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Dissertations / Theses on the topic 'Student ethics'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

Kempner, Kimberly Pruitt. "The effects of ethical climate and faculty-student relationships on graduate student stress." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1458.

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2

Harnest, Pat W. (Pat Williams). "The Perceptions of Student Academic Honesty by Faculty and Students in a School of Nursing." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330795/.

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The purpose of this study was four-fold: the identification of behaviors perceived as academically honest by faculty and six levels of nursing students, to determine differences between faculty and students, to determine differences between graduate and undergraduate students, and to determine differences in consequences proposed by faculty and students.
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3

Sheldon, Ruth. "Ordinary ethics and democratic life: Palestine-Israel in British universities." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650810.

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This is an ethnographic study of student politics relating to Palestine-Israel within British universities. Palestine-Israel has been a focal issue within British campuses for over four decades, manifesting in intense, high profile conflicts, which have been subject to competing political and media framings. In this thesis, I identify this as a case of what Nancy Fraser (2008) describes as 'abnormal justice', a situation of incommensurable, spiralling conflicts over the 'what', 'how' and 'who' of political community. I show how students' engagement with Palestine-Israel raises spectres of entangled histories of the Holocaust and colonialism, and tensions over the national versus global boundaries of the polity. Moving beyond abstract portrayals of this as a conflict between discrete ethno-religious groups or autonomous moral actors, I attend to students' complex personal experiences of these political dynamics. My central argument is that PalestineIsrael exerts discomforting, at times irreconcilable, claims over participating students, arising out of violent histories, ongoing racisms, complex transnational attachments and " the rationalism of post-imperial British universities. I trace how unsettling ambiguities and a desire for moral coher.,e nce are enacted within this campus politics, analysing how institutional practices of containment and shaming lead to 'tragic' moments of passionate aggression, which then circulate in the media. Contributing to a cross-disciplinary turn towards affect, aesthetics and ethics in the study of public spheres, I stake a claim for responsive ethnography with ethical ambitions. I do so by drawing our attention beyond spectacular political conflicts, showing how students cultivate reflexive practices and express uncertainty, care and commitment within overlooked, 'ordinary' spaces of the campus. In these ways, I show how attending to intersubjective political experience provides vital insights into the motivations and desires at stake in justice conflicts, and operis up expansive possibilities for reflexivity and creativity within the public institutions of democratic societies.
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4

Price-Rhea, Kelly, J. Price, and D. Hayes. "E-Ethics: Business and Education Student Perspectives Regarding Online Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/840.

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5

O'Sullivan, Patricia A. "Decision making and ethics : a case study of student nurses." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/4671/.

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Previous studies have shown that student nurses find the analysis of ethical dilemmas difficult (McAlpine 1996). This may well be due to the nature of such situations, which are frequently complex and prone to ambiguity. This leads to uncertainties as to which course of action is the correct one for those involved. The purpose of this study was firstly to explore the perceptions of a group of student nurses in relation to ethical dilemmas, which arose in practice both before and after exposure to the clinical environment, and secondly to evaluate the usefulness of modules dedicated to ethics, which the students undertook as part of the Project 2000 curriculum. The focus of the evaluative process was the development ot moral responsibility and ethical decision - making skills. 210 students representing two consecutive cohorts on the Project 2000 pathway took part in the study. An evaluative case study design was used to examine the responses of students using two instruments, a questionnaire and an in-depth interview. The results from the questionnaire data indicated that student views had altered significantly after exposure to practice and theoretical input regarding the decisions taken in response to the ethical scenarios presented. Statistical analysis was conducted involving the variables student response and age, and student response and gender, but the results were not statistically significant. Data generated from the interviews were divided into four major themes. The complexity of ethical issues for the health care team; the consequences ethical decision-making could have for society; the development of students' confidence when faced with ethical dilemmas, and finally how their theoretical input had prepared them for their forthcoming role as qualified nurses. The results from the interview data suggest that nurses realised the importance of the decisions that are taken in practice and how these will influence the direction of health care in the future. The results also demonstrated the importance nurses placed on a theoretical basis in ethical decision-making as this provided a framework that could be used throughout a nurse's career allowing him or her to enhance their professional status. The study results indicate that if nurses are to fulfil their role as professionals then the acknowledgement of moral responsibility and development of ethical decision-making skills are essential. In today's health service nurses will be involved with the moral decisions taken by colleagues, patients and their relatives. It is important that nurses cannot only respond to the moral aspects of individual patient situations but also have an in-depth understanding of the ethical frameworks which direct decision -making.
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6

