Virtue ethics, CSR and corporate citizenship

The Global Alliance for Public Relations and Communication Management values the dignity of the individual; human rights; and equal opportunity. Its Code of Ethics declares a professional’s duty to broader society. The code advocates education to reinforce this ethical outlook. This paper contributes a specific approach towards the practitioner’s ethical understanding. It enlists the critique of Alasdair MacIntyre who strongly criticises much conventional ethical theory. MacIntyre’s teleological approach is joined with a notion of a hierarchy of narratives of ethical expectations in an argument which counsels that public relations must always operate at the highest level of these narratives.

Virtue ethics, CSR and ‘corporate citizenship’

Purpose

Is social justice possible? : Hayek, Rawls, MacIntyre, Taylor critically examined

[No Abstract]

Out-of-home food outlets and area deprivation: case study in Glasgow, UK

Background
There is a popular belief that out-of-home eating outlets, which typically serve energy dense food, may be more commonly found in more deprived areas and that this may contribute to higher rates of obesity and related diseases in such areas.

Methods
We obtained a list of all 1301 out-of-home eating outlets in Glasgow, UK, in 2003 and mapped these at unit postcode level. We categorised them into quintiles of area deprivation using the 2004 Scottish Index of Multiple Deprivation and computed mean density of types of outlet (restaurants, fast food restaurants, cafes and takeaways), and all types combined, per 1000 population. We also estimated odds ratios for the presence of any outlets in small areas within the quintiles.

Results
The density of outlets, and the likelihood of having any outlets, was highest in the second most affluent quintile (Q2) and lowest in the second most deprived quintile (Q4). Mean outlets per 1,000 were 4.02 in Q2, 1.20 in Q4 and 2.03 in Q5. With Q2 as the reference, Odds Ratios for having any outlets were 0.52 (CI 0.32–0.84) in Q1, 0.50 (CI 0.31 – 0.80) in Q4 and 0.61 (CI 0.38 – 0.98) in Q5. Outlets were located in the City Centre, West End, and along arterial roads.

Conclusion
In Glasgow those living in poorer areas are not more likely to be exposed to out-of-home eating outlets in their neighbourhoods. Health improvement policies need to be based on empirical evidence about the location of fast food outlets in specific national and local contexts, rather than on popular 'factoids'.

Ulster-New Zealand migration and cultural transfers / Brad Patterson

Books
Medievalism and the Gothic in Australian Culture. Edited by Stephanie Trigg.

What If? Australian History as It Might Have Been. Edited by Stuart Macintyre and Sean Scalmer.

Disputed Histories: Imagining New Zealand's Pasts. Edited by Tony Ballantyne and Brian Moloughney.

The Myth of the Great Depression. By David Potts.

Memory, Monuments and Museums: The Past in the Present. Edited by Marilyn Lake.

Connected Worlds: History in Transnational Perspective. Edited by Marilyn Lake and Ann Curthoys.

Island Ministers: Indigenous Leadership in Nineteenth Century Pacific Islands Christianity. By Raeburn Lange.

Texts and Contexts: Reflections in Pacific Islands Historiography. Edited by Doug Munro and Brij V. Lai.

Day of Reckoning. By Lachlan Strahan.

Appropriated Pasts: Indigenous Peoples and the Colonial Culture of Archaeology. By Ian J. McNiven and Lynette Russell.

Recognising Aboriginal Title: The Mabo Case and Indigenous Resistance to English-Settler Colonialism. By Peter H. Russell.

Black Glass: Western Australian Courts of Native Affairs 1936-54. By Kate Auty.

Edward Eyre, Race and Colonial Governance. By Julie Evans.

Gender and Empire. By Angela Woollacott.

Uncommon Ground: White Women in Aboriginal History. Edited by Anna Cole, Victoria Haskins and Fiona Paisley.

Mixed Relations: Asian-Aboriginal Contact in North Australia. By Regina Ganter, with contributions from Julia Martinez and Gary Lee.

Botany Bay: Where Histories Meet. By Maria Nugent.

A Man of All Tribes: The Life of Alick Jackomos. By Richard Broome and Corinne Manning.

Black Founders: The Unknown Story of Australia's First Black Settlers. By Cassandra Pybus.

Over the Mountains of the Sea: Life on the Migrant Ships 1870-1885. By David Hastings.

Ulster-New Zealand Migration and Cultural Transfers. Edited by Brad Patterson.

From Paesani to Global Italians: Veneto Migrants in Australia. By Loretta Baldassar and Ros Pesman.

