Results for 'Iiied Education'

988 found
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  1. III education permanente lifelong education iiepmahehthoe obpa30bahme.Education Permanente - 1975 - Paideia 4:163.
     
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  2. Victorian Bibliography for 2001.Iiied Education - 2001 - History of the Human Sciences 14 (2):1-18.
     
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  3.  24
    Enhancing the Ability of Business Students to Recognize Ethical Issues: An Empirical Assessment of the Effectiveness of a Course in Business Ethics.Frederick H. Gautschi Iii & Thomas M. Jones - 1998 - Journal of Business Ethics 17 (2):205-216.
    This paper presents the results of a study of the effect of a business ethics course in enhancing the ability of students to recognize ethical issues. The findings show that compared to students who do not complete such a course, students enrolled in a business ethics course experience substantial improvement in that ability.
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  4.  20
    The Implications of an Organization's Structure on Whistleblowing.Granville King Iii - 1999 - Journal of Business Ethics 20 (4):315-326.
    Previous studies investigating reports of corporate or individual wrongdoing have failed to examine the effects of an organization's structure upon the decision to blow the whistle. This paper suggests that an organization's structure may perform a significant role in the decision to report versus not report an observed wrongdoing. Five organizational structures (that is, centralized, matrix, horizontal, hybrid, and divisional) were examined in regards to their effectiveness in encouraging or discouraging observers of unethical conduct channels for reporting such behavior. Discussion (...)
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  5.  12
    Business Ethics Education Within the Context of Business Schools in the United States.Harry Van Buren Iii - 2008 - Proceedings of the International Association for Business and Society 19:524-528.
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  6.  19
    A Humboldtian Critique of the University of the Philippines as the Flagship of Philippine Higher Education.F. P. A. Demeterio Iii & Roland Theuas Pada - 2018 - Kritike 12 (2):81-107.
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  7.  11
    A Humboldtian Critique of the University of the Philippines as the Flagship of Philippine Higher Education.F. P. A. Demeterio Iii & Roland Theuas Pada - 2019 - Kritike 13 (1):48-77.
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  8.  30
    Multinational Enterprise Decision Principles for Dealing With Cross Cultural Ethical Conflicts.J. Brooke Hamilton Iii & Stephen B. Knouse - 2001 - Journal of Business Ethics 31 (1):77-94.
    Cross cultural ethical conflicts are a major challenge for managers of multinational corporations (MNEs) when an MNE's business practices and a host country's practices differ. We develop a set of decision principles to help MNE managers deal with these conflicts and illustrate with examples of ethical conflicts faced by MNEs doing business in contemporary Russia (DeGeorge, 1994). We discuss the generalizability of the principles by comparing them to the Donaldson (1989) and Buller and Kohls (1997) decision models. Finally we discuss (...)
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  9.  19
    Promise-keeping: A Low Priority in a Hierarchy of Workplace Values.Ellwood F. Oakley Iii & Patricia Lynch - 2000 - Journal of Business Ethics 27 (4):377-392.
    Using a sample of over 700 business people and students, this study tested the premise of promise-keeping as a core ethical value in the work place.The exercise consisted of in-basket planning for layoffs within an organization. Only one of the five employees within the group had been given an express commitment/promise of continued employment for a two year period. The layoffs were being considered six months after the two year promise had been made. All five employees were performing their jobs (...)
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  10.  7
    Ethics and HRM Education.Harry J. van Buren Iii & Michelle Greenwood - 2013 - Journal of Academic Ethics 11 (1):1-15.
  11.  8
    Business Ethics Education Within the Context of Business Schools in the United States.Harry van Buren Iii - 2008 - Proceedings of the International Association for Business and Society 19:524-528.
  12. Unraveling the Composition of Academic Leadership in Higher Education.Lamont A. Flowers & James L. Moore Iii - forthcoming - Journal of Thought.
  13. Ideological Critique and Ethical Leadership.Joseph Scalia Iii & Lynne Scalia - 2011 - Philosophical Studies in Education 42:55 - 64.
     
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  14. John Dewey and the Decline of American Education.III Henry T. Edmonson - 2006
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  15.  36
    Ethics and Equity: Enforcing Ethical Standards in Commercial Relationships.George D. Cameron Iii - 2000 - Journal of Business Ethics 23 (2):161-172.
    Lawyers and the legal system have been much criticized in recent years. Despite popular perceptions, the legal system contains numerous mechanisms and rules designed to ensure fair results. This paper shows how the legal system tries to implement, in commercial transactions, the ethical principles of truthfulness and fairness. The Anglo-American development of Equity Courts is reviewed briefly. Several examples of the Law's enforcement of ethical principles are presented, in four different legal areas: Contracts, Securities, Goods, and Real Estate. The intent (...)
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  16. Front Matter Front Matter (pp. i-iii).Creative Grammar, Art Education Creative Grammar & Art Education - 2011 - Journal of Aesthetic Education 45 (3).
     
