Dissertations / Theses: 'Moral values'

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Sjölander, Johansson Jakob Andreas. "Provisional Values." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184983.

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This paper concerns the issue of ignorance about values, and how to best deal with it.I try to find out what we ought to do when we are ignorant of what it is valuable topromote. The proposed solution is an indirect system of “provisional values”, builtaround three goals that are likely to increase our chances of achieving real value,should such a thing be possible.These three provisional goals the system gives us are as follows: knowledge,optionality, and diversity.Knowledge is the traditional way of trying to relieve our ignorance and has beenthe focus of most philosophizing about value.Optionality means having options, or the power to act differently. This is likelyto become important should we ever discover what it is actually valuable to do.Finally, diversity is simply the idea that, not knowing what truly is valuable, weshould do as much as possible of everything in the hope that some of it may bevaluable.
Denna uppsats handlar om problemet med vår brist på kunskap om värde och hur manbäst hanterar det. Jag försöker ta reda på vad vi borde göra i situationer där vi ärokunniga om vilka mål som är värdefulla att uppnå. Den lösning som föreslås är ettindirekt system av ”provisoriskt värde”. Detta system är uppbyggt kring tre mål somsannolikt kommer att öka våra chanser att uppnå direkta eller verkliga värden, om ensådan sak skulle vara möjlig. Dessa tre provisoriska mål som systemet ger oss ärföljande: kunskap, optionalitet och mångfald.Kunskap är det traditionella sättet att försöka lindra vår okunnighet, och harvarit fokus för det mesta filosoferandet om värde.Optionalitet innebär att ha alternativ eller makten att agera annorlunda. Dettakommer sannolikt att bli viktigt om vi någonsin upptäcker vad det är värdefullt attgöra.Slutligen är mångfald helt enkelt tanken att om vi inte vet vad som verkligen ärvärdefullt så bör vi göra så mycket som möjligt av allt i hopp om att något av det kanvisa sig värdefullt.

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Starks, Shannon. "Moral Values in Moral Psychology? A Textual Analysis." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6067.

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What values, if any, is moral psychology based on with regard to what humans should be like? While the value-free ideal of science requires at least the bracketing of values in regards to the conducting of research and influence on its results, this investigation takes seriously the concerns of leading social psychologists that biases may influence the subdiscipline. Textual analyses of moral psychology's literature involving content analysis of codes and cultural discourse analysis of value themes illuminate values involving moral problems and moral goods that may inherently influence research at various levels. It is proposed that values are impossible to eliminate from moral psychological research and that a simple epistemic/nonepistemic value distinction is inadequate for deciding which values are appropriate. A norm of value disclosure to replace the norm of the value-free ideal is recommended.

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Skeens, Jared L. "Biblical values." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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4

Gholamzadehmir, Maedeh. "The impact of moral action and moral values on moral judgment and moral behaviour." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65081/.

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This thesis focuses on how recalling past behaviour affects attitudes, intentions and behaviour in the domain of moral decision-making. It extends the existing literature on moral licensing and moral cleansing by exploring whether different individual difference variables moderate such licensing and cleansing effects. Five empirical studies are reported. Chapter 1 provides an overview of the moral licensing and moral cleansing literature and also outlines research into the predictive effects of moral norms on behavioural intentions within the structure of the TPB. In chapter 2, the first study reveals evidence of moral cleansing effects: participants in an immoral condition were more likely to donate to charity than were participants in a moral condition or control group. Study 2 investigated whether self monitoring moderated licensing and cleansing effects. Chapter 3 (study 3) investigated the mediation effect of emotion and the moderation effect of moral identity regarding licensing and cleansing effects on attitudes, intentions and moral norm and behaviour. A partial mediation of condition and behaviour by negative emotions was identified. The results also indicated evidence of a cleansing effect. Moreover, in studies 1, 2 and 3 mediation of the moral norms – intention relationship via attitudes was examined. Moral norms were identified as a strong predictor of charitable donation intentions. In Chapter 4, environmental attitude was investigated as a moderator of the effect of individuals' past pro-environmental behaviour on TPB components. Internally motivated pro-environmental attitude was found to be a significant moderator. Chapter 5 draws upon the idea that conception of morality differs in different cultures and examined how different moral foundation values and cultural orientations affect moral attitudes and intentions in the UK and Iran. Surprisingly, moral norms were a more useful predictor of intention than were attitudes in both national cultures.

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Leach, Adam. "Nietzsche and moral inquiry : posing the question of the value of our moral values." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21801/.

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The continued presence and importance of Christian moral values in our daily lives, coupled with the fact that faith in Christianity is in continual decline, raises the question as to why having lost faith in Christianity, we have also not lost faith in our Christian moral values. This question is also indicative of a more pressing phenomenon: not only have we maintained our faith in Christian values, we fail to see that the widespread collapse of Christianity should affect this faith. To tackle this latter phenomenon, I claim, we have to pose the Nietzschean question of the value of our moral values, so as to see that this value can be a possible object of questioning. In chapter one, I consider different approaches found in the history of moral philosophy that look like potential candidates for this task. I argue that, ultimately, the task requires simultaneously taking our familiarity with Christian moral values as both sui generis and a questionable phenomenon. In chapter two, I articulate in detail the sui generis nature of this familiarity with moral values,in terms of the phenomena of habituation and sedimentation. In chapter three, I consider the possibility of estrangement that is built into our familiarity with moral values, by focusing on the role of cognition. I demonstrate how cognition, in the form of self-consciousness, can disrupt the sedimented, habituated nature of our moral values through a form of ironic disruption. In chapter four, I develop this account by considering the possibility of an appeal to an alternative moral outlook. To do so, I draw upon the structural isomorphism that is present between the process of estrangement and a rite of passage.

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Ransome, William Felix. "Moral reflection /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18405.pdf.

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O'Connell, Alec John. "Values, values congruence and organisational commitment." University of Western Australia. Faculty of Business, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0130.

