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Argues that ethics and values are systemic realities and can be scientifically programmed in cybernetically oriented socio‐scientific systems. The case taken is of economic general equilibrium with possibilities of multiple equilibria. The treatment of ethics and values in this sense in economic theory makes them endogenous phenomena of socio‐economic reality. This substantive idea of ethics and values as endogenous phenomena in socio‐scientific systems is termed the principle of ethical endogeneity. Its social cybernetical possibilities are developed mathematically. While the mathematical treatment uses bilinear algebra for the formulation, greater importance may be seen in the scientific essence of the principle of ethical endogeneity applicable universally. This is particularly true of systems which need to be epistemologically unified.

To review progress of the Essence of Care Programme of Clinical Governance. To describe its development and highlight its achievements.

The background to the programme is outlined and the methods adopted by the Clinical Governance Support Team (CGST) and NHS personnel involved are described.

At the heart of commitment to improve quality of health care lies Essence of Care to which the fundamental needs and comfort of patients are paramount. This provides a benchmarking tool for national standards of practice across health and social care which is applicable across medical specialties and relevant to all health professionals involved in caring for patients. Fundamental aspects of care were identified based on concerns of patients and professionals; these include communication, personal hygiene, food and nutrition. Standards are agreed between patients, carers, user groups, health care professionals, professional bodies and NHS departments. Systems for feedback and monitoring ensure continual improvement. Wide dissemination has ensured that Essence of Care is embedded in the NHS.

This review summarises the aims, objectives and progress of the work of the Essence of Care Programme of Clinical Governance since its initiation.

The purpose of the chapter is to develop and substantiate the principles of implementation of the innovational model of well-balanced information economy.

The methodology of the research consists of the method of analysis of causal connections, which is used for determining the need for proclaiming various principles of implementation of the innovational model of well-balanced information economy, evaluation and comparison of the possible methods of their observation, and studying possible consequences. This allows determining the optimal set of principles that allow – with the highest precision – implementing in practice the offered innovational model of well-balanced information economy.

The author offers eight main principles of implementation of the innovational model of well-balanced information economy: principle of balance, principle of simultaneousness, principle of balance of state and entrepreneurial initiative, principle of innovational activity of personnel, principle of cyclicity, principle of feedback, principle of effectiveness, and principle of protection. They focus on peculiarities and key advantages of the innovational model of well-balanced information economy and guarantee its formation as a result of practical measures that are aimed at informatization of the economic system. These principles must be a guide for action for modern economic systems, and their strict observation will allow implementation of the offered optimal model, not just formation of information economy, thus guaranteeing its balance.

The developed principles are recommended to scientific and practical application.

Given the increasing relevance of Responsible Management Education (RME) to social and human welfare around the world, this paper aims to present an integrated framework that captures the essence of the principles of RME as defined by the United Nations (UN) and further set forth and embedded in the core principles of the accrediting body of business schools, namely, the American Association of Colleges and Schools of Business (AACSB). Such a framework serves as a rigorous platform for business schools and key stakeholders to integrate and implement core RME principles to deliver long-term sustainable benefits to the communities in which they operate.

This is a conceptual paper. The authors first define key terms of RME used in the UN and AACSB guidelines to provide a universal language for business schools to communicate with their stakeholders and to monitor RME initiatives. Next, the authors identify and map RME Principles and Standards common to both organizations that business schools can apply and integrate into their educational practices to create societal impact. Finally, they categorize the 17 Sustainable Development Goals (SDGs) of the UN into four core purposes and articulate the benefits of clear and consistent messaging that aligns with the vision and mission of the institution.

The integrated framework presented here makes a unique contribution to business schools that are in the early stages of RME implementation in the following ways: It simplifies the complexity and challenges of integrating the complex RME principles outlined by the UN and the spirit of the RME principles embedded in the accreditation guidelines of AACSB; the four unique themes that emerged from our research provide business schools with a clear pathway to assess their RME progress; and the framework addresses how RME can deliver exceptional value to various stakeholders of business schools.

