Search results

Although many educators feel insecure about reporting suspected child maltreatment, educators are in a unique position to identify and, subsequently, intervene in such cases. This is particularly true for those working in early childhood education settings, as the youngest children – those most vulnerable to the effects of maltreatment – are at the greatest risk for being victims of most types of maltreatment. Thus, early childhood educators should be familiar with child maltreatment and be prepared to act in these cases. The purpose of this chapter is to provide a general overview of child maltreatment. Definitions and prevalent issues will be discussed, and the potential effects of child maltreatment across a variety of domains, including cognitive, academic, social, and behavioral functioning, will be highlighted. Finally, the authors explore various responsibilities, such as mandated reporting and intervention and prevention activities, of early childhood educators.

Dual marketing, i.e. selling the same product to both consumers and business customers, calls for a rearrangement of companies’ organizational chart. New figures, appointed with new roles, need to be integrated within the organization. In addition, dual marketers are required new skills by the market, having to learn to blend push and pull marketing techniques. This chapter discusses how the market's imperatives make the dual marketer an on-the-edge figure within the business landscape, able to constantly reinvent herself to keep pace with innovations.

Many believe we are suffering from an ethics crisis (Perry & Nixon, 2005). The increased incidence of irresponsible behaviour by business, recent examples being the global financial crisis and the BP oil spill, and the devastating consequences on society have focused attention on the role business schools play in educating future business (and other) leaders. There have also been criticisms of business schools failing to take into account the ‘factually impossible notion of unlimited growth in a world of limited resources’ (Giacalone & Thompson, 2006), and continuing to encourage business strategies which are at odds with the growing challenge of sustainable development, which include issues of climate change, inequity and resource depletion (Giacalone & Thompson, 2006; Shrivastava, 1995; Waddock, 2007). Indeed, business schools have been criticised for encouraging a self-interested, profit-oriented focus that ignores the wider responsibilities of business to society (Gioia, 1992; Kochan, 2002; Mitroff, 2004). Starkey, Hatchuel, and Tempest (2004), for example, claim that the business school has become “ethically compromised because the values it espouses have been implicated in recent corporate scandals.” McPhail (2001) suggests the inclusion of business ethics into accounting and business education as a possible remedy. Cant and Kulik went further and claimed that “business schools would be remiss, if not unethical themselves, if their ethics education efforts were not increased in light of recent events.” (2009).

This chapter attempts to conclude this periodised collection by contemplating the future of Initial Teacher Education (ITE) in Scotland over a timeframe of the next 10–20 years. It develops a framework of antecedents of change drawn from the accounts, analysis and milestones presented in the preceding chapters. Five main wellsprings of change are articulated reflecting how teacher preparation has been cast and influenced by politics, economic circumstances, changes in the sociocultural order, important shifts in the intellectual climate together with the decisions and actions of institutional or individual actors. Using the framework, three scenarios for the future of teacher education in Scotland are sketched out in brief. Futurologists and strategic thinkers have used the development of scenarios as a technique or method to contend with multiple conceivable possibilities and to contain the unpredictability of possible futures. The scenarios presented in this chapter are offered as a stimulus for future-orientated thinking and action. The final section highlights dimensions of ITE that are tangibly within the reach of teacher educators in forging a future in which Scotland remains, in a context of global comparison, a jurisdiction providing ITE of the highest quality.

Western societies are not “a-moralized.” We could observe “ethical etiquette” everywhere, in every social institution and concerning every human activity or field of research (codes of ethics, ethics committees, Government ethics laws and so forth). The moralization processes of Western societies appear to be actualized in a dialectical way, and that process involves three patterns of actions undertaken by most of the social groups and institutions: (1) to get rid of an external (heteronomous) morality; (2) to adopt an inner (autonomous) morality; and (3) to safeguard two equivocal attitudes: (a) excluding any moral issue from one's decision-making and paradigmatic beliefs individuals adhere to (in order to explain the systemic reality of their self, world and Nature); and (b) letting to the given social groups and institutions (professions, for instance) the responsibility to provide the moral foundations of social life. In neo-liberalistic societies, where individualism has reached its peak, moral responsibility is more and more considered as a constraint to the “desire to do what we wish to do.” Indeed, such a desire serves to define the meaning of freedom in neo-liberalistic societies, although the meaning expresses a distorted form of freedom: to do whatever we like, except if it tends to reduce others’ freedom. Such a meaning does not imply to serve society or to love each other.