杜甫亲情诗的情感特征和情感渊源

杜甫的亲情诗不仅数量多，而且颇有个性色彩，其情感的广阔性、深重性、真挚性非常鲜明。这一特色的形成，一方面是因为杜甫深受儒家文化尤其是儒家传统伦理道德观的影响，另一方面，也与其漂泊的人生经历和每况愈下的健康状况有关。     

Saints and sinners: Competing identities in public relations ethics

Public relations ethics is confused and often superficial in its approach, relying heavily on traditional theory, with only occasional reference to more recent developments in professional ethics, particularly feminist and global ethical perspectives.     

企业推进消费文明的路径探索

应对＂消费—生态＂悖论,缓解生态危机,促进消费文明走向生态文明,企业应提高企业家和员工的生态道德素质,加强企业伦理建设,从而牢固树立生态消费理念,践行＂合度＂、＂合宜＂、＂合道＂的客观要求,实现经济合理性、生态合理性、伦理合理性的价值诉求,遵循环境友好,可持续发展,以人为本等基本原则,实施绿色、低碳的生态化模式,推进消费文明的发展。     

论公务员职业道德建设的法制化路径

改革开放以来，我国公务员面临着来自新的复杂环境和新的工作要求所带来的多方面挑战。近几年，公务员职业道德方面的问题日益凸显，形式主义、官僚主义等问题突出，弄虚作假、贪污腐败之风盛行。这些问题严重影响了民生与安定，阻碍了民主政治建设的进程。而将公务员职业道德建设法制化，利用法与道德的相互关系，通过国家强制力与配套机构来保障法律实施，对于我国公务员职业道德建设会是成效显著而意义非凡的。     

论《墨子》经济思想中的生态因子及对当代的启迪

墨家的经济思想蕴涵着丰富的生态因子,这一点在其生产观、消费观、赋税观及分配观中这几个领域得到了充分的体现.墨家的这种思想给身处生态困境中的当代人类以深刻的启迪.     

网络怨恨的价值位移——基于舍勒现象学的分析

当前网络表达中到处弥漫的怨恨情绪,使技术理性的价值产生位移或曰颠覆,正价值如正义、公平、为承认而斗争等,在怨恨的情绪及其网络表达中导向负价值:网络暴政、人的主体性的消解,使人陷入"单向度的人"的危险。当下网络表达的无序和失序,正是怨恨的现象学呈现。因而,透过现象学观察的怨恨及其网络表达,或许可为我们反思批判当下和建构新的网络伦理提供一个新的思路。     

清代棚民问题侧论

农民背井离乡,到山间开垦并种植山地,开发种种山林资源,以谋生存,被称为棚民.清代棚民,数量庞大.政府为了维持社会稳定,对棚民采取安辑的政策.棚民对山地等山林资源的开发,严重破坏了生态环境,造成了严重的后果.对社会维稳和生态维护的两难选择,包世臣的应对策略,很有意义.     

尼采哲学中的战争伦理思想探析

在西方思想史上,尼采与德国法西斯主义的关系一直是一个无法回避的问题。尼采战争伦理思想的产生和发展,与西方崇尚强权的政治哲学传统、德意志尚武的民族精神和思想家们对人性伦理的极大关注有着十分紧密的联系。只有深入追踪尼采哲学及其战争伦理思想,了解其背景、主旨和矛盾困境,才能理解尼采的＂战争＂的真正含义,理清他与德国法西斯主义的种种纠葛。     

Hearts of Steel

This article looks at the way Arab male and female journalists in pan-Arab media negotiate their journalistic ethics with the aim of boosting their professional image while adding credibility to their news. Drawing on several examples of these male and female journalists, I seek to show how women adopt an un-emotional style when reporting news of pain and suffering, while male journalists emotionally engage with this type of news. The analysis draws on extensive interviews with male and female Arab journalists in pan-Arab media which are scattered inside and outside the Arab region. The discussion is informed by the current debate around detachment versus attachment in news reporting as well as the feminist media debate about the distinction between feminine and masculine values in mediating suffering.     

A comparison of social work education across South Africa and Japan in relation to the Global Standards for Social Work Education and Training

Sakaguchi H, Sewpaul V. A comparison of social work education across South Africa and Japan in relation to the Global Standards for Social Work Education and Training Int J Soc Welfare 2011: 20: 192–202 © 2009 The Author(s), International Journal of Social Welfare © 2009 Blackwell Publishing Ltd and the International Journal of Social Welfare. This article draws on a one‐year study visit to the University of KwaZulu‐Natal, South Africa, interviews with field supervisors and students in Japan and reviews of the national frameworks of education in Japan and in South Africa. In doing so, the authors identify the similarities and differences in social work education across the two countries and they explore some of the historical and socio‐cultural factors that might account for the differences. There are some identifiable peculiarities in social work education in Japan, especially with the coalescing of care work and social work education. The lack of differentiation between care work and social work makes it difficult to narrow the scope of social work education and practice. National social work standards have been approved in South Africa and regulatory frameworks for social work education and practice have been long accepted, thus rendering ‘social work’ a protected title and a profession that is more entrenched compared with social work in Japan. The codes of ethics in Japan and South Africa are discussed with specific reference to their control functions in South Africa. The article concludes by discussing these comparisons in relation to the Global Standards for Social Work Education.