Should ethical performance be a competitive factor in business behaviour? Is this necessarily a cynical view?‘A mature investigation into the use and abuse of ethics in relation to competition is required.’Dr Alan Stainer is Head of Engineering Management at Middlesex University, Bounds Green Rd., London N11 2NQ, Fellow of the World Academy of Productivity Science and Founder Director of the International Society for Productivity & Quality Research. Mrs Lorice Stainer is Senior Lecturer in Business Organisation at the (...) University of Hertfordshire, Hertford Campus, Mangrove Road, Hertford SG13 8QF, responsible for the European Business Studies programme, and Business Ethics consultant. This paper was first presented at a Seminar on Teaching Business Ethics held at London Business School on Friday, 10 March, 1995. (shrink)

Should ethical performance be a competitive factor in business behaviour? Is this necessarily a cynical view?‘A mature investigation into the use and abuse of ethics in relation to competition is required.’Dr Alan Stainer is Head of Engineering Management at Middlesex University, Bounds Green Rd., London N11 2NQ, Fellow of the World Academy of Productivity Science and Founder Director of the International Society for Productivity & Quality Research. Mrs Lorice Stainer is Senior Lecturer in Business Organisation at the (...) University of Hertfordshire, Hertford Campus, Mangrove Road, Hertford SG13 8QF, responsible for the European Business Studies programme, and Business Ethics consultant. This paper was first presented at a Seminar on Teaching Business Ethics held at London Business School on Friday, 10 March, 1995. (shrink)

Any system of taxation depends on a substantial degree of compliance from the taxpayer. But do ethical considerations stop at obeying the letter of the tax law, or do they drive one to take a more critical and socially responsible attitude towards tax avoidance as well as evasion? Dr Alan Stainer is Head of Engineering Management at Middlesex University, Bounds Green Road, London N11 2NQ, and Founder Director of the International Society for Productivity & Quality Research; Lorice (...) class='Hi'>Stainer is Senior Lecturer in Business Ethics at the University of Hertfordshire Business School and a Business Ethics Consultant; and Alexandra Segal is a Chartered Accountant, Taxation Manager with Keelings Chartered Accountants, London, and a Taxation Consultant. (shrink)

Any system of taxation depends on a substantial degree of compliance from the taxpayer. But do ethical considerations stop at obeying the letter of the tax law, or do they drive one to take a more critical and socially responsible attitude towards tax avoidance as well as evasion? Dr Alan Stainer is Head of Engineering Management at Middlesex University, Bounds Green Road, London N11 2NQ, and Founder Director of the International Society for Productivity & Quality Research; Lorice (...) class='Hi'>Stainer is Senior Lecturer in Business Ethics at the University of Hertfordshire Business School and a Business Ethics Consultant; and Alexandra Segal is a Chartered Accountant, Taxation Manager with Keelings Chartered Accountants, London, and a Taxation Consultant. (shrink)

“The moral issues generated by the food supply chain demand attention and analysis. There must be an ethical approach balancing profitability with the welfare of life and the conservation of the environment.” Lorice Stainer is a business ethics consultant and Visiting Fellow at Leicester University Management Centre; Alan Gully is Principal Lecturer in Business Studies, and Member for the Centre for Research in International Economics, at Middlesex University Business School; and Alan Stainer is Head of Engineering Management (...) and Professor of Productivity and Performance Management at Middlesex University. (shrink)

“The moral issues generated by the food supply chain demand attention and analysis. There must be an ethical approach balancing profitability with the welfare of life and the conservation of the environment.” Lorice Stainer is a business ethics consultant and Visiting Fellow at Leicester University Management Centre; Alan Gully is Principal Lecturer in Business Studies, and Member for the Centre for Research in International Economics, at Middlesex University Business School; and Alan Stainer is Head of Engineering Management (...) and Professor of Productivity and Performance Management at Middlesex University. (shrink)

Establishing a link between phenomenology and hermeneutics as seen by philosophers and as applied by students of religion is the pioneering aim of this book. No existing book ties together the cross-disciplinary strands in a way that is useful for religious studies. A phenomenological and therefore hermeneutical approach to religion "prides itself on being aware of its own presuppositions and those of others that are brought to bear on data to be interpreted." Thus it "seeks to gain an access to (...) the religious worlds of other peoples in as pure a form as possible." Phenomenological hermeneutics differs from the traditional comparative study of religion in an important way: the new method attempts an empathic understanding of religious experiences before making any comparisons or drawing any inferences. Part I shows how the phenomenological approach must arise from a "crisis of doubt within the prevailing tradition." It goes on to compare this approach to the mystics' understanding of the "scope and limitations of rational consciousness," contrasting it with the nominalists' dichotomy between faith and reason. Part II starts with Eliade's "creative hermeneutics," which holds that an object or an act becomes real only insofar as it imitates or repeats an archetype, particularly the archetype of the sacred. It goes on to develop Cassirer's point that "myth is a particular way of seeing." Part Ill starts by showing how art, like religion, is an "imitation of an archetype." It goes on to apply hermeneutical phenomenology to the interpretation of ritual. "Ritual gesture," Chapter 6 argues, "thematizes the world," establishing a mystical symbolic relationship between body and world, the seen and the unseen. Part Ill continues with a critique of the writings of Carlos Castaneda, arguing that these contain "the symbolic elements of both archaic shamanism and classical mysticism." The final chapter treats the "three-tiered cosmos" that is universal in folklore: the tier of family-home-land-artifacts, the tier of clan-tribe-nation, and the tier of weather-seasons-natural forces, Each tier has its loric power, and these powers are united by shamans and mystics in one sacred "kingdom of power.". (shrink)

