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401.
Shirley A. Murphy Randal D. Beaton Kenneth C. Pike L. C. Johnson 《International journal of stress management》1999,6(3):179-196
This dual-site longitudinal prospective study monitored and measured change in self-reported occupational stressors, emotional trauma, symptoms of stress, and alcohol consumption in urban firefighters. Study participants were 188 firefighters employed by two urban fire departments. The results showed that of 19 occupational stressors examined, only 5 (26%) changed significantly over time, and of those 5, only two—job skill concerns and concerns regarding reduction in force and benefits—decreased, reflecting less bothersome subjective ratings. Of the 12 measures of posttraumatic and other symptoms of stress, 9 (75%) increased significantly over time and none decreased significantly, whereas alcohol consumption was stable over time. Job stressors, trauma caseness, and stress response symptoms at baseline were strongly and significantly associated with the same measures at the two-year follow-up. The implications of the findings for prevention and remediation of stress disorders in fire service personnel are considered. It can be concluded that the stressful nature of urban firefighting is significantly associated with negative health outcomes, including the potential overreliance on alcohol use. 相似文献
402.
Nichols SP 《Science and engineering ethics》2000,6(3):399-412
ABET 2000 Criteria encourages development of proficiency in professional responsibility in engineering as part of the undergraduate
curriculum. This paper discusses the use of industrially sponsored capstone design projects to encourage active discussion
of professional responsibility in engineering that naturally occurs during the engineering design process. The paper also
discusses student participation in designing responses and approaches to issues such as engineering ethics. The paper includes
specific examples of topics addressed by students and the approaches developed (by students) in addressing these issues.
An earlier version of this paper was presented at the International Conference on Ethics in Engineering and Computer Science,
Case Western Reserve University, Cleveland, March 21–24, 1999. 相似文献
403.
This contribution deals with the issue of the professional autonomy ofthe medical doctor. Worldwide, the physician's autonomy is guaranteedand limited, first of all, by Codes of Medical Ethics. InItaly, the latest version of the national Code of MedicalEthics (Code 1998) was published in 1998 by the Federation ofprovincial Medical Associations (FnomCeO). The Code 1998acknowledges the physician's autonomy regarding the scheduling, thechoice and application of diagnostic and therapeutic means, within theprinciples of professional responsibility. This responsibility has tomake reference to the following fundamental ethical principles:(1) the protection of human life; (2) the protection of thephysical and psychological health of the human being; (3) therelief from pain; (4) the respect for the freedom and the dignityof the human person, without discrimination; (5) an up-to-datescientific qualification (Art. 5). The authors underline that autonomyis an anthropological – and consequently ethical –characteristic of the human person. Different positions on autonomy inbioethics (individualistic, evolutionistic, utilitarian andpersonalistic models) are explained. The relation between theprofessional autonomy of the physician and the autonomy of the patientand of colleagues is discussed. In fact, the medical doctor isobliged: (1) to respect the fundamental rights of the person,first of all his/her life; (2) to ensure the continuity of thecare, even if he can only relieve the patient's suffering; (3) tomaintain, except under certain circumstances, professional secrecy andconfidentiality regarding patients and their medical records. Moreover,the physician cannot deny the patient correct and appropriateinformation. He/she should not perform any diagnostic or therapeuticactivity without the informed consent of the patient and the medicaldoctor must give up medical treatment in case of documented refusal ofthe individual. Furthermore, the medical doctor has the right to raiseconscientious objections if he/she is requested to perform medicalactions that are contrary to his/her conscience or medical opinion,unless this attitude would seriously and immediately harm the patient.Regarding the relationships with colleagues, the physician is obliged tosolidarity, mutual respect, and care of sick colleagues. Finally, theauthors discuss the Italian legislation affecting the physician'sprofessional autonomy: (1) the SSN health care Acts; (2) theso-called Charter for Public Health Care Services; (3) the Acts onprivacy; (4) Good Clinical Practice. 相似文献
404.
405.
Horner JS 《Theoretical medicine and bioethics》2000,21(5):409-423
This paper reviews the concept of professional autonomy from anhistorical perspective. It became formalised in the United Kingdom onlyafter a long struggle throughout most of the nineteenth century. In itspure form professional autonomy implies unlimited powers to undertakemedical investigations and to prescribe treatment, irrespective of cost.Doctors alone should determine the quality of care and the levels ofremuneration to which they should be entitled. In the second half of thetwentieth century a steady erosion of professional autonomy occurred inthe United Kingdom. The level of remuneration has been restricted formost doctors for nearly fifty years, whilst the costs of health carehave steadily reduced the doctor's ability to provide unrestricted carewithin the health care system. Reorganisation of the National HealthService in 1983 and 1991 has substantially eroded professional autonomy,to the point where research developments, clinical judgement and ethicalstandards are all now being placed at risk. 相似文献
406.
The ethical codes of the professional engineering bodies identify the responsibilities of the engineer. Of equal importance
to the codes are the virtues which enable the engineer to fulfil these responsibilities. After briefly reviewing such virtues
this paper argues that the systematic learning of virtues is possible in a formal way through learner centred learning. Central
to this learning experience is the development of integrity which focuses the other major virtues and enables reflection upon
them. A review of undergraduate courses suggests how this can be achieved.
Rev’d. Dr. Simon Robinson is a lecturer in the Centre for Business and Professional Ethics at the University of Leeds. 相似文献
407.
408.
David L. Hull 《Metaphilosophy》2002,33(5):552-565
A consistent position for professional societies with respect to social and moral issues is difficult to forge. The most consistent position is that professional societies qua professional societies should avoid getting involved in any and all social or moral issues. Professional societies should be praised or blamed only on the basis of their success or failure to achieve their professional goals. If, however, we do think that professional societies deserve moral praise and blame with respect to broader moral issues, then the situation gets much more complicated. One contrast explored in this article is between scientific and philosophical societies getting involved in social and moral issues. A second contrast is between individual and group responsibility. If groups are to be praised or blamed, smaller well–integrated groups are the most likely candidates. 相似文献
409.
Target six of the national agenda to improve outcomes for students with or at risk of emotional disturbance is reviewed. Having discussed this target with multiple stakeholders, the authors present four underlying themes that support ongoing skill development of providers and parents alike. These include building capacity of providers, decreasing isolation of school staff, gaining commitment of all school staff to support students with challenging behavior, and including parents and family members in staff development activities. The four underlying themes are discussed and recommendations given for ensuring ongoing skill development and support in education. 相似文献
410.
以师范生职业认同感研究的"职业能力"和"职业价值"两大取向为基础,根据其单维评估的不足,将职业效能感和职业价值感指标联合,提出师范生职业认同感的效能—价值双维核心模型,并考察该模型在3所部属师范大学的1237名免费师范生中是否存在及其效用。研究表明:(1)模型能有效将免费师范生分组,其中低效能—低价值占31.69%、低效能—高价值占6.63%、高效能—低价值占40.01%、高效能—高价值仅占21.67%,克服了单维评估存在的高估或低估问题;(2)模型在职业认同结果(职业意志感、职业意愿与期望感)、学业满意度、总体生活满意度及未来担忧上的分组效应显著,同时拥有高职业效能感和高职业价值感的免费师范生具有最佳的职业认同感、学业满意度、总体生活满意度和最少的未来担忧。 相似文献