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This study examines the relationship between personal values, perceived organisational values and organisational commiunent. The study builds on the work of Finegan (2000). It is argued that the greater the congruence between a person's personal values and the perceived organisational values of the employing organisation, the greater would be their commitment to that organization. This study examines this issue in a school context, examining the teachers' values and their perceptions of their schools' values. As part of the study a survey was administered to a sample of teachers at eight schools that represented the three main streams within the Australian education system; namely Government schools, independent Christian schools and Catholic schools. In this case, personal values and perceived organisational values were measured using Schwartz's (1991) Values Scale and their congruence was calculated using Savery's (Savery, 1993. 1983, 1981) approach. Commitment was measured using Meyer and Allen's (1990) Organisational Commitment Scale. Perceived organisational support and professional commitment were also measured through Eisenberg's (1986) and Blau's (1985b) scales. The study suggests that teachers' backgrounds have little impact on commitment. It further suggests that personal values have only a minimal effect on continuance conunitrnent, although they have a stronger relationship with affective commitment. While congruence between the two types of values do impact on affective commitment, teachers' perceptions of their organisations' values (irrespective of their own values) are stronger predictors of commitment. Personal values are also shown to affect professional commitment. Although the major focus of the study is to explore the relationship between values congruence and organisational commitment, the results suggest that the most significant predictors of affective organisational commitment are perceived organisational support and teachers' perceptions of organisational values.

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Lusenga, Richard Mishack. "School leaders' moral understanding and moral reasoning." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25322.

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School leaders are faced with serious moral challenges on a daily basis at schools, which often result in them making poor moral choices. In a situation of moral decay in schools, reports in the news media create the impression that school leaders often fail to demonstrate the necessary values advocated by the Moral Regeneration Movement and the Manifesto of Values, Education and Democracy. The purpose of this qualitative study was to explore school leaders’ understanding and reasoning regarding values and morality. For the purposes of the study a number of possible lenses, such as cultural relativism, religious beliefs, ethical subjectivism, classical utilitarian theory, Domain theory, and the ethic of justice, ethic of care, ethic of critique and the ethic of community, were identified and used in analysing the way school leaders reason about moral dilemmas. A design located within hermeneutic phenomenology was used in the study with the aim to understand school leaders’ understanding and reasoning regarding values and morality. A combination of quantitative and qualitative data gathering techniques was used in a concurrent mixed method design using a single questionnaire. The sample for the study consisted of educators enrolled for a formal management training programme. This group was largely homogenous in terms of religion, language, culture and was mainly from rural areas of Mpumalanga. Seventy-three participants took part in the study. It emerged from the data that the espoused theories used by school leaders could be related to the lenses identified in the literature. The school leaders’ espoused theories were mainly based on the ethic of justice and the ethic of care and were aligned to their preferred value orientations. At the espoused theory level, school leaders revealed a strong moral orientation. Further research is indicated to study school leaders’ theory in action.
Dissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted

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Morris, Ronald. "Philosophical foundations of moral values in sex education." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.

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Chan, T.-F. "Juvenile delinquency and moral values in Hong Kong." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381797.

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Painter-Morland, Martha Jacoba. "Dealing with moral values in pluralistic working environments." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-03232006-145332/.

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Dhar, Benulal. "MORAL VALUES AND INTER SUBJECTIVITY: A Phenomenological Understanding." Thesis, University of North Bengal, 1995. http://hdl.handle.net/123456789/54.

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Baldovinotti, Angela Maria [UNESP]. "O ato de assumir papéis por meio da criação de heterônimo e suas implicações morais." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/90152.

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Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-22Bitstream added on 2014-06-13T19:10:51Z : No. of bitstreams: 1 baldovinotti_am_me_rcla.pdf: 2056289 bytes, checksum: 55321ea35c0017581919a6111508a122 (MD5)
No contexto brasileiro atual há diversas manifestações desastrosas de ações impulsivas, violência e injustiça. Diante de todo esse quadro, o que fazer? Na tentativa de responder a tal indagação, direcionamo-nos aos valores subjacentes em determinados contextos. Partindo do pressuposto de que os valores morais são construídos e não ensinados, salientamos a relevância de práticas educativas, as quais busquem mediar a questão da moralidade, bem como, investigar o que está implícito às tomadas de decisão. É evidente que a escola não é o único ambiente formador, todavia, trata-se de um espaço enriquecedor e marcante na vida de toda criança ou adolescente. Tendo em vista a relevância da educação escolar, faz-se urgente e necessário direcionar um trabalho, o qual denote oportunidades, gerando reflexão em sala de aula e que, dessa forma, propicie meios para o processo de construção da autonomia dos alunos, evidenciando um direcionamento coerente aos meandros de uma formação cidadã, expressa nos documentos oficiais da educação. Sob a referida lógica, este estudo foi elaborado, buscando investigar os valores dos adolescentes perante a sociedade atual e ao mesmo tempo, verificar se a técnica de heterônimo – inspirada nas obras do poeta português Fernando Pessoa (1888-1935) –, com fundamentação teórica de Piaget (1896-1980) e Kohlberg (1927-1987), possibilita o trabalho com a discussão moral e a construção de princípios éticos. Os participantes são alunos de uma escola pública, na faixa etária de 14/15 anos, cursando o último ano do Ensino Fundamental. Com tal abordagem, os sujeitos tiveram oportunidade de criar o seu heterônimo, isto é, um “outro eu”. Os resultados inferem que os adolescentes, do estudo em questão, ao construir um perfil (heterônimo), respaldaram-se...
In the Brazilian current context there are several disastrous manifestations of impulsive actions, violence and injustice. Facing this whole picture, what is there to do? In the attempt of answering such inquiry, we directed into the underlying values inside some determined contexts. Starting from the assumption that the moral values are built and not taught, we stress the relevance of educational practices, which aim not only to mediate the morality question but also to investigate what is implicit in the making decision process. It is evident that the school is not the only educational environment, however, it is an enriching and remarkable place in the life of every child or teenage. Considering the relevance of the school education, it is urgent and necessary to create a kind of work which denotes opportunities generating reflection inside the classroom and, this way, it could propitiate means for the process of building the students´ autonomy, highlighting a coherent guide to the meanders of a citizenship formation expressed in the official documents of education. Under the referred logic, this study was elaborated trying to investigate the teenage values before the current society and, at the same time, to verify if the technique of heteronym – inspired by the works of the Portuguese poet Fernando Pessoa (1888- 1935) and under the theoretical fundaments from Piaget (1896-1980) and Kohlberg (1927-1987) enables the work with moral discussion and the construction of ethical principles. The participants are students of a public school aging 14/15 years old and studying in the last grade of elementary school. Based on this approach the subjects had the chance of creating their own heteronym, that is, “another me”, experiencing a new perspective, which means another view of a hypothetical situation... (Complete abstract click electronic acess below)

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Pousao-Lopes, Cecilia. "The mind values meaning above knowledge : narrative and moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43935.pdf.