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  17.  1
    What Is Your Philosophical Disposition? Standard X: The Teacher Has Developed an In-Depth Foundational Philosophy.Ames T. Brown Iii - 2007 - Philosophy of Education 63:199-208.
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  18.  22
    Vico and Imagination: An Ingenious Approach to Educating Lawyers with Semiotic Sensibility. [REVIEW]Francis J. Mootz Iii - 2009 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 22 (1):11-22.
    Law is a specialized semiotic realm, but lawyers generally are ignorant of this fact. Lawyers may manage meaning, but they also are managed by meaning. Seemingly trapped by the weight of pre-existing signs, their attempts to manage these meanings generally are limited to technical interventions and instrumentalist strategies. Signs have power over lawyers because they are embedded in narratives, a semiotic economy that confronts the lawyer as “given” even though it is dynamic and constantly under construction. Most lawyers do not (...)
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  19.  14
    Acting More Generously than the Law Requires: The Issue of Employee Layoffs in halakhah.Harry J. van Buren Iii - 1999 - Journal of Business Ethics 19 (4):335-343.
    In this paper, the issue of plant closings is analyzed from the perspective of halakhah (the Written Law of Judaism). Two levels of analysis in halakhah must be differentiated: the legal (enforced by courts) and the moral (not enforced by law, but rather framed in terms of duty to God). There is no legal mandate to keep an unprofitable plant open, but there are a number of moral imprecations (particularly "acting more generously than the law requires") that might influence an (...)
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  20.  14
    An Essay on When to Fully Disclose in Sales Relationships: Applying Two Practical Guidelines for Addressing Truth-Telling Problems.David Strutton, J. Brooke Hamilton Iii & James R. Lumpkin - 1997 - Journal of Business Ethics 16 (5):545-560.
    Salespeople have a moral obligation to prospect/customer, company and self. As such, they continually encounter truth-telling dilemmas. "lgnorance" and "conflict" often block the path to morally correct sales behaviors. Academics and practitioners agree that adoption of ethical codes is the most effective measure for encouraging ethical sales behaviors. Yet no ethical code has been offered which can be conveniently used to overcome the unique circumstances that contribute to the moral dilemmas often encountered in personal selling. An ethical code is developed (...)
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  21.  21
    Teaching Workshop.Duane Windsor & Harry van Buren Iii - 2008 - Proceedings of the International Association for Business and Society 19:509-511.
    This brief document introduces two papers (which follow in sequence) based on presentations at the conference in teaching workshop (June 27, 2008) jointly organized and conducted by Duane Windsor (Rice University) and Harry Van Buren III (University of New Mexico). The purpose of the teaching workshop was to report on recent developments concerning responsible management education. Windsor made some introductory comments. Van Buren followed with an exposition of his experiences with and critical reflections on business ethics education particularly (...)
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  22.  10
    Teaching Workshop.Duane Windsor & Harry Van Buren Iii - 2008 - Proceedings of the International Association for Business and Society 19:509-511.
    This brief document introduces two papers (which follow in sequence) based on presentations at the conference in teaching workshop (June 27, 2008) jointly organized and conducted by Duane Windsor (Rice University) and Harry Van Buren III (University of New Mexico). The purpose of the teaching workshop was to report on recent developments concerning responsible management education. Windsor made some introductory comments. Van Buren followed with an exposition of his experiences with and critical reflections on business ethics education particularly (...)
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  23.  17
    The Bindingness of Social and Psychological Contracts: Toward a Theory of Social Responsibility in Downsizing.Harry J. van Buren Iii - 2000 - Journal of Business Ethics 25 (3):205-219.
    Downsizing has become a significant public issue that has not yet been significantly studied by business ethicists. It is proposed that reasonable social and psychological contracts bound the moral free space of managers contemplating downsizing; the degree of constraint is also dependent on the organization's resource munificence. A framework for considering the extent of managerial moral free space and implications thereof for managerial practice are offered.
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  24. Are Values in Nature Subjective or Objective?Iii Holmes Rolston - 1982 - Environmental Ethics 4 (2):125-151.
    Prevailing accounts of natural values as the subjective response of the human mind are reviewed and contested. Discoveries in the physical sciences tempt us to strip the reality away from many native-range qualities, including values, but discoveries in the biological sciences counterbalance this by finding sophisticated structures and selective processes in earthen nature. On the one hand, all human knowing and valuing contain subjective components, being theory-Iaden. On the other hand, in ordinary natural affairs, in scientific knowing, and in valuing, (...)
     