There are many opportunities for future researchers to expand on our work particularly, in the areas of RME-driven curriculum development and experiential learning, embedding ethics within high-impact RME practices and developing rigorous metrics to define and measure societal impact. Future researchers may also wish to expand and refine the definitions of key terms and explore the role of societal interaction as an indicator of meaningful institutional engagement with the business community.

Business educators can use this framework that maps AACBS core RME themes to the RME guidelines of the UN to assess, establish and enhance their strategies to implement and improve RME-driven business education.

This integrated framework makes a unique contribution to business schools by simplifying the complexity and challenges of implementing RME principles outlined by the UN and that of AACSB. By integrating the principles outlined by both the accrediting body of business schools with the ideals of the U.N in a simple and elegant framework, business schools can embrace and embark on implementing one or more of the four core RME themes identified in this paper. Implementation of these principles within a core RME theme has the potential to create a strong and unique global leadership position for a business school and its graduates.

The purpose of this article is expository in the main; critical to a lesser degree. It will attempt to show how Karl Marx, enraged by the imperfections and inhumanity of the capitalist society, “fought” for its supersession by the communist society on which he dwelt so fondly, that society which would emerge from the womb of a dying capitalism. It asks such questions as these: Is it possible to create the truly human society envisaged by Marx? Is perfection of man and society a mere will‐o'‐the‐wisp? A brief analysis, therefore, of the imperfections of capitalism is undertaken for the purpose of revealing the evils which Marx sought to eliminate by revolution of the most violent sort. In this sense, the nature of man under capitalism is analysed. Marx found the breed wanting, in a word, dehumanised. An attempt is, therefore, made to discuss the new man of Marxism, man's own creation, and the traits of that new man, one freed at last from the alienating effects of private property, division of labour, money, and religion. Another question that springs to mind is this: how does Marx propose to transcend alienation?

The purpose of this general review is to address the evolution and development of the Fair Information Practice Principles (FIPPs).

This study presents FIPPs from several establishments, compare them and map them to the General Data Protection Regulation (GDPR). Additionally, this study presents and discuss similarities and differences among FIPP sets.

Although the subject matter of the FIPP sets is very similar, there are differences: their scope differs significantly. The comparison among FIPP sets is presented, and it provides relevant information related to the connectedness between privacy principles.

This study considers the GDPR to be the pinnacle of the efforts to improve personal data protection; it became a role model for other countries to implement similar regulations.

Many Japanese companies still retain seniority‐oriented promotion as the basis of their personnel management. One of its most significant characteristics is that rank and age co‐vary — the older the employee, the higher he is expected to be promoted in the company. Up to the age of 35 the Genten principle applies, involving slow but steady promotion, where junior managers are allowed to make mistakes as a necessary part of training. After the age of 35, the Tokuten principle applies. The manager enters a system where only merit and abilities allow further promotion. In order to be successful a Japanese manager is typically forced to alter his behaviour from that of a conformist to a self‐actualiser as his position goes up the promotional ladder. In the American business organisation, the single, over‐riding principle for promotion is the Tokuten principle — the US businessman has only to prove his merit to be promoted. Many American companies as well as the US‐Japanese joint ventures operating in the US claim that they are to adopt the life‐long employment and seniority‐oriented promotion system in their companies. However, the general trend in the Japanese business community is clearly moving towards the merit‐oriented system with increasingly less emphasis on life‐long employment. Typical Japanese career development and current changes in the promotion system are discussed.

This chapter looks to the future of research in next generation learning spaces. It begins with a review of the literature and concludes with the implications for future research. The review demonstrates that most ‘next generation learning space’ research has focused on the design and evaluation of spaces. We know that students like the spaces, but we don’t know if the spaces alone are effective in improving student learning or if the spaces in combination with changed pedagogic practices and/or curriculum design improve learning. There are many opportunities for researchers to provide much needed evidence to institutions on the interrelationships between next generation learning spaces design, teaching practices, curriculum design and learning outcomes.

In this monograph the author discusses the problems in constructing a logical and ethical‐empirical foundation so that relevant social values may be studied by the scientific method. Part One is concerned with the difficulties posed by the prevailing methodology. Part Two presents a new research programme based on the simultaneous equilibrium versus disequilibrium approach in conjunction with Wittgenstein's logic and the current research in ethics.