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Basourakos, John. "Theatre in the evolution of moral values among adolescents." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59824.

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Theatre has a special place in religious education for it is an ideal medium to experience transcendent moral truths. Relying on Gabriel Moran's theory of transcendence, as well as Daniel Maguire's understanding of the moral, this thesis will demonstrate that the aesthetic experience of a play is a transcendent experience. Through such an experience, adolescent students may intuit insights about what befits persons as moral persons in all their complexity and wonder. The plays chosen for concentration in this thesis are not to be considered exhaustive but only as sound examples of the treatment of the evolution of transcendent values within the adolescent phenomenon.

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Schenck, Natalya. "Impact of Charter Values on Moral Hazard in Banking." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1404827689.

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Barnes, Russell Clive. "Moral and political values in the writings of Vercors." Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/109857/.

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This thesis explores Vercors's writings, with particular reference to his moral and political attitudes, from 1942 to the present. It includes his clandestine wartime publications, the subsequent development of his theory of human 'rebellion', with its strong ethical connotations, and the various polemical and fictional texts in which, in the post-war period, he expresses support for communist aims and for progressive causes such as anticolonialism. Vercors's chairmanship of the CNE in the mid-1950's is examined through his memoirs as well as through his articles and speeches of the time. After the author's overt withdrawal from fellow-travelling in 1957, his more selective political commitment is traced through the remaining years of the Algerian conflict, while the memoirs and other works of reflection that have appeared in the latter part of his career recapitulate the overall development of his political attitudes and reveal certain changes of view. Vercors's more general theory of human value has, on the other hand, remained constant, and he offers it as a starting- point for better understanding between men of all nations and ideologies. The analysis follows this broad chronological pattern, first in relation to the moral elements, then the political; but there is frequent cross- reference between the two aspects, in keeping with the author's own emphasis on their close interconnection in his outlook. The extent of his combined fictional and non-fictional output is such that three successive chapters are devoted to the exploration of his moral attitudes, then three, similarly, to the political responses. There is also reference, where appropriate, to critical commentary on Vercors's work and to other background sources; and the appendices contain Vercors's direct response to specific questions put to him during the preparation of the present study. This thesis is intended to contribute to the field of modern French studies through its comprehensive coverage of Vercors's writing in two major areas of commitment.

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Kirchin, Simon Thomas. "The metaphysics of ethical values." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339961.

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Fearn, Joseph. "Moral realism : an anti-projectionist account of moral values as aspects of the manifest image." Thesis, University of Northampton, 2001. http://nectar.northampton.ac.uk/2787/.

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This thesis will argue that a significant part of our moral experience can be explained by an analogy with the phenomenon of aspect perception discussed by Wittgenstein in his Philosophical Investigations. I will argue that projectivism cannot give a satisfactory account of moral perception. This difficulty constitutes an argument against projectivism; namely that projectivism is hopeless as an account of the phenomenology of morality, because it is at variance with the way we actually think and talk morally. It will be shown how quasi-realism is an attempt to remove the most important range of objections to projectivism - namely that it cannot account for the phenomena of serious moral thought and talk. I argue that the project of quasi-realism ultimately fails, leaving realism as the theory most able to account for our moral experience. I shall reveal the untenable assumptions of the ‘Absolute’ viewpoint entailed by the non-realist arguments of J.L.Mackie, and reveal the perpectival outlook that lies behind an aspect-seeing account of moral perception, and also illuminate why the key issue for moral realism is the question of whether we can establish moral objectivity. I shall then go on to say how much objectivity is possible. Finally, I shall show how a Wittgensteinian analogy between moral values and aspects helps to explain our common moral experience. The ability to perceive moral values will be shown to be tied in with the concept-dependency of moral perception, relying on discriminations that can only be made through the use of language, and hence through a shared form of life. The account will be shown to be fully capable of giving an account of our common moral experience

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Christenson, Jean S. "An analysis of Eau Claire's Community Core Values Program." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998christensonj.pdf.

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Niemi, Laura. "Interrogating Moral Norms." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104927.