Wennerholm, Caroline, and Marie Larsson. "Ethics in the auditing profession : A comparison between auditors and students." Thesis, Jönköping University, JIBS, Accounting and Finance, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-401.

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Introduktion: Revisionsbranschen har under de senaste åren drabbats av en rad skandaler vilka har fått stor uppmärksamhet i media den senaste tiden. De inträffade företagsskandalerna har bidragit till ökade krav på etik inom revisionsbranschen. För att revisorer ska återfå sin trovärdighet bland klienter och intressenter har kraven i allmänhet ökat på revisorer. Syftet med vår studie är att från ett svenskt perspektiv undersöka graden av etiskt tänkande bland revisorer. Detta kommer även att jämföras med det etiska tänkandet bland studenter för att se om det föreligger skillnader och likheter när det gäller etik.

Metod: För att uppnå vårt syfte med studien har vi valt att genomföra

både kvantitativ enkätundersökning samt kvalitativa intervjuer.

Enkäten genomfördes på totalt 100 respondenter varav 50 revisorer och 50 studenter. Resultaten från enkäten följdes upp av tre djupintervjuer med tre revisorer som även deltog i enkäten.

Teori: Teorin är indelad i tre större avsnitt; etik i allmänhet, etik inom revisionsbranschen samt etiskt tänkande vid beslutsfattande. Den teoretiska referensramen inleds med ett brett perspektiv på etik för att få en bakgrund till vårt huvudproblem som berör etiskt tänkande bland revisorer.

Empiri: Resultaten från vår enkätundersökning och de tre intervjuerna är sammanställda i en empirisk diskussion.

Slutsats: Slutsatserna vi kommit fram till är att revisorer har ett högt etiskt tänkande i beslutsfattandet och de har även ett högre etiskt tänkande än studenter vid etiska dilemman. En annan slutsats är att studenter behöver mer etik undervisning för att vara föreberedda på vad som väntas när de kommer att arbeta på revisionsbyråer. Etikundervising är viktigt då etik är grunden för revisionsbranschen.


Introduktion: Revisionsbranschen har under de senaste åren drabbats av en rad skandaler vilka har fått stor uppmärksamhet i media den senaste tiden. De inträffade företagsskandalerna har bidragit till ökade krav på etik inom revisionsbranschen. För att revisorer ska återfå sin trovärdighet bland klienter och intressenter har kraven i allmänhet ökat på revisorer. Syftet med vår studie är att från ett svenskt perspektiv undersöka graden av etiskt tänkande bland revisorer. Detta kommer även att jämföras med det etiska tänkandet bland studenter för att se om det föreligger skillnader och likheter när det gäller etik.

Metod: För att uppnå vårt syfte med studien har vi valt att genomföra både kvantitativ enkätundersökning samt kvalitativa intervjuer. Enkäten genomfördes på totalt 100 respondenter varav 50 revisorer och 50 studenter. Resultaten från enkäten följdes upp av tre djupintervjuer med tre revisorer som även deltog i enkäten.

Teori: Teorin är indelad i tre större avsnitt; etik i allmänhet, etik inom revisionsbranschen samt etiskt tänkande vid beslutsfattande. Den teoretiska referensramen inleds med ett brett perspektiv på etik för att få en bakgrund till vårt huvudproblem som berör etiskt tänkande bland revisorer.

Emperi: Resultaten från vår enkätundersökning och de tre intervjuerna är sammanställda i en empirisk diskussion.

