Objectives: To gather empirical data on how gender and educational level influence bioethical reasoning among medical students by analyzing their use of care versus justice arguments for reconciling a bioethical dilemma. Setting: University Departments of Medical Ethics, Social and Communication Psychology in Germany. Participants: First and fifth year medical students. Design and method: Multidisciplinary, empirical, 2-segment study of ethics in action: In intrapersonal Segment 1, the students were presented with a bioethical dilemma and then administered a 13-item questionnaire to survey their individual preferences for care versus justice arguments in resolving the conflict. The survey questioned 6 justice, 6 care-related items and 1 socially critical item. Data were analysed by gender and year of medical school. In interpersonal Segment 2, the bioethical dilemma from Segment 1 was discussed in gender-mixed and gender-homogeneous groups. Coded transcripts were evaluated to identify prevalences in care versus justice reasoning. Results: Data on 462 medical students were evaluable (n=338 in Segment 1, n=168 in Segment 2, n=44 overlap). Gender and level of education had no effect on moral reasoning in intrapersonal Segment 1, but significantly affected reasoning in interpersonal Segment 2, where women significantly tended to use more care-orientated arguments. Justice arguments predominated the group discussions. Conclusion: Interpersonal contexts affect moral reasoning in medical students, probably by amplifying the socialisation relating to gender and educational level. Care orientation is associated with the female gender. Professional socialisation tends to reduce the diversity and richness of moral reasoning towards a more justice-weighted orientation. Medical ethics should teach both justice and care reasoning modes in order to broaden physicians' ability to reconcile bioethical dilemmas.

International institutions such as the International Labour Organization (ILO) have been examined from various industrial relations viewpoints. This article seeks to discuss the ILO from the standpoint of moral philosophy. Traditionally, philosophy has not been concerned with industrial relations (IR) and IR writers have not engaged with ethics either. Nonetheless, all IR agents and institutions, international or otherwise, are moral agents. Being part of the United Nations (UN), the ILO follows the Universal Declaration of Human Rights (1948). In philosophical terms, the ILO carries connotations of the German moral philosopher Kant's (1724-1084) concept of universalism. Ethical universalism is also the core of American psychologist and philosopher Laurence Kohlberg's developmental model that allows an assessment of moral values and ethical behaviours. To ascertain the ILO's morality, an empirical study (n=121) was conducted at a regional University. The study indicated that most respondents (68%) saw the ILO as a reflection of the morality of " defending everyone's right to justice and welfare, universally applied while applying well-thought principles and being ready to share and debate these openly and non-defensively with others". In line with the ILO's self-understanding, survey respondents also viewed it as a thoroughly moral agent committed to the advancement of humanity as a whole. Respondents also thought that the ILO goes beyond the confinements of the standard industrial relations framework, actively engaging with the universality of all people. The overall conclusion is that the way the ILO is perceived to act along the scale of Kohlberg's text matches the ILO's actual existence and work. For the first time, the ILO's moral status has been tested using Kohlberg's scale of morality. This provides a significant contribution to our understanding of the morality of a very important universal institution that has virtually all countries as members.

This Paper identifies seven positive elements of an ethics system, or framework, for public officials - namely, (1) the culture and values prevailing in a country; (2) codes and laws and their enforcement; (3) new institutions to uphold ethics in public life; (4) audit, public accountability and openness; (5) guiding principles and motivation to encourage good conduct; (6) external and internal education and training for public life; and (7) the views of the public in regard to their call for greater trust, honesty, and integrity in public life. The Paper next discusses in detail each of these seven elements of an ethics system in the context of British Central Government. However, these seven elements are deemed appropriate for the Public Service of any country seeking to strengthen its standards of conduct and uphold its ethical responsibilities. Finally, this Paper concludes with a reference to business companies and the relevance to them of an ethics system. For example, there is a defence in the new UK Bribery Act of 2010 (to be implemented on 1st July 2011 and applicable also to foreign corporations doing business in the UK) that, if a business company has procedures in place to prevent corruption (that is, an ethics system), it will be treated more leniently.

Nowadays there is a growing interest in business ethics, both in academia and professionally. However, moral lapses continue to happen in business activities, leading academicians and professionals to rethink what is being done and reinventing new strategies to successfully manage ethics in business organisations. Thus, whereas efforts to promote ethics are basically oriented to using and developing explicit, written formal mechanisms, the literature suggests that other instruments are also useful and necessary to achieve this. Thus, studying the role of the Human Resource Management (hereafter, HRM) in promoting ethics is an emerging research topic due to the heavy influence that HRM practices are thought to have on employees. This paper is aimed at developing a thorough analysis of HRM's role in promoting ethics, and specifically at focusing on one of its practices, training. As an illustrative example of the utility of this practice, an empirical study was conducted on a range of Spanish banking companies in which an impact was found on the employees' ethical behaviour when ethics training was being provided inside the organisation. Finally, the practical implications of these findings and directions for future research are presented.