In 1661, Samuel pepys arranged for his portrait to be painted for the first time. In his diary pepys refers to the painter only as ‘Mr Savill’. Using a range of archival sources, this Note conclusively identifies him as Daniel Savile, a successful City of London artist whose career has not previously been recognised. Savile catered to those men and women who could not afford the services of a ‘great’ painter such as peter Lely or Samuel Cooper. Savile’s interactions with (...) pepys offer insights into the pleasures and challenges of portrait commissioning in the Restoration. The records of Savile’s business also reveal that that he was responsible for training a significant proportion of the young women apprenticed to the painter-Stainers’ Company—an area of female employment about which little is known. The evidence about Savile’s studio allows us to deduce the potential benefits of such apprenticeship arrangements for the young women, for their employers, and for sitters. Together pepys’s diary and the records of Savile’s life illuminate the ways that painters and sitters from the middling sort negotiated the artistic culture of seventeenth-century London. (shrink)

Adolescents are increasingly at risk for sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) infection. The prolonged latency period, sometimes in excess of five years, and the incubation period of up to 10 years before the manifestation of symptoms, may foster adolescents’ false sense of invincibility and denial as they often do not see the devastating effects of the disease in their peers until they are older. In turn, their practice of safer sex may be hindered and thereby contribute (...) to the escalation of this public health crisis among sexually active adolescents. Prevention-focused recommendations were made in the USA as a result of this crisis. Recommendations were made to: (1) include STD/HIV education in the curricula of grades kindergarten to 12; (2) increase to at least 75% the proportion of primary care and mental health professionals who provide age-appropriate STD/HIV prevention counselling to adolescents; and (3) expand HIV prevention services to include age-appropriate HIV education curricula for students in grades 4-12 in 95% of schools. Yet, in the USA, the provision of school-based comprehensive STD/HIV education has been difficult to achieve owing to certain limitations and, in some instances, legal action. These limitations include: limited student access; restricted content; and the implementation of sporadic and/or brief educational programmes. Given these recommendations and the fact that adolescents are acquiring STDs and HIV infections at increasing rates, and despite the limitations and legal actions, do health care professionals not have an ethical obligation to provide adolescents with comprehensive STD/HIV prevention education? This ethical dilemma will be discussed using the ethical decision-making principles of ‘autonomy’ and ‘beneficence’, and a decision-making model proposed by Thompson and Thompson, and by Chally and Loric. (shrink)

The relevance of the research topic is that the theme of education is relevant in the information society, which is called "the society of knowledge", digital society, smart society, which requires the formation of an appropriate model of creative education and creative personality. The purpose of the article is the conceptualization of the creative model of education as a factor of innovative development of society. Objectives of the research: to develop a model of creative education of the society of the (...) e-era, where the algorithms and digital technologies dominate; to reveal the conditions and directions of the development of the technological revolution 4.0 and globalization 4.0, which distinguishes the incredible speed during which changes are taking place; to reveal the essence of the creative process and the consequences of its implementation in the model of creative education. Using the methodology of system analysis, forecasting and modeling, to explore the conceptualization of the influence of the creative model of education on the development of an innovative society in the conditions of technological revolution 4.0 and globalization 4.0. An analysis of recent research and publications, which launched the solution to this problem. We rely on the research of O. Bazaluk, V. Bekh, V. Andrushchenko, O. Kivlyuk, R. Oleksenko, M. Kyrichenko, V. Kremen, V. Melnyk, V. Nikitenko, A. Punchchenko, D.Sviridenko, S. Terepischiy, in whose works a creative model of the information society was launched. Among the foreign authors, we highlight the work of such authors as Al-Khalili Jim, E. Brignolfsson, E. Makafi, K. Kevin, O 'Riley Tim, D. Rose, K. Stainer, V. Stargins, V. Tsekalo, P. Florida, M. Ford and others, who presented the theme of creativity in the conditions of technological revolution 4.0 and globalization 4.0. The scientific novelty of the research is the conceptualization of the creative model of education as a factor of innovative development of society. Results of the research: the conditions of the formation of an innovative society were found out, based on which the creation of a model of creative education and creative personality; the definition of creative education and creativity personality and the need to form a new model of education and personality. Conclusion - Higher school should equip young people to work in the conditions of the innovation era - new knowledge, prepare to master the necessary skills and competencies, to be constantly prepared for the constant updating of knowledge of their profession and obtaining new demanded skills of digital society, namely, to develop creative competencies, with the communication, information, digital competencies of the digital era. (shrink)