Slutsats: Slutsatserna vi kommit fram till är att revisorer har ett högt etiskt tänkande i beslutsfattandet och de har även ett högre etiskt tänkande än studenter vid etiska dilemman. En annan slutsats är att studenter behöver mer etik undervisning för att vara föreberedda på vad som väntas när de kommer att arbeta på revisionsbyråer. Etikundervising är viktigt då etik är grunden för revisionsbranschen.


Introduction: In the recent decades the auditing profession has been faced by several scandals. These scandals have brought up a lot of attention in media. Corporate scandals have led to increased demands for ethics within the auditing profession. To regain the trustworthiness in the auditing profession and to prevent future scandals, the demands on the profession have increased. The aim of the study is, from a Swedish perspective, to investigate the level of ethical reasoning among auditors and accounting students when facing an ethical dilemma.

Methodology: In order to achieve the purpose of the study, we have chosen to apply both a quantitative- and a qualitative approach. To investigate the level of ethical reasoning we have conducted a survey on 50 auditors and 50 accounting students. This was followed up by three in-depth interviews with three auditors who participated in the survey.

Theoretical framework: The theory is divided into three major areas; ethics in business, ethics in auditing and ethical reasoning in decisionmaking. The theory starts with a wider perspective to end with the theory concerning the main problem.

Empirical findings: The results from the survey and the interviews are presented in an empirical discussion.

Conclusion: The conclusions that can be drawn from this study are that auditors posses a high level of ethical reasoning in their decision- making. Auditors also have a higher ethical reasoning than accounting students when facing ethical dilemmas. Another conclusion is that students need more ethics education before entering the auditing profession, since ethics is what the profession is all about.

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7

McCarty, Scott. "A Q-analysis of ethical expectations of journalism and public relations students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834146.

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This study attempted to determine typical perceptions of public relations and news-editorial students of accepted ethical conduct in public relations and journalism. The researcher provided 32 students, half public relations majors and half news-editorial majors, with 51 individual statements. Each statement either supported or opposed a specific action that a public relations practitioner or journalist may take in an ethical dilemma, or a belief that professionals in those fields may hold. Each student was asked to indicate how strongly the student agreed or disagreed with each statement.A computer program developed for Q Methodology studies was used to extract two factors from the students' answers, resulting in the formation of two hypothetical groups, Type I and Type II. Type I consisted of 14 public relations majors and six news-editorial majors. Type II consisted of 10 news-editorial majors and two public relations majors.Most students in both groups agreed that they would not be asked to lie as professionals, that they would always produce original work, that professionals in their future fields believe they serve the public interest, and that professionals in their future fields believe their professions serve society. However, Type I students expected to function as channels of communication for their employers, while Type II students disagreed with that job description of themselves. Type I students strongly disagreed that practitioners in their fields do not care about public feedback; Type II students marginally agreed with that statement. Type I students seemed to believe it was normal for practitioners in their fields to maintain two codes of ethics, one for professional use and another for personal use. Type II students marginally disagreed with that concept. This finding appears to contradict those studies which suggest that practitioners are only as ethical professionally as they are personally.
Department of Journalism
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8

O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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9

Khan, Abraham. "THE BIOETHICAL ARGUMENT FOR WHY EMPATHY SHOULD BE A CRITICAL COMPONENT OF THE MEDICAL SCHOOL CURRICULUM." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/485957.

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Urban Bioethics
M.A.
It is near universally accepted that empathy is a desirable trait for physicians and physicians in training. Empathy is not simply a desirable trait, it is part of the deontological duty of a physician. When physicians understand their patients they can offer them options which are best suited for them, thus giving patients autonomy. Empathy is especially important for patients in urban and undeserved environments as a weapon against conscious and unconscious bias. Interestingly, the data also suggest that empathy improves patient outcomes in multiple settings. Unfortunately the evidence would suggest that medical students become less emphatic over the course of their training. This paper argues that empathy should be emphasized in medical education and also gives suggestions as to how it can be better incorporated and nurtured in a curriculum.
Temple University--Theses
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10

Zarvell, Ray K. McCarthy John R. "Student value congruency and Greek social organization cultures." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416873.

