This paper reviews briefly the main approaches in the literature on ethics of war and suggests the need to move beyond an ethic of justice towards an ethic of care. The analysis problematizes dominant understandings of \"just war\" and \"just peace\" in the literature and highlights that incorporating elements of an ethic of care, our understanding of ethics of war and peace can be redefined, sharpened, and redeployed through an enlarged ethical lens. The author suggests that scholars and practitioners in different fields of study and domains of social and political life can make important contributions by defining, elucidating, and advocating why both perspectives, those of ethic of justice and care, together allow us to capture the prospects of a broader understanding and the practice of peace.

The ethic of care is a moral philosophy that has been used to describe and guide the work of educators, especially those working with students with special education needs (SEN). In this study, 36 principals and vice principals from four provinces in Canada were interviewed about their work with students with SEN during the pandemic. Responses were analyzed using the ethic of care framework. Accordingly, responses indicated that principals were particularly aware of, and responsive towards, the wide range of need experienced by students, their families, and school staff. Principals appeared especially concerned about the social needs of their students with SEN, the emotional support needs of the students\' families, and the teachers\' distress at not being able to meet all the educational needs of their students. Although most principals described the emotional toll of their work during the pandemic, none identified efforts directed towards self-care. This paper considers these findings in regard to motivational displacement as it relates to an ethic of care and calls for a broader consideration of need within education, such that support is extended to students, school staff and school leaders as the most effective means to foster healthy, future-ready schools. Key words: pandemic, principal, inclusive education, ethic of care, mental health.

At the outset of the coronavirus pandemic, before we had a chance to acclimate to our world turned upside-down, I was genuinely confounded by the inflexibility of some professors to help students. After all, we had been offered the grace of an extension on tenure-track requirements, and afforded the opportunity, and relative safety, of working from home. How was it possible then, to not understand that students, too, might need grace? And how could anyone be OK with choosing not to help? Far from traditional research questions, my wonderings provoked lively conversations with colleagues, and a lens through which to consider my own positionality and difficulties in dealing with the challenges posed by the pandemic. Framed by Nel Noddings\' Ethic of Care, and through poetic inquiry, this article presents a personal response to teaching in an Educator Preparation Program during a global pandemic.

UNASSIGNED: This paper explores the opportunities that creative, nature-based activities offer for mobilising social connections via community-centred approaches to improve individual and collective wellbeing.
UNASSIGNED: The study involved ethnographic methods and data was gathered from a nature for wellbeing project implemented in a rural village in North East England.
UNASSIGNED: The findings indicate creative, nature-based activities delivered within an environment marked by an ethic of care and kindness enabled the project to engage with participants at individual and collective levels simultaneously, which enhanced the project\'s ability to mobilise community skills and assets, and affect connectedness, equity and control within social groups facing significant disadvantages.
UNASSIGNED: Creative, nature-based activities, delivered with an ethic of care, present an opportunity to recognise and engage complex and, at times, opposing undercurrents inherent in social connections between individuals and social groups.

暂无摘要。

The unique role of the nurse ethicist in the clinical setting is one meant to enhance the ethical capacity of nurses, and front-line healthcare providers. As a nurse ethicist, it is also my goal to enhance the ethical climate of each individual work area, patient care unit, and the broader institution by encouraging ethical conversations, navigating ethical dilemmas, and seeking creative solutions to minimize moral distress and burnout. To provide preventive ethics support and education, I began regularly visiting patient care areas for ethics rounds, which I affectionately named \"E-walks\" (for Ethics Walks). I will discuss and reflect upon the lessons that have emerged as three key components of \"E-Walks\": Recognition, Solidarity and Dialogue. These themes will speak to the unique presence and availability of a nurse ethicist as a valuable resource to front-line healthcare providers who face ethical dilemmas and morally concerning cases. I will go on to argue and demonstrate that my role as the nurse ethicist lies at the intersection of bioethics and the theoretical framework of the \"ethic of care,\" which is focused on building, creating, and sustaining caring interprofessional relationships through the work of ethics, nursing, and education.

Caring relationships among families and providers are at the heart of high-quality early care and education (ECE). This study examines relationships between parents and providers in a nationally representative sample of infants and toddlers and their families (N = 527) enrolled in the two-generation Early Head Start (EHS) program in the U.S. EHS\' primary services include home visiting and center-based early education, taking a whole family approach to provide comprehensive services within caring and trusting relationships. Using weighted lagged regression models, we found that parent and provider reports of their positive relationships with one another at age 2 years were related to some child and family outcomes at the end of their EHS experience at age 3 years. Providers who reported better relationships with parents rated children as having lower behavior problems and enhanced social competence, language comprehension, language production, and home environments. Parents who reported better relationships with providers also reported lower parenting stress and family conflict. Findings suggest that caring relationships between providers and parents are a key part of high-quality ECE within an environment dedicated to an ethic of care not just for children, but for the whole family.

