[Public health in social responsibility--social medicine aspects].
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Germany↗
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Results for “Social Responsibility”
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Global challenges as inspiration: a classroom strategy to foster social responsibility.
Social responsibility is at the heart of the Engineer's Creed embodied in the pledge that we will dedicate [our] professional knowledge and skill to the advancement and betterment of human welfare... [placing] public welfare above all other considerations. However, half century after the original creed was written, we find ourselves in a world with great technological advances and great global-scale technologically-enabled peril. These issues can be naturally integrated into the engineering curriculum in a way that enhances the development of the technological skill set. We have found that these global challenges create a natural opportunity to foster social responsibility within the engineering students whom we educate. In freshman through senior-level materials engineering courses, we used five guiding principles to shape several different classroom activities and assignments. Upon testing an initial cohort of 28 students had classroom experiences based on these five principles, we saw a shift in attitude: before the experience, 18% of the cohort viewed engineers as playing an active role in solving global problems; after the experiences, 79% recognized the engineer's role in solving global-scale problems. In this paper, we present how global issues can be used to stimulate thinking for socially-responsible engineering solutions. We set forth five guiding principles that can foster the mindset for socially responsible actions along with examples of how these principles translate into classroom activities.
California↗
The social responsibility of social scientists.
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Anthropology, Cultural↗
[Health promotion and disease prevention: an individual responsibility or social responsibility].
This article is about some theoretical assumptions that have guided health promotion and disease prevention strategies. Some questions are raised in relation to the professional's interventions that consider health promotion as an individual responsibility. It is suggested that the focus should be on social changes through the professionals' consciousness in social, political, behavioral and economic aspects that exert influences over the population's health. These ideas ought to be incorporated to the nurse-client interaction.
Brazil↗
Fiscal versus social responsibility: how Philip Morris shaped the public funds divestment debate.
Calls for institutional investors to divest (sell off) tobacco stocks threaten the industry's share values, publicise its bad behaviour, and label it as a politically unacceptable ally. US tobacco control advocates began urging government investment and pension funds to divest as a matter of responsible social policy in 1990. Following the initiation of Medicaid recovery lawsuits in 1994, advocates highlighted the contradictions between state justice departments suing the industry, and state health departments expanding tobacco control programmes, while state treasurers invested in tobacco companies. Philip Morris (PM), the most exposed US company, led the divestment opposition, consistently framing the issue as one of responsible fiscal policy. It insisted that funds had to be managed for the exclusive interest of beneficiaries, not the public at large, and for high share returns above all. This paper uses tobacco industry documents to show how PM sought to frame both the rhetorical contents and the legal contexts of the divestment debate. While tobacco stock divestment was eventually limited to only seven (but highly visible) states, US advocates focused public attention on the issue in at least 18 others plus various local jurisdictions. This added to ongoing, effective campaigns to denormalise and delegitimise the tobacco industry, dividing it from key allies. Divestment as a delegitimisation tool could have both advantages and disadvantages as a tobacco control strategy in other countries.
Conflict of Interest↗
Response to the social responsibility model: the convergence of curriculum and health policy.
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Academic Medical Centers↗
[Social responsibilities in pediatrics and their realization in Czechoslovakia. 2. Social responsibilities of practice at ambulatory and inpatient pediatric departments].
A survey is given on the structure and the function of the ambulant and stationary paediatric care in Czecho-Slovakia. The treatment is effected according to the system of territorial reaches as well as to a graduated care according to three stages of care. The co-operation between the ambulant and the stationary reach is characterized by manifold implications concerning other various medical specialists too. On all the levels the parents of the children are fully integrated.
Ambulatory Care↗
Motivation of chemical industry social responsibility through Responsible Care.
Advocates of corporate social responsibility argue corporations should not only meet the needs of shareholders, but other key stakeholders including the community, customers, suppliers, and employees. Since 1988, the chemical industry has engaged in a major self-regulatory "Responsible Care" industry-wide social responsibility campaign to ensure environmental, public health, safety, and security performance among member companies. Contrary to the arguments of advocates of corporate social responsibility that such efforts meet the needs of stakeholders other than shareholders such as the community, the primary goal of the Responsible Care effort has been to change public concerns and opinion about chemical industry environmental and public health practices while also opposing support for stronger and more expensive public health and environmental legislation and regulation of chemical products, even if warranted.
Chemical Industry↗
Socially responsible investing. Is it successful?
Socially responsible investing (SRI) has been defined as "the integration of social or ethical criteria into the investment decision-making process." Based on the values they hold, investors distinguish socially responsible investments from those which are not by implementing social screens: nonfinancial criteria applied in the decision-making process. Socially responsible investors typically follow one of three approaches to ethical investing: avoidance of businesses whose activities they do not support, a positive approach where they seek investments that will enhance the quality of life, and an activist approach where they attempt to influence the company's activities. In addition to individuals, many institutional investors are heavily involved with SRI. Activist investors can judge their investments' performance by the success of their shareholder activities. Investors might also look at the societal effects of their investments. If investors are seeking to change the corporation or society, SRI has proven to be successful. Empirical studies have shown mixed results with respect to the financial performance of SRI, but the findings tend to show that SRI has minimal impact, either positively or negatively, on investment returns. Nevertheless, many factors indicate that SRI may be here to stay.
Catholicism↗
Feedback EEG reactivity and the social responsivity of psychiatric patients.
