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Titlebook: Humanizing Business; What Humanities Can Michel Dion,R. Edward Freeman,Sergiy D. Dmytriyev Book 2022 Springer Nature Switzerland AG 2022 T

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11#
發(fā)表于 2025-3-23 13:44:47 | 只看該作者
Human Rights and Humanizing Businessitically examine two prominent justifications of the why question: the ‘social expectations’ logic which underpins the UN Guiding Principles on Business and Human Rights, and the business case for human rights. As an alternative, I will argue that businesses should respect human rights as a matter o
12#
發(fā)表于 2025-3-23 14:03:39 | 只看該作者
Christian-Catholic Humanism for Humanizing BusinessThe Christian view of the human being involves, among other characteristics, the consideration of the uniqueness and intrinsic worth of every human being, created in the image of God; a certain absolute—only submitted to God— and openness to the transcendence; with reason, freedom, relationability,
13#
發(fā)表于 2025-3-23 19:10:38 | 只看該作者
14#
發(fā)表于 2025-3-23 23:31:11 | 只看該作者
An Eastern Orthodox Perspective on Humanizing Business: The Case of Greek Orthodoxydoxy in particular, for a humanely-oriented business ethics. The paper examines the basic concepts, tenets and principles of Greek Orthodoxy’s worldview which is grounded on personalism, the latter underlying a relational view of self that emerges in specific faith communities. It then applies this
15#
發(fā)表于 2025-3-24 04:41:45 | 只看該作者
16#
發(fā)表于 2025-3-24 10:34:24 | 只看該作者
A Buddhist Perspective on Humanizing Businessor in this life as a human, including business or career activity, is carried out with the intention to achieve this goal. Both business activities and non-business activities (such as leisure activities) are important vehicles to practice Buddhism. In the Mahayana tradition of Buddhism as reflected
17#
發(fā)表于 2025-3-24 14:25:10 | 只看該作者
18#
發(fā)表于 2025-3-24 15:11:37 | 只看該作者
19#
發(fā)表于 2025-3-24 22:40:33 | 只看該作者
20#
發(fā)表于 2025-3-25 02:32:41 | 只看該作者
to understand the nature of learning. And although much attention is paid to differences between learners, short shrift is often given to cognitive functions that characterize successful?learning for all students. Yet these are the very functions that determine the difference between successful and
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