irish education system or in empirical research. This article will address this deficit through its discussion of a case study carried out in one school in 2012. It will position the findings from the study in the context of the re-allocation of post-primary guidance counselling provision in the national Budget 2012 that has witnessed the substantive erosion of the guidance counselling service in the last two years.     

Ethical Dilemmas in Protecting Susceptible Subpopulations From Environmental Health Risks: Liberty,Utility, Fairness,and Accountability for Reasonableness

Various U.S. laws, such as the Clean Air Act and the Food Quality Protection Act, require additional protections for susceptible subpopulations who face greater environmental health risks. The main ethical rationale for providing these protections is to ensure that environmental health risks are distributed fairly. In this article, we (1) consider how several influential theories of justice deal with issues related to the distribution of environmental health risks; (2) show that these theories often fail to provide specific guidance concerning policy choices; and (3) argue that an approach to public decision making known as accountability for reasonableness can complement theories of justice in establishing acceptable environmental health risks for the general population and susceptible subpopulations. Since accountability for reasonableness focuses on the fairness of the decision-making process, not the outcome, it does not guarantee that susceptible subpopulations will receive a maximum level of protection, regardless of costs or other morally relevant considerations.     

The linguistic organization of public controversy: A note on the pragmatics of political discourse

Conclusion This paper does not mean to imply that it is only public controversy that can meaningfully affect political outcomes, or even that it is the most important factor. Rather, we have attempted to indicate that public controversy constitutes a forum on which political actorsact; on which they attempt to implicate each other and the public in terms of some preferred view of the controversy at hand. It is certainly the case that the formal structure of the government and power relationships provides important constraints in terms of which controversy may take place. Yet within these constraints, actors can meaningfully construct various views of the structure of the controversy which differently construe the rights and obligations of participants. In this sense, the course of public controversy may in part be understood as a function of the language employed by these actors, both to the extent that particular expressions stand as documentary evidence of underlying discrepancies about the shape of the controversy and to the extent that the logic of certain speech-acts constrains the forms subsequent statements may take.     

'Let your fingers do the walking': the use of telephone helplines in career information and guidance

The UK Learndirect helpline, launched in February 1998, is the largest telephone helpline service in the guidance field so far developed in the world. By the end of 2000 it had responded to 2.4 million calls. The development of the helpline is placed in the context of the transformations in service delivery in other sectors, including the growth of callcentres and helplines. The use of the telephone in career guidance, both in the UK and elsewhere, is reviewed. The evolution of Learndirect is described, with particular attention to its policy context. The current operation of the service is outlined, including its extent, availability, staffing and users. Finally, a number of issues illuminated by the experiences of Learndirect are identified, including the place of in-depth guidance within helpline services, their relationship to wider guidance provision, their impartiality, their framing in relation to national/local, adult/all-age and learning/career dimensions, the synergy of helplines with other forms of technically mediated service delivery, and the implications of helpline work for the professional development of guidance staff.     

The Nature and Ethics of Indifference

Indifference is sometimes said to be a virtue. Perhaps more frequently it is said to be a vice. Yet who is indifferent; to what; and in what way is poorly understood, and frequently subject to controversy and confusion. This paper presents a framework for the interpretation and analysis of ethically significant forms of indifference in terms of how subjects of indifference are variously related to their objects in different circumstances; and how an indifferent orientation can be either more or less dynamic, or more or less sensitive to the nature and state of its object. The resulting analysis is located in a wider context of moral psychology and ethical theory; in particular with respect to work on the virtues of care, empathy and other forms of affective engagement. During the course of this discussion, a number of recent claims associated with the ethics of care and empathy are shown to be either misleading or implausible.     