Social responsivity and spontaneous attentiveness to the environment were evaluated in a heterogeneous sample of psychiatric patients. Each of the 22 male inpatients was first seen in a nondirective, taped interview and then tested with a feedback electroencephalogram (EEG) measure of attention. It was predicted that those patients who were more responsive in the interview a) would initially be more reactive in terms of their EEG response to visual stimulation; and b) would maintain their attentiveness longer than would the less socially responsive group. The results indicated significant correlations (from +.49 to +.64) between the measures of interview responsivity and attentional reactivity for ranks across all Ss. In addition, when the sample was divided into two separate groups of high vs. low social responders, group differences were found with respect to both initial EEG reactivity and the measures of persistence of attentiveness. The results appear to have implications for the "trait" concept within personality theory, and less directly, for aspects of psychoanalytic theory. In addition, the clear group differences obtained on a variety of attentional parameters underline the potential usefulness of the method of feedback in the study of EEG and behavior.
Adult↗
[Responsibility of psychological reporting II. Social responsibility].
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Humans↗
Integrating medical ethics with normative theory: patient advocacy and social responsibility.
It is often assumed that the chief responsibility medical professionals bear is patient care and advocacy. The meeting of other duties, such as ensuring a more just distribution of medical resources and promoting the public good, is not considered a legitimate basis for curtailing or slackening beneficial patient services. It is argued that this assumption is often made without sufficient attention to foundational principles of professional ethics; that once core principles are laid bare this assumption is revealed as largely unwarranted; and, finally, that these observations at the level of moral theory should be reflected, in various ways, in medical practice. Specifically, this essay clarifies a tension that exists between different kinds of moral principles and explores the possibility of dissipating that tension by shoring up foundational principles. The paper begins by setting out three alternative models of how best to balance patient advocacy responsibilities with broader social responsibilities. It then turns to critically assess these models and argue that one has several advantages over the others.
Ethical Theory↗
Relations of empathy and social responsibility to guilt feelings among undergraduate students.
Empathy and social responsibility as related to guilt feelings were investigated among undergraduate students. Subjects (337 men and 353 women) were assessed for guilt feelings, empathy, and social responsibility. The Guilt Inventory was used to assess guilt feelings. Analysis indicated that scores on the two empathy subscales, Fantasy and Personal Distress, were related to rated Trait Guilt and State Guilt, whereas Social Responsibility scores were associated with those on Moral Stan dards of the Guilt Inventory.
Adolescent↗
A multivariate twin analysis of within-family environmental influences in infants' social responsiveness.
Observational measures of social responsiveness were obtained for twin infants. The structure of within-family environmental influences was assessed by correlating identical twin pair differences for 13 behaviors in seven social settings. Factor analysis of the difference score matrix yielded one interpretable factor. This factor indicated that within-family environmental influences were not completely random but may exert a systematic effect on social behavior in several situations.
Child, Preschool↗
[Social responsibilities in pediatrics and their realization in Czechoslovakia. 1. Social pediatric responsibilities of an ambulatory care pediatrician in general practice].
A survey is given on social-paediatric tasks of ambulantly practising children's specialists--who are acting as family doctors--in Czecho-Slovakia. Among other things they are obliged to inform and to advise the parents in respect to their healthy and to their ill children, to observe and to secure a healthy development of all children within the reach of their responsibility as well as to cooperate with all the sociable institutions in case of special problems concerning children. A special centre of gravity for those tasks means to be the care for chronically ill and handicapped children as well as to act as experts in all problems and legal proceedings.
Ambulatory Care↗
Stigma and HIV: does the social response affect the natural course of the epidemic?
This article will review the theory of stigma and discuss its historical background. It will examine social responses to previously stigmatized veneral diseases and compare these responses with social responses to HIV. An analysis will be done using McGrath's (1992) theoretical measures to determine the affects of the social response of stigma on the infectious disease of HIV.
Adaptation, Psychological↗
Proposal of a four-dimensional model of social response.
Descriptive models of social response attempt to identify the conceptual dimensions necessary to define and distinguish various types of influence. Building on previous approaches, the authors propose a new response model and demonstrate that a minimum of 4 dimensions is necessary to adequately provide for such influence phenomena as conformity, minority influence, compliance, contagion, independence, and anticonformity in a single model. In addition, the proposed model suggests 5 potential types of response that have not been previously identified. These new types suggest directions for future research and theoretical development. Selected empirical evidence is reviewed in support of the validity and integrative power of the proposed model.
Acting Out↗
Teaching medical students social responsibility: the right thing to do.
As academic medicine has become more focused on the economic pressures of the marketplace, some educators have expressed concern about whether appropriate attention is being given to the character development and moral education of medical students. The authors conclude that medical schools do indeed have a duty to teach their medical students to be socially responsible. They define a socially responsible individual as a person who takes part in activities that contribute to the happiness, health, and prosperity of a community and its members. They suggest that medical students should participate in carefully designed, socially responsible activities in order to (1) practice and have reinforced such qualities as reliability, trustworthiness, dependability, altruism, and compassion; (2) partially reimburse society for the cost of their medical education; (3) increase their exposure to a population-based approach to health care; and (4) help medical schools fulfill their social contract with the public. The authors outline the process for developing a curriculum to teach social responsibility to medical students and list some of the key questions faculty and administrators must address in the processes of development and implementation. They conclude that while faculty responsible for implementing a curriculum in social responsibility must be highly committed and prepared to address numerous difficult questions concerning the curriculum's philosophy, structure, and function, the potential benefits of such a curriculum are well worth the effort.
Curriculum↗