As ethics committees and programs become integrated into the “usual business” of healthcare organizations, they are likely to face the predicament of responding to greater demands for service and higher expectations, without an influx of additional resources. This situation demands that ethics committees and programs allocate their scarce resources (including their time, skills and funds) strategically, rather than lurching from one ad hoc request to another; finding ways to maximize the effectiveness, efficiency, impact and quality of ethics services is essential (...) in today’s competitive environment. How can Hospital Ethics Committees (HECs) begin the process of strategic priority-setting to ensure they are delivering services where and how they are most needed? This paper describes the creation of the Clinical Ethics Needs Assessment Survey (CENAS) as a tool to understand interprofessional staff perceptions of the organization’s ethical climate, challenging ethical issues and educational priorities. The CENAS was designed to support informed resource allocation and advocacy by HECs. By sharing our process of developing and validating this ethics needs assessment survey we hope to enable strategic priority-setting in other resource-strapped ethics programs, and to empower HECs to shift their focus to more proactive, quality-focused initiatives. (shrink)
A study of experienced teachers is used to illustrate a developmental methodology for promoting technical performance dimensions and moral and conceptual reasoning based on Sprinthall's and Thies-Sprinthall's (1983) principles of new social role-taking and guided inquiry. Called the learning-teaching framework (LTF), the theoretical and applied approach embeds new role-taking, guided inquiry, balance, support and challenge, continuity and instructional coaching in educational programming across the teacher professional development career span. The study was a 7-month quasi-experimental intervention of expert teachers participating in (...) a professional development program to support peer coaching (e.g. a form of collaborative inquiry which prompts teachers to initiate complex new roles as peer coaches in which they plan, demonstrate and practise new models of teaching). The aims of the study were to encourage new social role-taking, support new learning in effective teaching, encourage new complex performances in coaching and support conferences, and promote gains in moral and conceptual reasoning. Significant positive gains in learning, performance and moral judgement reasoning were achieved. The study highlights the benefits of using the LTF as a framework for educational programming and teacher character development programmes that are based on similar theoretical assumptions. (shrink)
This paper details the implementation of the Clinical Ethics Needs Assessment Survey (CENAS) through a pilot study in five units within Hamilton Health Sciences. We describe how these pilot sites were selected, how we implemented the survey, the significant results and our interpretation of the findings. The primary goal of this paper is to share our experiences using this tool, specifically the challenges we encountered conducting a staff ethics needs assessment across different units in a large teaching hospital, and the (...) facilitators to our success. We conclude with a discussion of the limitations of this study, our plans for using the results to develop a proactive ethics education strategy, and suggestions for other organizations wishing to adapt the CENAS to assess their staff ethics needs. Our secondary goal is to advance the “quality agenda” for ethics programs by demonstrating how a tool like the CENAS can be used to design more effective educational interventions, and to support strategic planning and proactive priority-setting for ethics programs. (shrink)
Consequentialists claim that their theory is simply that the right action is whichever one will lead to the best state of affairs - and that this formulation provides a powerful intuitive ground for accepting consequentialism. Recent arguments in value theory threaten to show that this formulation lacks either coherent meaning, because states of affairs cannot be good simpliciter, or philosophical power, because their goodness provides no reason to bring them about. I respond to two such arguments - from Judith Jarvis (...) Thomson and Richard Kraut - contending that none can be made to work in a way which undercuts consequentialism's simple formulation. (shrink)
I address an argument in value theory which threatens to render nonsensical many debates in modern ethics. Almotahari and Hosein’s :1485–1508, 2015) argument against the property of goodness simpliciter is presented. I criticise the linguistic tests they use in their argument, suggesting they do not provide much support for their conclusion. I draw a weaker conclusion from their argument, and argue that defenders of goodness simpliciter have not responded adequately to this milder conclusion. I go on to argue that moral (...) philosophers ought to abandon the property of goodness simpliciter and focus their attention on the property of being a good state of affairs. I defend this property against Almotahari and Hosein’s criticism, and give reasons to think it is at the heart of moral theory. (shrink)
Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.
In an attempt to learn from COVID-19, this essay features six responses to the question: what did COVID-19 teach us, expose in us, or purge out of us when it comes to spiritual formation in Christ? Each response was written independently of the others by one of the coauthors. Diane J. Chandler focuses in on how COVID-19 exposed grievous inequities for ethnic groups in the American church and broader society. Kelly M. Kapic reminds us of the goodness of human finitude (...) and how COVID restrictions have forced many of us to embrace our limitations. Siang-Yang Tan reflects on eight lessons he has learned during this pandemic year in his role shepherding a local church. James C. Wilhoit calls us to consider the structures that are needed for local church leadership to make wise and godly decisions in times of crisis. Richard Peace draws our attention to what might be learned from the forced monasticism brought about by COVID-19 quarantines. Finally, Ruth Haley Barton pauses to consider the interdependence of human life that has been dramatically illustrated by this pandemic. While these six responses certainly do not exhaust all there is for the church to learn from COVID, we present them in the spirit of “O Lord, teach us what we do not see” and hope they will inspire your own reflections. (shrink)
The prevalence of conjugate margin terminology and studies in the scientific literature is testimony to the contribution that this concept and approach has made to the study of passive margins, and more broadly extensional tectonics. However, when applied to the complex rift, transform, and spreading system of the southern North Atlantic, it becomes obvious that at these passive continental margin settings, additional geologic phenomena complicate this convenient description. These aspects include the preservation of relatively undeformed continental fragments, formation of transform (...) systems and oblique rifts, triple junctions, multiple failed rift axes, postbreakup processes such as magmatism, localized subduction, and ambiguity in identification of oceanic isochrons. Comparison of two different published reconstructions of the region indicates the ambiguity in conducting conjugate margin studies. This demonstrates the need for a more pragmatic approach to the study of continental passive margin settings where a greater emphasis is placed on the inclusion of these possibly complicating features in palinspastic reconstructions, plate tectonics, and evolutionary models. (shrink)