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Thesis advisor: Liane Young
Research in three parts used behavioral methods and fMRI to shed light on the nature of moral norms and situate them within a broader understanding of how people deploy cognition to navigate the social world. Results revealed that moral norms in two clusters: {1} “universal-rights norms” (i.e., values focused on universal rights to be unharmed and treated as an equal); and {2} “group-elevating norms” (i.e., loyalty, reciprocity, obedience to authority, and concern about purity) predicted prosocial and antisocial moral judgments, interpersonal orientations, and behaviors through cognitive mechanisms including representations of causation and theory of mind (ToM). Five studies reported in Part 1 demonstrated that universal-rights norms were positively associated with prosociality (equal allocations and willingness to help); whereas group-elevating norms were robustly positively associated with antisocial interpersonal orientations (Machiavellianism and Social Dominance Orientation). Three studies in Part 2 showed that group-elevating norms predicted antisocial moral judgments including stigmatization and blame of victims. In contrast, universal-rights values were associated with sensitivity to victims’ suffering and blame of perpetrators. Experimentally manipulating moral focus off of victims and onto perpetrators reduced victim-blaming by reducing perceptions of victims as causal and increasing perceptions of victims as forced. Effects of group-elevating norms on victim-blaming were likewise mediated by perceptions of victim causality and forcedness, suggesting that intervening on focus constitutes one way to modulate effects of moral norms on moral judgments. Four studies in Part 3 examined moral diversity within the domain of fairness and revealed that group-elevating and universal-rights norms are differentially reflected in conceptions of fairness as reciprocity, charity, and impartiality. Reciprocity and charity warranted being clustered together as person-based fairness due to their shared motivational basis in consideration of the unique states of individuals and emotion, and their robust, overlapping recruitment of neural activity indicative of ToM in PC, VMPFC and DMPFC. Impartiality, which favored no particular individual, constituted person-blind fairness, due to its reliance on standard procedures rather than the unique states of individuals or emotion, and its failure to recruit PC, VMPFC and DMPFC. In terms of fairness and moral praiseworthiness, these three allocative processes cleaved along a different line. Person-blind impartiality was rated most fair and highly moral, and person-based fairness broke apart into: charity, deemed highly moral and labeled by the most empathic participants as fair; and reciprocity, which was lowest in fairness and moral praiseworthiness ratings and most esteemed by Machiavellian individuals and those who made a greater number of self-interested allocations. Enhanced activity in LTPJ for unfairness generally, and in judgment of reciprocity in particular, pointed to a role for ToM in moral evaluation of these different conceptions of fairness. Findings across Parts 1-3 have meta-ethical implications. Reduced endorsement of universal-rights norms and increased endorsement of group-elevating norms conferred risk for antisocial judgments, interpersonal orientations and behaviors, suggesting that universal-rights norms and group-elevating norms may differ in their capacity to produce moral outcomes. Results demonstrating a role for ToM and representations of causality in the effects of moral norms on moral judgments deserve focus in future research. It will be important to determine how deeply moral values imbed into individuals’ cognitive architecture, and the extent to which effects of moral values can be modulated via interventions on basic cognition
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology

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Harmon, Shawn H. E. "Health research, (bio)technology, regulation & values : operationalising socio-moral values in the legal setting." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/9794.

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The rapidly evolving biosciences increasingly rely on the analysis, manipulation and reproduction of the human body. In the health setting, novel biotechnologies offer new methods/avenues for the investigation of wellbeing and the treatment of illness, but they do not just expand the clinician’s toolbox, they increase the very scope of her work. By offering new (and formerly invisible) measures for health, they have created new categories of illhealth (ie: expanding the ways in which humans can be classified as abnormal, unhealthy, or diseased). In doing so, they contain huge marginalising potential. And they are evolving at a pace that the law cannot match. Given this, important questions arise such as: What institutions are acting in this field and what is guiding them? How is health-related research being encouraged and regulated? How does the human subject figure in the bioeconomy? What values are we claiming and vindicating under existing regulatory regimes? What values ought we be emphasising bearing in mind social needs and individual rights? The body of work that forms this submission represents five years of socio-legal research and evolving thought on the topic of how values inform the law and are operationalised through the law and legal institutions. While the publications relied on are diverse, they all pursue small facets of this value inquiry. The first theme addressed – international values and actors – is composed of three papers which explore broad internationally shared values claimed in legal instruments such as the Universal Declaration on the Human Genome and Human Rights and the Universal Declaration on Bioethics and Human Rights, and institutions such as UNESCO and the EPO. A range of values emerge from these. Papers under the second theme – human participation in health research – explore how we access and use the human body in the modern biosociety/bioeconomy, and how we might better encourage subject participation in, and equitable benefit from, the biomedical research setting. Focusing on population biobanking, it assesses who has rights in the body and what those rights are, and how the existing environment interacts with our claimed values. Papers under the third theme – encouraging stem cell research in Argentina – explore governance instruments and their significance for realising claimed or desired values. These papers are informed by original empirical work conducted in Argentina over a 24-month period during which the Argentine government grappled with the realities of the new biosociety and the (perceived) need to facilitate bioscience research and medical treatment using human tissue. While these papers represent only part of the scholarship deriving from this project, they deploy new evidence on the existing environment and the way forward in that jurisdiction. As argued in the Critical Review, these publications form a broadly coherent and farranging body of interdisciplinary work which persistently questions the link between law and values and how we govern modern bioscience. While there are necessarily descriptive elements, the whole is critically analytical and normatively suggestive. In addition to summarising the aims, objectives, methodology, results and conclusions of these works, and indicating how they form a coherent body of work, the Critical Review goes further. Drawing on evolving thinking and recent scholarship, it argues for a regime less reliant on instruments and more reliant on expert institutions informed by, and charged with protecting, socio-moral values informed by the human rights paradigm.

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Larose, Mary Elizabeth. "The congruence between the values of the principal and the values espoused in the mission of a Quaker School /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12136499.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Josue Gonzalez. Dissertation Committee: Pearl Rock Kane. Includes bibliographical references (leaves 154-159).

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Baldovinotti, Angela Maria. "O ato de assumir papéis por meio da criação de heterônimo e suas implicações morais /." Rio Claro : [s.n.], 2011. http://hdl.handle.net/11449/90152.