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  25.  8
    The Intersection of Law and Ethics – at 600 Grant Street, Pittsburgh, PA: Is it Ethical to Assert a Legal Technicality to Avoid Liability for a Debt Created by Fraud? [REVIEW]George D. Cameron Iii - 2004 - Journal of Business Ethics 49 (2):107-113.
    A considerable literature exists regarding the moral obligation to keep one's promises. Several authors have focused on the exceptional circumstances which may or should excuse this moral duty. Less frequently discussed is the question of how this general moral obligation and its possible exceptions play out in the context of negotiable written promises to pay money, i.e., so-called "commercial paper." This paper focuses on the application of the legal rules governing commercial paper, and on the ethical implications involved in the (...)
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  26.  5
    Local School Boards As Political Councils.Frank W. Lutz & Aaron Gresson Iii - 1980 - Educational Studies 11 (2):125-144.
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  27.  44
    A nursing manifesto: an emancipatory call for knowledge development, conscience, and praxis.Paula N. Kagan, Marlaine C. Smith, W. Richard Cowling Iii & Peggy L. Chinn - 2010 - Nursing Philosophy 11 (1):67-84.
    The purpose of this paper is to present the theoretical and philosophical assumptions of the Nursing Manifesto, written by three activist scholars whose objective was to promote emancipatory nursing research, practice, and education within the dialogue and praxis of social justice. Inspired by discussions with a number of nurse philosophers at the 2008 Knowledge Conference in Boston, two of the original Manifesto authors and two colleagues discussed the need to explicate emancipatory knowing as it emerged from the Manifesto. Our (...)
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  28.  58
    Manual de Normas y Procedimientos Para la Bateria Neuropsicologia.Lidia Artiola I. Fortuny, David Hermosillo Romo, Robert K. Heaton & Roy E. Pardee Iii - 1999 - Psychology Press.
    This manual is the product of a normative research program carried out over four years with Spanish-speaking populations in two geographically distinct regions: Madrid, Spain and the USA/Mexico border region. The manual describes a comprehensive system of procedures and normative data designed to assist the clinical researcher and the clinical practitioner in the neuropsychological assessment and diagnosis of adults whose main language is Spanish. Together the procedures comprise a brief and practical battery of eight tests for a basic examination of (...)
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  29.  18
    Inquiry and Critical Thinking in School-Based Problem Solving.Christine M. Bonfiglio, Iii Edward J. Daly & Ruth A. Ervin - 2002 - Inquiry: Critical Thinking Across the Disciplines 21 (4):5-7.
    This report describes a consultation case between a special education teacher and a school psychology student for a first grade student with a diagnosis of educable mental impairment. Adherence to data-based decision making and direct manipulation of hypothesized variables believed to be maintaining problem behaviors in the classroom revealed factors that were influencing the child’s behavior in the classroom. The teacher changed her behavior toward the student before a formal intervention plan could be developed and changes in student behavior (...)
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  30. The Parable of the Sower Beneath the Surface of Multicultural Issues The Narrow Neck of Land.Elder Paul V. Johnson, Blair G. Van Dyke, Jared M. Halverson, Sidney R. Sandstrom, Eric-Jon K. Marlowe, John Hilton Iii, Jordan Tanner, Nick Eastmond, Clyde L. Livingston & A. Paul King - 2008 - The Religious Educator 9 (3).
     
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  31. volume III. Consciousness-based education and physiology and health.Volume Editor & Kenneth Walton - 2011 - In Dara Llewellyn & Craig Pearson (eds.), Consciousness-based education: a foundation for teaching and learning in the academic disciplines. Consciousness-Based Books, Maharishi University of Management.
     
