education

Do you think that people can be wrong about happiness? This week our main discussion will focus on explaining and evaluating  the theory of virtue ethics as discussed in Chapter 5 of the textbook.  Your instructor will be choosing the discussion question and posting it  as the first post in the main discussion forum. The […]

The Nicomachean Ethics us to address challenges that arise from alternative views, difficult questions, and dilemmas, and helps us resist the power that mere personal desire, tra- ditional or established assumptions, or prevailing cultural trends can have over our own sense of how one should live. As we mentioned previously, our main source for such

Virtues and Moral Reasoning Think about the various features of your life. You may be a father, mother, husband, or wife. Perhaps you are in the military, in sales or management, work with kids, or work in something hands-on like construction or repair. You may be involved in professions such as healthcare, social work, or

Virtues and Moral Reasoning What does this have to do with ethics? If ethics is concerned with how one should live, the conception of what it means to live well will be concerned with more than simply the kind of world I should strive to bring about or the actions I should or should not

What Is Virtue Ethics? 5.2 What Is Virtue Ethics? Let’s review the way that we distinguished ethical theories in Chapter 1. We can regard human actions as consisting of three parts: 1. The nature and character of the person performing the action. 2. The nature of the action itself 3. The consequences of the action The

Virtue Ethics: Being a Good Person Hero Images Inc./Hero Images/SuperStock Learning Objectives After reading this chapter, you should be able to: • Explain the core features of a virtue-based moral theory. • Describe the notion of a telos and how that informs how people should act in particular situations. • Explain the Aristotelian concept of

Recommendations for Action The findings of the research emphasize the significance of communication as a tool that increases the quality of the partnership between parents and teachers, thus improving the academic performances, developmental challenges, and the general wellbeing of the children with ASD. According to Mautone et al. (2015), the absence of meaningful and solid

What are the benefits and barriers to using e-mail to communicate with parents? This question was answered through responses given by the participants to the qualitative semi-structured interviews. By investigating the potential barriers and benefits to the use of e-mail in the frequent teacher and parent communication, the researcher was interested in establishing how conversant

What are the relationships among gender, age, teaching experience, frequency of e-mail use, administrator’s e-mail use, classroom e-mail access, grade level/subject taught, school socioeconomic level and teacher perceptions of e-mail as a method of communication with parents? For this question, the researcher focused on identifying differences in teachers’ perceptions of e-mail use in communication wit

What are teacher perceptions of e-mail as a method of communication with parents? While asking this question, the researcher believed that the teachers who participated in the research were sufficiently knowledgeable about how the e-mail communication worked, and any responses were expected to reflect the teachers’ in-depth knowledge of the e-mail technology. Accordingly, the researcher