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Orientador: Aurea Maria de Oliveira
Banca: Luciene Regina Paulino Tognetta
Banca: Rita Melissa Lepre
Resumo: No contexto brasileiro atual há diversas manifestações desastrosas de ações impulsivas, violência e injustiça. Diante de todo esse quadro, o que fazer? Na tentativa de responder a tal indagação, direcionamo-nos aos valores subjacentes em determinados contextos. Partindo do pressuposto de que os valores morais são construídos e não ensinados, salientamos a relevância de práticas educativas, as quais busquem mediar a questão da moralidade, bem como, investigar o que está implícito às tomadas de decisão. É evidente que a escola não é o único ambiente formador, todavia, trata-se de um espaço enriquecedor e marcante na vida de toda criança ou adolescente. Tendo em vista a relevância da educação escolar, faz-se urgente e necessário direcionar um trabalho, o qual denote oportunidades, gerando reflexão em sala de aula e que, dessa forma, propicie meios para o processo de construção da autonomia dos alunos, evidenciando um direcionamento coerente aos meandros de uma formação cidadã, expressa nos documentos oficiais da educação. Sob a referida lógica, este estudo foi elaborado, buscando investigar os valores dos adolescentes perante a sociedade atual e ao mesmo tempo, verificar se a técnica de heterônimo - inspirada nas obras do poeta português Fernando Pessoa (1888-1935) -, com fundamentação teórica de Piaget (1896-1980) e Kohlberg (1927-1987), possibilita o trabalho com a discussão moral e a construção de princípios éticos. Os participantes são alunos de uma escola pública, na faixa etária de 14/15 anos, cursando o último ano do Ensino Fundamental. Com tal abordagem, os sujeitos tiveram oportunidade de criar o seu heterônimo, isto é, um "outro eu". Os resultados inferem que os adolescentes, do estudo em questão, ao construir um perfil (heterônimo), respaldaram-se... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the Brazilian current context there are several disastrous manifestations of impulsive actions, violence and injustice. Facing this whole picture, what is there to do? In the attempt of answering such inquiry, we directed into the underlying values inside some determined contexts. Starting from the assumption that the moral values are built and not taught, we stress the relevance of educational practices, which aim not only to mediate the morality question but also to investigate what is implicit in the making decision process. It is evident that the school is not the only educational environment, however, it is an enriching and remarkable place in the life of every child or teenage. Considering the relevance of the school education, it is urgent and necessary to create a kind of work which denotes opportunities generating reflection inside the classroom and, this way, it could propitiate means for the process of building the students' autonomy, highlighting a coherent guide to the meanders of a citizenship formation expressed in the official documents of education. Under the referred logic, this study was elaborated trying to investigate the teenage values before the current society and, at the same time, to verify if the technique of heteronym - inspired by the works of the Portuguese poet Fernando Pessoa (1888- 1935) and under the theoretical fundaments from Piaget (1896-1980) and Kohlberg (1927-1987) enables the work with moral discussion and the construction of ethical principles. The participants are students of a public school aging 14/15 years old and studying in the last grade of elementary school. Based on this approach the subjects had the chance of creating their own heteronym, that is, "another me", experiencing a new perspective, which means another view of a hypothetical situation... (Complete abstract click electronic acess below)
Mestre

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25

LIU, XINJIE. "Moral Values in The Lion, the Witch and the Wardrobe." Thesis, Högskolan Kristianstad, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7740.

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Gertz, Robert. "Moral Code: The Design and Social Values of the Internet." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/121006.

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Philosophy
Ph.D.
In the field of philosophy, the study of the Internet has mainly focused on the social responses to the technology or offered contending visions of the future forms of the Internet with little or no regard for the import of the technical features that contribute to these possibilities. Philosophy lacks a sustained investigation of the implications of the basic design of the Internet technology. This dissertation lays out a philosophical framework for investigating the social and historical relations that result in the embodiment of specific interests in the technology of the Internet. Its philosophical basis, influenced by the thought of Karl Marx, Herbert Marcuse, and Andrew Feenberg, supports a social constructivist approach that includes theorization of the oppressive embodiment of hegemonic and exclusive interests in technology while rejecting the technological determinisms influenced by Martin Heidegger's philosophy of technology. After establishing that three pervasive social-political interests - accessibility, openness, and decentralization - directed the design choices that produced the fundamental structure of the Internet, I consider how these embodied interests have interacted with interests arising through the commercial commodification and the globalization of the Internet since the 1990s. Critically evaluating and expanding upon theoretical work in philosophy and other disciplines, I argue that the interests of accessibility, openness, and decentralization, while potentially oppressive when appropriated to satisfy the needs of commercial advertising and dominant social relations, avert the technological hegemony and exclusivity that has concerned philosophers. The result of these embodied interests is an emancipatory ability to incorporate alternative interests and uses through dispersed collaboration and participation, which enables Internet technology to remain minimally coercive.
Temple University--Theses

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Chan, Wai-fun. "Value orientations in senior secondary English language education in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304166.

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Peruzzo, Denise Leite. "Os memes como recurso pedagógico na construção de valores morais no ensino médio /." Bauru, 2020. http://hdl.handle.net/11449/192483.

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Orientador: Rita Melissa Lepre
Resumo: A presente pesquisa revela a preocupação com a assimilação de valores morais pelos alunos do Ensino Básico, especialmente os adolescentes do Ensino Médio. O objetivo desse estudo foi conhecer e compreender as possíveis contribuições dos memes, uma forma de linguagem e comunicação muito difundida atualmente na internet, como forma de auxiliar os estudantes a compreenderem valores morais. Julgamos importante refletir sobre a necessária atenção que a comunidade escolar precisa oferecer à relação dos alunos com os novos dispositivos virtuais que possibilitam o acesso e compartilhamento de informações em larga escala. A criação e utilização de memes, já considerado um gênero textual, permite aos professores obter importantes informações sobre as compreensões dos discentes sobre a escola e conhecer seus valores morais expressos de forma direta ou indireta nessa linguagem. Nesse sentido, podem se converter em poderoso instrumento pedagógico que auxilie na mediação para a construção de um projeto de educação e desenvolvimento moral. Os memes são instrumentos concretos de análise social e interpessoal, embora sejam virtuais. Representam um novo gênero que reflete uma nova forma de sociabilidade, em um novo espaço, que pode nos dizer muito sobre a sociedade e os valores morais os quais estamos construindo. Com o objetivo de conhecer e analisar os memes produzidos por alunos de uma escola pública do Estado de São Paulo, durante as aulas de história, no intuito de propor um projeto trans... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present research reveals the concern with the assimilation of moral values by the students of Basic Education, especially the adolescents of High School. The objective of this study was to know and understand the possible contributions of memes, a form of language and communication that is very widespread today on the internet, as a way to help students understand moral values. We believe it is important to reflect on the necessary attention that the school community needs to provide students with the new virtual devices that enable access and sharing of information on a large scale. The creation and use of memes, already considered a textual genre, allows teachers to obtain important information about the students' understandings about the school and to know their moral values expressed directly or indirectly in that language. In this sense, they can become a powerful pedagogical tool that helps in mediation for the construction of an education and moral development project. Memes are concrete instruments for social and interpersonal analysis, although they are virtual. They represent a new genre that reflects a new form of sociability, in a new space, that can tell us a lot about society and the moral values that we are building. With the objective of knowing and analyzing the memes produced by students of a public school in the State of São Paulo, during history classes, in order to propose a transversal project of moral education, we have been developing a parti... (Complete abstract click electronic access below)
Mestre

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Jackson, Vincent Patrick. "Inescapable Wrongdoing and the Coherence of Morality: An Examination of Moral Dilemmas." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32871.