Ways of Seeing China: From Yellow Peril to Shangrila. By Timothy Kendall.

East by South: China in the Australasian Imagination. Edited by Charles Ferrall, Paul Millar and Keren Smith.

Arthur Tange: Last of the Mandarins. By Peter Edwards.

Kin: A Collective Biography of a Working-Class New Zealand Family. By Melanie Nolan.

Ida Leeson A Life: Not a Blue-Stocking Lady. By Sylvia Martin.

Will Dyson: Australia's Radical Genius. By Ross McMullin.

Francis De Groot: Irish Fascist Australian Legend. By Andrew Moore.

South by Northwest: The Magnetic Crusade and the Contest for Antarctica. By Granville Allen Mawer.

From Woolloomooloo to 'Eternity': A History of Australian Baptists. 2 vols. Volume 1: Crowing and Australian Church (1831-1914), Volume 2: A National Church in a Global Community (1914-2005). By Ken R. Manley.

What (a) difference a degree makes : the evaluation of the new social work degree in England

After many years of debate in the UK about the need for a degree-level qualification in social work, the arguments for a minimum degree-level qualification were accepted. The requirements for the degree in England were developed drawing on work from a number of sources, including a benchmark statement for undergraduate degrees in social work and focus groups with stakeholders. The new degree in England, launched in 2003, involves one extra year’s study; improvements in the qualifying standard for social work; and specific curriculum and entrance requirements. At the time of launching the degree, the government department responsible for funding (Department of Health) commissioned a three-year evaluation of the implementation of the new degree to establish whether the new qualifying level leads to improvements in the qualified workforce. The aim of the evaluation is to describe the experiences of those undertaking the degree, collect the views of the various stakeholders about the effectiveness of the degree and measure the impact of a degree-level qualification on those entering the workforce. This article, written by the team undertaking the evaluation of the England degree, explores the reasons for the methodological approach adopted and the issues that have arisen in setting up the research.

A boarding school outbreak of pertussis in adolescents : value of laboratory diagnostic methods

Culture for Bordetella pertussis (B. pertussis) is the traditional gold standard for laboratory diagnosis of pertussis but is insensitive, especially later in the course of illness and in vaccinated persons. Interpretation of serology is limited by the lack of an appropriate reference standard. An outbreak of pertussis in a crowded boarding-school dormitory allowed evaluation of laboratory correlates of infection. Questionnaires, serum samples and throat swabs were collected from members of the exposed group. Serum samples from unexposed controls of a similar age group were used for comparison. B. pertussis PCR was performed on throat swabs, and sera were tested for IgA antibodies against whole-cell (WC) B. pertussis antigen and IgG antibodies to pertussis toxin (PT). The Centers for Disease Control and Prevention definition for pertussis was used to define clinical cases. We evaluated the use of a previously published cut-off for PT IgG of 125 EIA units (EU)/ml. Completed questionnaires were obtained from 115 students, of whom 85 (74%) reported coughing symptoms, including 32 (28%) who met the clinical case definition for pertussis. B. pertussis was detected by PCR in 17 (15%) and WC IgA in 22 (19%) students; neither correlated with symptoms, but dormitory of residence strongly predicted PCR status. The mean PT IgG geometric mean concentration, in this situation of high pertussis exposure, correlated with severity of symptoms and was significantly higher in both symptomatic and asymptomatic children exposed during the outbreak (P<0·001) than in control children. A cut-off for PT IgG of 125 EU/ml was too high in an outbreak situation to be sensitive enough to identify pertussis cases. A case of pertussis in a crowded boarding-school dormitory resulted rapidly in an outbreak. Serology and PCR were useful in identifying the outbreak and commencing disease control measures. The use of serology has mostly been evaluated in community serosurveys, where it is not possible to determine if immunity reflects vaccination, asymptomatic disease or symptomatic disease. This outbreak gave us the opportunity to evaluate the value of serology and PCR in the presence of confirmed exposure to pertussis.

Ploughzone archaeology on an Australian historic site

Archaeologists are often confronted with sites featuring post-occupation disturbance. At rural sites, this disturbance often comes in the form of agricultural activity, such as ploughing and grazing. These disturbances can call into question the value of site spatial relationships and broader data integrity. Between 2006 and 2007, archaeologists from La Trobe University and New Zealand-based consultancy firm Geometria carried out a programme of fieldwork at an 18411861 cottage in Gippsland, Victoria. The site is now an open grazing paddock that has been ploughed on several occasions in the past. The survey techniques used by the archaeological team, which included geomagnetic survey and artefact surface scatter mapping, allowed for testing the integrity of the ploughed archaeological deposits prior to excavation, and provide a case study for the applicability of ploughzone archaeology techniques to Australian historic sites.