BACKGROUND: Since the 1960s, the Independent Life Movement has demanded personal assistance as a right for people with disabilities to access autonomy. In turn, feminist movements have shown a special concern for the care and profile of the providers. Both postures have created tensions around the provision of personal assistance and care for people with disabilities.
OBJECTIVE: To know and analyze the scientific evidence regarding approaches to personal assistance and care for people with disabilities.
METHODS: An Integrative Literature Review using five databases: Dialnet, Scielo, PubMed, Scopus, and Web of Science. The Boolean combinations were: \"Personal assistance AND disability\"; \"Personal assistance AND care AND disability\"; \"Care AND disability\" in English, and \"Asistencia personal AND discapacidad\"; \"Asistencia personal AND cuidados AND discapacidad\"; \"Cuidados AND discapacidad\" in Spanish. A total of 31 scientific articles were obtained. A content analysis was then, with five analysis dimensions emerging.
RESULTS: The articles approached the positive aspects of personal assistance. Others established the need for more resources in order to not be an exclusive reality for developed countries. Profiles were made of racialized, young, migrant women as the identity behind (informal) care. From the perspective of a feminist disability care ethic, new forms of providing care are proposed, by changing the focus from individual and family responsibility, towards a social and collective focus.
CONCLUSIONS: The evidence analyzed considers various dimensions of the epistemo-political tension between personal assistance and care. The meeting point between both perspectives is interdependence and autonomy; on the one side, for people with disabilities, and on the other, for the women profiled as the main caregivers.

The activities of community-based health actors are widely recognized as critical to pandemic response; yet, there exists a lack of clarity concerning who is included in this ecosystem of actors and how these actors experience the complexity of delivering community-level care in the context of a public health emergency. The objectives of this study were (1) to characterize the lived experiences of community-based health actors during the COVID-19 pandemic in the Philippines; and (2) to identify opportunities for further supporting these critical actors in the health workforce. Virtual semi-structured interviews were conducted (January-February 2021) with 28 workers employed by a Philippines-based non-governmental organization (NGO) to explore their lived experiences during the COVID-19 pandemic. Data were analyzed thematically using a hybrid inductive-deductive coding process, informed by Tronto\'s conceptualization of an ethic of care. Lived experiences among study participants were shaped by discourses of fear and care, and the interaction between these two affects. Participants reported everyday experiences of fear: NGO workers\' fears of contracting and transmitting COVID-19 to others; perceived fear among community members where they worked; and fears around COVID-19 testing, recognizing the personal and social implications (e.g. stigma) of a positive test. Amid fear, participants had everyday experiences of care: care was a powerful motivator to continue their work; they felt supported by a caring organization that implemented safety protocols and provided material supports to those in quarantine; and they engaged in self-care practices. These findings contribute to understanding the ecosystem of actors involved in community-based health care and engagement efforts and the challenges they encounter in their work, particularly in a pandemic context. We highlight implications for civil society organizations charged with protecting the mental and physical well-being of their workers and describe how these actions can contribute to local health systems strengthening.

Public health guidance and associated interventions seek to bring about change in diet and physical activity behaviours to improve life expectancy and healthy life expectancy in the population. Low socioeconomic status (SES) groups suffer from reduced life/healthy life expectancy compared with the population as a whole. This in-depth qualitative study, investigates the lives and experiences of mothers with young children living in a low SES area in a London (UK) borough, to understand the context in which current public health guidance on diet and physical activity is received and viewed, and how this understanding could be used to inform the development of public health guidance and interventions for this group.
The mothers (n = 20), were recruited from a Surestart Centre, Children\'s Centres and through the local branch of a national charity. The mothers took part in a series of three in depth interviews over two years (2016-2017). Thematic analysis was used to generate an iterative set of codes informing an understanding of motherhood, diet and physical activity.
Motherhood was found to be a major factor for understanding and interpreting how women in low SES areas respond to public health guidance on diet and physical activity. The mothers were well informed about dietary guidance, considered that provision of healthy food was critical to the mothering role, but found it difficult to implement the guidance in their own lives. In contrast, physical activity was not seen as integral to the mothering role, although it was acknowledged that it played a part in ensuring that the mothers remained healthy enough to fulfil all their duties. Constrained by the ethic of care, and a lack of material and time resources, the mothers prioritised their family\'s health above their own. This study, enabled the mothers to articulate ideas for interventions that would be supportive of a healthy lifestyle and of practical application in their busy lives.
Mothers from this low SES area responded differently to the public health guidance on diet and on physical activity. Whilst providing and modelling a healthy diet was seen as an essential part of the mother\'s role, participating in leisure based physical activity was problematic, and unless carefully framed, could be perceived as selfish behaviour, inappropriate for the \"good\" mother.