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In this thesis, I propose an argument against the possibility of moral dilemmas, which I construe as situations in which moral wrongdoing is inescapable. The first chapter addresses some terminological matters and attempts to sort out the main issues of contention between proponents and opponents of moral dilemmas. The second chapter lays out my argument, which I dub the â Argument from Action-Guidingness,â against proponents of moral dilemmas. Negative moral judgments of the sort â X is wrongâ typically carry with them the implication that X ought not to be done. If judgments of wrongness always have this action-guiding force, then moral dilemmas, which say that all courses of action available to the agent are morally wrong, threaten morality with incoherence. To avoid this problem, proponents of dilemmas will be forced to abandon the action-guiding implications of negative moral judgments when dilemmas arise. But this move is not without its own difficulties, which I elucidate. The final chapter identifies flaws in two prominent arguments in favor of dilemmas: the argument from moral distress and the argument from incommensurable values. The latter half of the chapter examines Sayre-McCordâ s â fairness argumentâ against dilemmas, and contrasts it with the argument from action-guidingness.
Master of Arts

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Okore, Maggie. "How teachers understand, respond to, and implement values education in Kenyan schools." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-131230.

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Rowe, Jonathan Y. "Michal, contradicting values : understanding the moral dilemma faced by Saul's daughter." Thesis, St Andrews, 2009. http://hdl.handle.net/10023/639.

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Younis, Khalid M. "The impact of moral values on ethical practices in environmental management." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583330.

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The Harbormaster Command and Control Center (HCCC) project provides mobile platforms intended to control harbor operations. The main component of the HCCC is a double-expandable shelter mounted on a 5 ton military flatbed truck. Kentucky Trailer Corporation manufactured a baseline shelter using standard materials (aluminum, steel, plywood, etc.) and also considered alternate designs using composite materials (carbon fiber laminates, glass fiber laminates, composite sandwich configurations, etc.).

Two faculty members and several graduate students in the Department of Mechanical Engineering at the University of Louisville participated in this effort, primarily in terms of material selection, structural analysis, and design approaches. This thesis presents one portion of that work. This consists of a finite element model (FEM) of the HCCC using standard materials. This model was constructed to match the design proposed and later built and delivered by Kentucky Trailer. The thesis also presents two structural analysis simulations performed using the HCCC FEM.

The HCCC FEM was built using ANSY Mechanical APDL. This software utilizes text-based “input files” to build, analyze and post-process the HCCC FEM entirely without user assistance. The author generated these input files to create the HCCC FEM structure using 3D beam elements, layered shell elements, and point mass elements. This approach represented a simplification to eliminate the need for more computationally intensive 3D solid elements; it also provides a simpler approach for changing the model as design changes occur. For example, the thickness of an aluminum plate in the HCCC FEM model is represented as a number that can be easily changed; for a 3D solid element model, revisions would involve changing solid model entities such as volumes and areas followed by remeshing. This is feasible in a small model but impractical in a large complex model such as the HCCC FEM.

The HCCC FEM is constructed in a modular manner, with different models representing the roof, sides, rear and front, floor and both expandable sections. These various submodels are joined together using constraint equations to cause identical displacements and rotations along common boundaries between models. This also permitted scenarios such as analysis with the expandables retracted or expanded. Contact elements are used to simulate support of the HCCC FEM along is bottom by a rigid boundary simulating the truck bed carrying the HCCC. The HCCC FEM is a nonlinear model due to both the contact elements and the ability to solve in cases of arbitrarily large displacement needed for dynamic analysis.

Two analyses using the HCCC FEM are presented. The first is a static analysis under various constant inertial (acceleration) loads to demonstrate that the structure is worthy for air transport using a C-17 aircraft. The second is a dynamic analysis simulating the structural response during a rail impact; this occurs when the HCCC is mounted on a rail car which then collides with another rail car. Both analyses were beneficial in demonstrating that the HCCC design performs sufficiently well in service.

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Yuan, Bao-Jane. "Moral values of early adolescents : a comparison between Taiwan and China /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7576.

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O'Rourke, Laurence Matthew. "Core values American ambivalence towards equality, limited government and moral traditionalism /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8492.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Government and Politics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Greene, John A. "Nietzsche's Genealogy: An Historical Investigation of the Contingency of Moral Values." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/417.

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This work examines how values seem to be contingent on various factors which affect their growth and development. This study is based around the ethical writings of Friedrich Nietzsche. Specifically, On the Genealogy of Morals serves as the foundation for my thesis. This book contains three essays which purport to show how moral values originated as a result of certain human phenomena rather than, as many people take for granted, from moral “truths.” This contribution to ethics is important because it leaves many questions regarding the value of morality untouched. In the Genealogy, there are numerous themes of Nietzsche’s philosophy which are important to note such as anti-realism and naturalism. However, one of the difficulties of reading Nietzsche is that his writing has been misinterpreted, and it can be difficult to reach a consensus on how to properly understand his meanings. In the paper, I argue that to properly interpret Nietzsche one must recognize that his Genealogy serves two purposes: 1) to shake our faith in morality as “given” or “factual;” and 2) to provide us reasons that moral values might have detrimental effects on human flourishing. To fully appreciate these aspects of the Genealogy, I argue that the historical form of the text is a crucial component which cannot be ignored. Ultimately, if Nietzsche is successful in demonstrating these factors, then it will be shown that morality is contingent upon a plethora of historical factors.

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Hartranft, Susan R. "The effect of ethical ideology and professional values on registered nurses' intentions to act accountably." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2844.