Social justice in education in 'new times'

This thesis considers social justice in education in ‘new times’. To facilitate the investigation a number of research questions were pursued. These questions were: • What is meant by the label ‘social justice’? • How is social justice to be understood in contemporary terms? • Are there tensions between traditional and contemporary views of social justice? • How effective are policy developments in delivering social justice via education? • What difference do such policies make at the local level? To answer these questions a critical case analysis of a country community and one of its primary schools was carried out. Data were gathered using a variety of methods. As a researcher who was also a teacher in the school I kept a personal professional journal during 1993 and 1994. During this period I was the teacher in the school with responsibility for curriculum development related to issues of social justice. In 1994 I conducted interviews with twenty students, parents and teachers at the school in relation to social justice issues. I also interviewed the CEO of the town’s Council. A number of relevant Federal and State Government and school policy documents were consulted and an archival search of the local newspaper from 1956 to 1994 was undertaken. Statistical information from the Australian Bureau of Statistics as well as from school records was used. A number of local history books were consulted as well as the minutes of relevant school committee meetings. Contemporary social theory, more specifically the work of Anthony Giddens, provided the major methodological tool. Giddens structuration theory was selected as it provided a way of interpreting society from both macro and micro perspectives, it provided a way of studying the interconnectedness of the individual and society. In addition to this, a metaphor was used as a way of developing an understanding of the data. The river was chosen as the metaphor as it has significance to the case study community and it also provides a way of understanding interconnectedness. At an interpretive level, both social theory and moral philosophy were drawn on, including the work of Geoffrey Sharp, Anthony Giddens and Alisdair MacIntyre. A review of selected literature indicated three main areas of concern in relation to this thesis. We live in a time of constant and ongoing change, understanding how this change impacts on the lives of individuals and society is important. Such an understanding relates directly to issues of ontology. In addition it was necessary to consider schools in these ‘new times’. The literature revealed that the changes occurring in the wider society were related to the changes currently being seen in schools. Specifically this related to the increasing emphasis on economics and on individualism, emphases also reflected in the findings of this thesis. Finally the literature related to social justice was discussed, the focus here was on distributive theories of justice and the way these are reflected in programs such as the DSP. The data, as expressed in the metaphor of the flowing river, revealed dominant and marginal currents in social justice in education in ‘new times’. The dominant social group are the intellectually trained and the dominant issues were related to technology, globalisation and economic and bureaucratic rationalism. In the marginal currents we find the under-employed and the unemployed and marginal issues relating to housing, the black economy, poverty and the survival of rural communities. The data also revealed a marginal tributary running into the river. This tributary shows that social cohesion is still a part of life in ‘new times’, albeit a marginalised part. The dominant and marginal currents in social justice in ‘new times’ reveal changes at a deep cultural level. Social justice in ‘new times’ is set within the limits provided by economic rationalism. Such a position is closely linked to the rise of liberal democracy as a political ideology. A rise which has been on a global scale. This valorizes the individual as compared with the group, and the family as compared to the social whole, within the context of expanded economic groupings and markets. Such an ideological position sees the role of the state as providing the ‘legitimising muscle’ to advance the cause of individuals and their families as compared to larger social groupings. These perceptions were applied in Australia, even under a Labor Government. In this sense social justice policies in ‘new times’ are ideological, they act as a political lever to legitimate economic restructuring. They are policies designed to carry disparate groups forward and together on a common wave of economic reform. They are used to ‘sell’ economic reform as being ‘good’ for all of society. Against the backdrop of economic rationalism and liberal democratic ideals there emerges a language geared to the production of an economically viable self, self image, self identity, self esteem and self confidence. As a result, the sense of identity as ‘social’ is lost from view. This thesis argues that what is needed is a new way of looking at social justice in education. A way that reaches beyond the solutions forwarded by the political Left and the Right. It is about the development of an understanding of the way in which an assimilation of the hyper individual and the social group can result in the emergence of the socially responsible individual. This is a cultural shift that sees the individual/society dualism presented in a new way. The categories enter into a new relationship where the balance shifts away from the individual towards society. A shift to a culture where the individual’s rights and responsibilities are respected within a social whole. Such a cultural shift would result in a curriculum which would build social identity, promoted socially responsible independent thought and make space for creativity and the aesthetic. A ‘curriculum for social responsibility’ would be a socially just curriculum.