Enhancing Skills for Everyday Problem Solving,Decision Making,and Conflict Resolution in Special Needs Students with the Support of Computer-Based Technology

Too many special needs students leave school without being able to compete effectively for jobs which require problem solving, skilled literacy, knowledge of technology, and at least adequate interpersonal skills. In this article, key problem solving and decision making skills in which special needs students are deficientare outlined and evidence is presented for the importance of teaching these skills. A specific procedure called the Personal Problem Solving Guide, utilizing readily available personal computer technology to teach children social decision making and problem solving, is described. The Guide provides formats that allow for constructive behavior in discipline situations, as well as anticipatory guidance for managing conflicts, thinking about health choices, and reviewing everyday interpersonal and academic situations before taking impulsive action. A case illustration and related information are presented to demonstrate the feasibility and benefits of using the computer as a tool for oromoting effective learning of social decision making skills and for bromotinlg the behavioral application of these skills among special needs populations.     

Crisis, taboos and careers guidance

The relevance of the idea of 'crisis' for careers and careers guidance is examined, together with some of the critical responses that have been made to recent crises. It is argued that careers guidance generally responds to such challenges by seeing them as external problems rather than as changes which may alter its very assumptions and methods. Two particular taboos are noted in this context concerning the value of work and of working for an organisation. The questioning of these taboos leads to four models of alternative careers: the Uncareer, the Guerilla Career, the Cop-Out Career, and the Non-Career. These forms of career raise the broader issues of order and disorder within careers, with their associated implications for careers guidance.     

When can attention not be divided?

Humans can guide simple concurrent and seemingly independent movements of digits between hands, but it is shown here that they find it impossible to do this with digits within a hand. This inability demonstrates a basic characteristic of the relation between attention and the control of the skeletal musculature. Mechanisms that are available to provide the illusion of concurrent and independent guidance of separate movements between hands are not available within a single-hand control system. There is no reason to believe that the inability to divide focal attention in the guidance of two concurrent controlled activities, as exemplified in the example of within-hand movements, does not also extend to nonmotor processes.     

When Can Attention Not Be Divided?

Humans can guide simple concurrent and seemingly independent movements of digits between hands, but it is shown here that they find it impossible to do this with digits within a hand. This inability demonstrates a basic characteristic of the relation between attention and the control of the skeletal musculature: Mechanisms that are available to provide the illusion of concurrent and independent guidance of separate movements between hands are not available within a single-hand control system. There is no reason to believe that the inability to divide focal attention in the guidance of two concurrent controlled activities, as exemplified in the example of within-hand movements, does not also extend to nonmotor processes.     

Family Impact Analysis of Section?6 (Sexual Transmission) of the Kenya HIV and AIDS Prevention and Control Act No. 14 of 2006

We have analyzed the impact of Section 6 of The Kenya HIV and AIDS Prevention Act on Kenyan families and especially within marriage. In 2006 Kenya passed two bills into law: The Kenya HIV and AIDS Prevention Act and The Sexual Offences Act. The latter addresses sexual offenses including rape, incest and other acts of sexual violence and relates to the Prevention Act in that HIV infection may be transmitted during a sexual offense. Section 6 of the Prevention Act focuses on the sensitive issue of secondary and tertiary transmission of HIV. Although protection is accorded to individuals living with HIV, this section of the law places responsibility on this group to reduce infections among positive individuals as well as the spread of infection between spouses {when only one partner is positive} by criminalizing recklessness leading to HIV infection. By asking questions proposed in the family impact analysis such as, does the law enhance family stability, and commitment or does it acknowledge diverse family forms, interdependence and target vulnerable groups, the framework allows us to examine the impact of Section 6 of the law on families. Under the FIA framework, the ability of The Prevention Act to enhance family functions, promote wellbeing, marital stability, commitment and responsibility is considered while taking into account the contextual realities in Kenya.     

Rethinking Change in Counseling

The idea of change is one of the most fundamental concepts underlying practice in counseling and guidance. Yet the complexity of change, as it applies to people, is seldom examined in detail by the counseling practitioner. The author discusses the concept of change through its definition and looks at different forms of change, different change tempos, and the value of change for people. He concludes with a change position that attempts to identify the counselor not only as a change agent but also as a preservationist.