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Bessmertnaja, Inga. "Moralinių vertybių ugdymo galimybės choreografijos pamokoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120731_140719-68888.

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Choreografijos pamokoje per estetinį pajautimą, estetizuotą judesį, vidinę bei išorinę harmoniją, emocijas galima siekti aukščiausių harmoningos asmenybės formavimo(si) bei ugdymo(si) tikslų. Pasitelkus šokį sąžiningumas, atsakomybė, tolerancija, valia taps vaiko savastimi, norma, neišvengiamumu ir kasdieniu jo orientyru bei poreikiu. Darbo tikslas – išanalizuoti moralinių vertybių ugdymo(si) galimybes choreografijos pamokoje. Meninio ugdymo kontekste vertybių formavimasis yra susijęs su pasirinkimu bei lemia daugelį sprendimų, kurie priklauso nuo individo asmeninės patirties ir santykių (tarpkultūrinėje erdvėje mokiniai mokosi būti atviri, sąžiningi, atsakingi, pakantūs, pagarbūs, draugiški ir tolerantiški žmonių pažiūroms, papročių, tradicijų, vertybių įvairovei). Choreografijos pamoka yra viena iš meninio ugdymo disciplinų. Sistemingai, nuosekliai apmąstydami choreografijos pamokos tikslus, jų realizavimo galimybes, choreografijos mokytojai galėtų tinkamai parengti ir papildyti pamokos turinį, ugdymo principus ir metodus, kurie realizuotų galimybes formuoti ir internalizuoti moralines vertybes. Tyrime dalyvavę choreografijos mokytojai pripažįsta, jog gerbia vaiko unikalumą bei sudaro sąlygas mokiniams priimti moralinius sprendimus užduočiai atlikti, taip skatindami sąžiningumo, atsakingumo, valios galios, pasitikėjimo savo jėgomis, ugdymą(si), tačiau nepakankamai bendradarbiauja su etikos mokytojais, stokoja etikos dalyko žinių, kurie padėtų ugdyti moralines vertybes... [toliau žr. visą tekstą]
During dance lesson in aesthetic sense, aesthetical movements, internal and external harmony, emotions, the highest possible formation of a harmonious personality and educational purposes can be achieved. With the help of dance, such features as honesty, responsibility, tolerance, faith will become the child’s rate, coupled with everyday need and reference. The aim of the research is to analyze the raising possibility of moral values during dance lesson. In the context of art education, the formation of values in related to the selection and leads to many solutions which depend on individual’s personal experience and relationship (in intercultural space students learn to be open, honest, responsible, tolerant, respectful, friendly for human point of view, culture, traditions, customs. Dance lesson is one of the art education subjects. In order to arrange the content of the lesson, principles and methods properly, the teacher should develop systematic, coherent reflection of lesson objectives which help to develop moral values. The majority of the dance teachers who have participated in the research respect the child’s uniqueness, individuality, also, they stimulate friendly communication and cooperation in part or group, create conditions for students to choose the forms of their creative work. In this way teachers motivate students honesty, responsibility, will, self-confidence. However there is a lack of cooperation with teachers of Ethics the knowledge of subject which... [to full text]

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Mentor, Marcelle. "The role of values and corporate culture in people management." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50186.

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Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The business world has seemingly become hit by, or perhaps it has been more exposed of its unethical and morally bad decisions and procedures. One just has to follow the businessrelated issues and one becomes aware of events of corruption, greed, fraud, embezzlement, theft, nepotism and so forth. This is not just an occurrence in South Africa, but a global phenomenon. However, as South Africa approaches its tenth year of democracy, and the move towards the realization of our President's vision of an African Renaissance, there is an increasing awareness that a commitment to management by acceptable values is needed to remove negativity around management processes and practices in South Africa. We have to move to a culture of management where people are the central aspect around which good management revolves. As the forerunners of The African Renaissance, we need to engage with the concept of "Ubuntu", and truly realize that value-management is really that - being people through other people. We need to accept that we should be people driven, inclusive of every single person to be able to achieve the goals we set out for our companies. Emotional intelligence is vital if one bases a style of management on a people directed goals and orientations. When we look at each other through empathetic eyes this allows for consideration of others and ultimately allows for positive change and growth in an organization. To be able to move effectively towards such a management style is not as easy as discarding a predominantly Eurocentric style and embracing an African one. There is the element of human beings that plays a vital role. The values of an individual, the norms and beliefs that that individual holds dear, is pivotal to the structure of organizational culture. It is the stance of this thesis that each individual is responsible, in one way or another, for the structure and make up of the organizational culture of which it is a part. This thesis looks at research in this regard and how the findings could be applied in the South African corporate world to help facilitate effective transformation.
AFRIKAANSE OPSOMMING: Die besigheidswêreld word oënskynlik gebombardeer - of moontlik word dit net meer blootgestel aan die onetiese en moreel verkeerde besluite en prosedures. Dit is slegs nodig om te let op besigheidsaangeleenthede om gevalle van korrupsie, bedrog, hebsug, diefstal, nepotisme, en so voorts te bespeur. Bogenoemde gevalle kom nie slegs voor in Suid Afrika nie, maar is 'n universele verskynsel. Soos Suid Afrika sy tiende jaar van Demokrasie nader en daar 'n beweging is in die rigting van ons President se visie vir 'n Afrika Renaissance, is daar 'n toenemende bewuswording van die feit dat toewyding aan bestuur deur (aanneemlike) waardes noodsaaklik is om negatiwiteit rondom bestuurprosesse en - praktyke in Suid Afrika te verwyder. Ons moet ons beywer om te beweeg na 'n kultuur van bestuur waar individue die fokuspunt is te midde van voortreflike bestuurstyle. As die voorlopers van die Afrika Rennaissance moet ons meer verbind wees tot die konsep van "Ubuntu" en werklik besef dat waarde-bestuur inderwaarheid mens-gesentreerd behoort te wees. Ons moet die uitdagings aanvaar om gedissiplineerd op te tree en sorg te dra dat alle mylpale, wat deur die maatskappy daargestel word bereik word deur die optimale benutting van elke individu binne die maatskappy. Emosienele intelligensie is van die uiterste belang as die besigstyl gefundeer is op die beginsel van mens-gerigte doelwitte en ingesteldhede. Daar moet 'n kultuur gekweek word van empatie en konsiderasie vir ons medemens, wat uiteindelik positiewe veranderinge en groei binne die maatskappy sal bevorder. Om effektief in die rigting van so 'n bestuurstyl te beweeg, is nie bloot 'n geval van wegdoen met 'n oorwegend Eurosentriese styl en die aagryp van 'n Afrika - styl nie. Die menslike faktor speel'n beslissende rol. Die waardes van 'n individu, die norme en oortuigings wat vir hom of haar belangrik is, is van deurslaggewende belang vir die struktuur van organisatoriese kultuur. Hierdie tesis ondersoek narvorsing in hierdie verband en kyk hoe die bevindinge toegepas kan word in die Suid Afrikaanse korporatiewe wêreld om effektiewe transformasie te help fasiliteer.

