مریم مالمیر

Introduction: Suicide occurs in people of any age and background, which negatively affects families and communities. According to the statistics provided by the World Health Organization, suicide is the cause of death of more than 700,000 people in the world, seventy-seven percent of which occur in low- and middle-income countries. Therefore, suicide has become an international problem in global health. There is a main moral issue regarding suicide, and that is whether suicide is morally permissible or not, and if so, under what circumstances? Therefore, the authors of the present study decided to examine suicide through the view point of ethics. Materials and Methods: The research was a review method, in order to achieve the goal of the research, in addition to electronic education books and virtual education in this field, articles related to the research keywords from 2004 to 2022 from the databases of Elsevier, Proquest, Pubmed, Researchgate, Science direct, was reviewed. Conclusion: According to ethical codes, each person has independence and autonomy. An autonomous and independent person has the possibility to make any decision, provided that his decision does not lead to harm to others or damage to the natural environment. Therefore, according to ethical codes, a person can decide for his life, he can even commit suicide.

Background: Paying attention to personalization of learning process in educational systems is of special importance. Therefore, the purpose of this study is to determine the role of commitment and professional ethics on teacherschr('39') attitudes toward personalizing the learning process. Method: The method of the present study was descriptive and correlational that was performed on 195 primary school teachers in Ghaen. Samples were selected by cluster sampling. To collect data from three standard questionnaires; Professional commitment, professional ethics and teacherschr('39') attitudes toward personalizing the learning process were used and the data were analyzed using SPSS_18 software and coefficient statistical tests. Multiple regression and Pearson correlation coefficient were analyzed. Results: The results showed that professional commitment with an average of 3.97 ± 0.098, professional ethics with an average of 5.26 ± 0.082 and teacherschr('39') attitudes toward personalizing the learning process with an average of 4.13 ± 0.064 above average. Professional ethics explains 15% of the variance of professional commitment and 25% of the variance of teacherschr('39') attitudes toward personalizing the learning process; Professional commitment also explains 37% of the variance changes in teacherschr('39') attitudes toward personalizing the learning process. Conclusion: Commitment and professional ethics improve teacherschr('39') attitudes toward personalizing the learning process. On the other hand, professional ethics provides the basis for improving the professional commitment of teachers. Therefore, organizational managers can improve their attitude towards personalization of the learning process by promoting the commitment and ethics of teacherschr('39') professions, and thus provide the basis for improving the efficiency of the educational system.

Background: Dogmatism is a global challenge in recent years. Terrorist groups such as Taliban, Al Qaeda, Al-shabab, ISIS, Jondollah and so on are some example in recent century. Hence, what is more attended today is the religious dogmatism. It doesn’t mean that there are no other forms of dogmatism. Various kinds of dogmatism in political, racial and ethnical forms are developed in modern societies. Because of forming close mind manner, dogmatism in each form is in opposite of ethics. Therefore, this study tries to consider the ethical and social consequences of dogmatism in societies. Conclusion: With prevalence of dogmatism, ethical foundations are weakened and wellbeing will be replaced with violence and autarchy. In such societies, trust, adjustment and social cooperation will be decreased.