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هرم الفاعلية البيئية المجتمعية: نموذج مقترح لتدعيم الاستدامة البيئية

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Three years into the Decade of Education for Sustainable Development, there has been considerable discussion regarding education for sustainable development (ESD) at a policy level, yet very few countries and communities have moved to integrate ESD into their educational curriculum. In this article we argue that the conceptualization and implementation of ESD can be advanced by grounding it in the human capability approach.We define education for sustainable human development as educational practice that results in the enhancement of human well-being, conceived in terms of the expansion of individuals' agency, capabilities and participation in democratic dialogue, both for now and for future generations.We conclude that incorporating Amartya Sen's human capability approach as the basis of ESD will provide the clarity of direction and purpose needed for the transformation of curriculum, pedagogy and assessment.
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The paper reviews many of the recent changes in the general and specific education of civil engineering graduates including: grade inflation at GCSE, AS and A level; the pressure on engineering education due to university expansion in non-traditional subject areas; the negative effect of research assessment exercises leading to skewed academic appointments; common teaching for three years for MEng and BEng (Hons) degrees; the proliferation of MSc degrees; the potential threat arising from the Bologna declaration; together with some views from industry. The paper concludes with a proposal to maintain the 'gold standard' MEng degree by developing closer relationships between industry and academia via the initial professional development of graduates.
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There is a systemic condition inherent in contemporary markets that compel managers not to pursue more morally preferable initiatives if those initiatives will require actions that conflict with profit maximization. Normative arguments for implementing morally preferable practices within the existing system fail because they are insufficient to counter-act the systemic conditions affecting decision-making that is focused on maximizing profit as the primary operational value. To overcome this constraint we must elevate a more normatively preferable value, ‚ideal environmental sustainability,’ to the level of being the primary filtering value through which other competing values are evaluated, prioritized, and implemented. In order for this to occur in practice, a change must be made relative to the laws, rules, and regulations that define and guide the market. This can be done by suitably defining the epistemic constraint of impartiality utilizing Rawls’ notion of a ‚veil of ignorance’ as a heuristic device.
Developing Morality in Business Students: Insights from Arab-Islamic Culture and Business Experience
  • A Al-Beraidi
Al-Beraidi, A (2011), Developing Morality in Business Students: Insights from Arab-Islamic Culture and Business Experience, in: Charles Wankel and Agata Stachowicz-Stanusch (eds.), Effectively Integrating Ethical Dimensions into Business Education, Charlotte: Information Age Publishing, p. 17-49.