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39

Po, Sum-cho. "Value education in social studies for primary schools in Hong Kong : a study of the different approaches used by teachers of social studies /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531696.

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40

Clark, Brian Aaron Martin. "Practicing against what you preach a social values perspective on moral hypocrisy /." Winston-Salem, NC : Wake Forest University, 2009. http://dspace.zsr.wfu.edu/jspui/handle/10339/42599.

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41

Skinner, Ronald A. "From moral values to civic virtue : character education for the 21st century." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/92.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Political Science

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42

Fea, Courtney J. "Value source, value priming, and social norms as predictors of engaging in minor moral/legal violations." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38156.

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Doctor of Philosophy
Department of Psychological Sciences
Laura A. Brannon
The current dissertation examined the role value sources and social norms play in people’s likelihood to commit minor moral and/or legal violations. First, using the process of value acquisition as a general guideline, five value sources were hypothesized to influence an individual’s tendency for minor moral/legal crimes. Second, based on social norms theory and social norm interventions, it was hypothesized strategically manipulating social norms may alter a person’s willingness to partake in various immoral and/or illegal activities. Two studies were conducted to test these suppositions. Participants randomly assigned to between-subjects design experiments completed questionnaires via the web. In Experiment 1, participants mindset primed with values from multiple value sources (parental, peer, media, religion, personal) indicated how they “personally would act” if provided the opportunity to commit minor moral/legal violations. Participants primed with personal, parental, and religious values were willing to act as the value source suggested in minor moral/legal violation situations. Participants primed with media values did not necessarily follow the value source’s recommendations regarding minor moral/legal violations. In Experiment 2, participants exposed to low, actual, or high social norm (and severity perception) ratings reported how likely they were to commit the same minor moral/legal violations. Participants shown high norm ratings expressed a greater willingness to engage in minor moral/legal violations than those shown low norm ratings. Results suggested value sources and norm ratings differentially impacted participants’ willingness to be involved in minor immoral and/or unlawful behavior.

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43

Leung, Shuk-kwan. "Value orientations in senior secondary (S4-S5) Chinese language curriculum of Hong Kong and perceptions of teachers on values education." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602580.

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Houston, Graham Richard. "Virtual morality : virtual reality, human values and christian ethics in postmodernity." Thesis, Heriot-Watt University, 1996. http://hdl.handle.net/10399/1280.

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Clark, Timothy M. "Moral development at the United States Naval Academy : the midshipman's perspective /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sept%5FClark.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Sept. 2004.
Thesis advisor(s): Albert C. Pierce, Dana P. French, Jr. Includes bibliographical references (p. 79-82). Also available online.

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Chambers, Colin. "Natural nonhuman organisms matter, a case against strong anthropocentric moral and political values." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24725.pdf.

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Hilliard, Donald P. (Donald Patrick) 1957. "Leadership and ethics : a comparative study of leader moral values and organizational culture." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17899.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.
Includes bibliographical references (p. 203-206).
As corporate and government organizations move into the 21st Century, they face an environment of growing complexity. However, despite a number of recent and highly visible scandals, the moral and ethical culture associated with contemporary organizational life is not often discussed in either the academic literature or in the popular managerial writings. The intent of this thesis is to examine the challenge I believe moral relativism poses to older ethical tradition based on a belief in and commitment to absolute moral standards. This thesis discusses the moral values espoused and practiced by organizational leaders. My methods include reviewing several literatures, conducting interviews and building formal models. All serve the goal of examining the moral fabric (or lack thereof) that stands behind the actions of organizational leaders. In the end, recommendations are made for strengthening the ethics and moral competency of all organizational members.
by Donald P. Hilliard.
M.B.A.

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Johnsson, Mattias. "Christian messages and moral values in The Lion the Witch and the Wardrobe." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15141.

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This essay explores the similarities between The Lion the Witch and the Wardrobe and the Bible. It argues that Christian messages and values are represented by several of the characters. Focusing on Aslan, the Lion who is a Christ-like figure, and Mr. Tumnus and three of the children: Peter, Edmund and Lucy; the essay examines the Christian messages of betrayal, resurrection and self-sacrifice. The essay also explores the Christian virtues: forgiveness and courage, which carry important lessons for the young reader. With the aid of the technique of close reading together with specific features of Lewis’s life and belief where relevant, the essay examines the Christian messages and values. The conclusion of this essay further demonstrates the Christian aspects that Ward, Colbert, and Schakel to some extent mention in their studies. While they focus on Christianity in general, this essay analyzes the Christian messages of betrayal, resurrection and self-sacrifice as well as the Christian virtues forgiveness and courage, even further. The essay further demonstrates that Lewis intentionally included Christian messages and moral values.

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Jenkins, Lucien Almaric. "Beroul's code : a semantic investigation of moral values in Beroul's 'Roman de Tristan'." Thesis, Birkbeck (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286502.

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Cash, Carey H. "The military as moral community: exploring the relationship between martial and societal values." Thesis, Boston University, 2008. https://hdl.handle.net/2144/19819.

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Dissertations / Theses on the topic 'Moral values'

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