Based on a questionnaire survey, this study is the first to systematically focus on Mongolian managers' perceptions of BE. As such, this paper (1) examines Mongolian managers' views of BE, (2) compares BE perceptions in Mongolia to those in the USA, Japan and Korea, and (3) identifies differences and similarities between the four national groups. We find that unethical practices exist and are quite common in Mongolia, where nearly half of the respondents have experienced ethical conflicts during their career. These conflicts mostly arose in relation to respondents' superiors and colleagues and were related to fairness or discrimination. The results indicate that in their (un)ethical decision-making, Mongolian mangers are situational, but also place importance on the behaviour of their superiors. Finally, situational questions revealed that unlike respondents from the other three national groups, Mongolian managers do not see a significant difference between their own BE attitudes and those of an average manager.

This article deals with the human will and the individual character and their relevance in the moral sphere. After introducing the conative domain, it argues for the need to have a psychological and educational model of human character. The paper presents Espinalt's (1920-1993) concepts of will and character and their consequences for education. After having explored human will and understanding the causes for the relative lack of consideration of will by modern psychology, a definition of character is presented as a result of exercising human will. Three different dimensions of character are considered: One more connected with instincts, another with culture, and the most distinctive of individual self-engraving. The third dimension leads to different considerations of education that are briefly explained. The Espinaltian vision is contrasted with other contemporary visions of human will and character. The social and historical forces with an influence on the education of the character are also considered. Finally the paper argues for the centrality of these approaches for a moral education which is based on Aristotelian views.

Coherence is today a source of moral authority. Being coherent frees us from external influences and gives us the capacity to decide for ourselves, but also places us in a privileged position with regard to others. We will turn our attention now to coherence as a foundation of authority in organisations. And to do that, organisations must be divided into different levels and different dimensions. Coherence will only be possible when the worker is capable of weighing up the distance between the organisation's specific vision and the operational processes that effectively take place within it. All companies, as a sum of possibilities, respond to the intention of those who govern them insofar as their assets permit it, and their ultimate value resides therein; the possibility of being recognised for their way of being, their corporate ethos.

Starting with the hypothesis that during this first decade of the 21st century a certain territorial culture has spread that implies greater awareness of landscape on the part of the authorities, the economic and social agents who exercise a degree of leadership in territorial matters and the general public, this article sets out to analyse the possibility that a new ethics of landscape is beginning to take shape. The notion of landscape as proposed by the European Convention in Florence in 2000 looks at the idea of the social construction of landscape. In this new paradigm, landscape is conceived as a social product, the cultural projection of a society in a given space from a material, spiritual and symbolic standpoint. Landscape is understood to be inherently dynamic and changing. When the elements that give a particular landscape its historical and cultural continuity are suddenly removed and its sense of place is lost, we are seeing not evolution in the landscape but its destruction. And the very idea of intervention in these landscapes gives rise to the need for principles and moral values that will provide guidelines that allow landscapes, whether unique or commonplace, to evolve without being destroyed. As I see it, therefore, there is an obvious need for an ethics applicable to regional and landscape planning and management. The new ethics of landscape must be based on the ethics of responsibility, taking into account the dignity of nature, the rights of future generations to enjoy quality landscapes and the rights and duties of today's citizens whose interventions transform landscapes and with them their collective identity, their quality of life, their physical and social welfare and, in short, their happiness.

The purpose of this paper is to analyse the possible implications of Peirce's categories for a project of a community. In order to do so, I will start by analysing the first formulation of these categories in Peirce's early writings, and then I will compare them with their later formulations. Thus, we will see some their most important characteristics, namely, their universality and their dynamism, which will allow for a particular understanding of the role that logic can play in his system, in a theory of scientific inquiry and, finally, in a community in general.

Lately, nanotechnology has become one of the main topics in the debates regarding what has been called the Next Industrial Revolution within what are known as emergent technologies. This paper contains a comparative analysis of the different philosophical groundings, arguments and principles invoked in the official ethical approaches proposed by each of two of the main Western communities. By official ethical approaches or official positions we mean the opinions officially expressed by the government institutions about how ethical considerations prompted by nanotechnologies should be tackled. The analysis is based, then, on the official points of view, expressed through two documents, namely two official releases issued by governmental offices or institutions in both communities, Europe and the United States of America, and considered by the authors as representative of the official opinions of the governmental institutions in each society.

A complex world like ours demands for the teachers and professors to command intercultural competences in order to avoid the instrumentalization of the alterities. It is precisely the professionals of education who, given their social function, have the responsibility of forming the citizens of the future in attitudes and behaviours adjusted to plural communities. This article presents the first part of a research project carried out by researchers from Barcelona, Marseille, Rabat and Beirut on the complex world of the respect necessary to face prejudices and stereotypes.