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  32.  18
    III. Rousseau's Novel Education in the Emile.Mary P. Nichols - 1985 - Political Theory 13 (4):535-558.
  33.  20
    III. The Philosophy of the Particular and the Universality of the City: Socrates' Education of Euthyphro.Arlene W. Saxonhouse - 1988 - Political Theory 16 (2):281-299.
  34.  3
    III International Symposium of Philosophy of Education.Anònim Anònim - 1994 - Enrahonar: Quaderns de Filosofía 22:157.
  35.  47
    Book Review Section 2. [REVIEW]Andrew J. Bush, George G. Noblit, Arthur W. Anderson, Don Hossler, Michael V. Belok, Harold Kahler, Robert Newton Burger, L. Glenn Smith, Virginia Underwood, Ruth W. Bauer, Joseph M. McCarthy, Albert E. Bender, E. Sidney Vaughan Iii, Joan K. Smith, Spencer J. Maxcy, Jorge Jeria, F. Michael Perko, Robert Craig & James Anasiewicz - 1981 - Educational Studies 12 (4):459-483.
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  36.  13
    L'Education des Adolescents au XX Siecle, III.H. G. Townsend & Pierre de Coubertin - 1918 - Philosophical Review 27 (2):209.
  37. III formation scientifique scientific education научное воспитание.НАУЧНОЕ ВОСПИТАНИЕ - 1983 - Paideia 10:111.
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  38.  25
    Book Review Section 1. [REVIEW]John R. Thelin, Courtney Ann Vaughn-Roberson, W. Ross Palmer, Iii Kohler, John M. Burney, Yaacov Iram, James W. Hillesheim & van Cleve Morris - 1985 - Educational Studies 16 (1):22-55.
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  39.  16
    Book Review Section 1. [REVIEW]Michael W. Sedlak, Carolyn Crimmins, Phyllis Povell, Richard Pratte, John M. Raynor, Philip G. Altbach, Joan N. Burstyn, Iii Hilliard & Meyer Weinberg - 1983 - Educational Studies 14 (2):136-175.
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  40.  32
    Book Review Section 2. [REVIEW]Louis M. Smith, Douglas J. Stanwyck, William M. Stallings, Karl Joseph Jost, Iii Vaughn, Charles Weingartner, Robert R. Sherman, William E. Bickel, Bruce Beezer & Clinton B. Allison - 1984 - Educational Studies 15 (1):52-92.
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  41.  37
    Freedom and Education III: Catholicism and Academic Freedom.Charles Donahue - 1954 - Thought: Fordham University Quarterly 29 (4):555-573.
  42. Spirituality in Music Education: Transcending Culture, Exploration III.Anthony J. Palmer - 2010 - Philosophy of Music Education Review 18 (2):152-170.
    Spirituality and religion are not synonymous and, in fact, require not only different definitions but also appropriate vocabulary. A deeper discussion of the issues concerning spirituality ensues in several sections: 1) fundamental differences between spirituality and religion; 2) brain operations relative to transcendent states; 3) a definition of consciousness; 4) music, culture, and transcendence; 5) transcendence; 6) transcendence through music, and 7) spirituality in music education. The last section contains several recommendations on how spirituality can be embraced by music (...)
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  43.  14
    Studies in cross education. III. Kinaesthetic learning of an irregular pattern.T. W. Cook - 1934 - Journal of Experimental Psychology 17 (5):749.
  44.  3
    Experience In Contemporary Education: Iii: The Modification of Dewey's Viewpoint.Joe Park - 1958 - Educational Theory 8 (1):8-16.
  45.  15
    Principles of Secondary Education. Volume III, Ethical Training.Frederick E. Bolton - 1911 - Philosophical Review 20 (3):341-342.
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  46.  15
    Principles of Secondary Education. Vol III: Ethical Training. Charles De Garmo.Charles Hughes Johnston - 1911 - International Journal of Ethics 21 (3):348-350.
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  47.  22
    Three Ventures in Adult Education in Lancashire in the Reign of George III.A. C. F. Beales, Thomas Kelly, W. M. Spencer & Frederic Crooks - 1960 - British Journal of Educational Studies 8 (2):190.
  48. Gulliver's Visit to Walden Iii : A Report on Values in Education. --.William Clark Trow - 1976 - Kappa Delta Pi.
     
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  49.  5
    Signs In Law - A Source Book: The Semiotics of Law in Legal Education III.Jan M. Broekman & Larry Catá Backer (eds.) - 2015 - Cham: Imprint: Springer.
    This volume provides a critical roadmap through the major historical sources of legal semiotics as we know them today. The history of legal semiotics, now at least a century old, has never been written (a non-event itself pregnant with semiotic possibility). As a consequence, its sources are seldom clearly exposed and, as word, object and meaning change, are sometimes lost. They reach from an English translation of the 1916 inaugural lecture of the first Chair in Legal Significs at the Amsterdam (...)
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  50.  33
    Handbook of philosophy of education.Randall R. Curren (ed.) - 2023 - New York, NY: Routledge.
    The Handbook of Philosophy of Education is a comprehensive guide to the most important questions about education that are being addressed by philosophers today. Authored by an international team of distinguished philosophers, its thirty-five chapters address fundamental, timely, and controversial questions about educational aims, justice, policy, and practices. Section I (Fundamental Questions) addresses the aims of education, authority to educate, the roles of values and evidence in guiding educational choices, and fundamental questions about human cognition, learning, well-being, (...)
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