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Thesis (Ph. D.)--Illinois State University, 1993.
Title from title page screen, viewed March 14, 2006. Dissertation Committee: John R. McCarthy (chair), James Palmer, Sally B. Pancrazio, David L. Tucker. Includes bibliographical references (leaves 74-80) and abstract. Also available in print.
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11

Drew, Christ. "Literacy Practices of Student-Athletes: The Ethics of Repetition, Surveillance and Breakdown." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/57212.

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English
Ph.D.
Literacy Practices of Student-Athletes: The Ethics of Repetition, Surveillance and Breakdown examines how a group of male basketball players as a small Division II university in the southeast United States used and were affected by literacy in their academic, athletic and social lives. The driving question that guided data collection was How do the physical learning and material conditions of high level basketball players at Richardson University influence their literacy practices? The impetus for this question was a desire to understand the relationship between the literate activity and moving bodies of these players. In school settings academic training is often conducted in ways that isolate the body from the mind. This ethnography sought to uncover if or how a bifurcation of mind/body occurred amid the training practices of these subjects. To accomplish this task, the study was designed to look at what bodies were doing during "literacy events." "Literacy events," which is borrowed from Barton and Hamilton, functioned as the core unit of analysis of the database. The method for pursuing the primary research question was ethnography. For one academic year I observed, interviewed, took fieldnotes, collected artifacts and supervised photographic literacy logs. Observations were conducted across the campus of Richardson University in three domains of the players' lives - academic, athletic and social domains. Interviews were conducted with individual players and were based off of fieldnotes, observations and the players' photo literacy logs that the players made as a way of documenting samples of their literacy practices. There were four core findings that this study of these student-athletes allows me to state with certainty: (1) these student-athletes' training methods influenced their literacy, (2) these student-athletes have highly sophisticated literacy that reflects their highly sophisticated cognition, and (3) these student-athletes liked their training regimens. The fourth finding can be split into thirds based on the three themes organizing the data of the study - Repetition, Surveillance and Breakdown. And, each of these attests to the highly physical nature of these student-athletes' academic and athletic training; they also indicate the extent to which reading-writing was infused in this training. Repetition was essential to habituating motor-movements as the foundation for being able to move beyond the basic physicality of a literacy event to more critical, higher order engagement. Repetition is not a mindless, rote activity. Repetition is thinking. Surveillance was an effective educational technology for instilling positive literacy habits through a system of control and observation. Breakdown was another educational technology that demonstrated a powerful connection between body and mind, similar to repetition. These three concepts and the conversations that support them illustrate that literacy is not simply a cognitive act; it is not just a way of thinking, but a socially embedded way of acting.
Temple University--Theses
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12

Perkins, Kelly R. "A Q-analysis of gender differences in public relations students' ethical expectations of the public relations profession." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074538.

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This study attempted to determine whether or not there was a gender difference in students' ethical expectations of the public relations profession. Forty-two Ball State University public relations students participated. The students were given 49 statements that either supported or opposed a specific action that a public relations practitioner may take in an ethical dilemma, or a belief that public relations professionals may hold. Each student was asked to indicate how strongly he/she agreed or disagreed with each statement.The students' answers were analyzed using the QMETHOD factor analysis program. Two groups of individuals were defined: Factor I, "Female Dominated"; and Factor II, "Male Dominated." As the names indicate, the defining characteristic of these groups was the gender composition. The majority of females in the study fell into the first group, and the majority of the males in the study fell into the second group. Factor I z-scores were predominantly positive, whereas Factor II z-scores were predominantly negative-the results were close to perfect mirrors of one another. The findings supported the researcher's hypothesis that there is a gender difference in ethical expectations.
Department of Journalism
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Chase, Nicole Marie. "A cognitive development approach to professional ethics training for counselor education students." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539618273.

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The study examined the effects of integrating a cognitive-developmental approach with professional ethics training on the moral and conceptual development, self-presentation styles, and ethical decision-making skills of graduate counseling students. The sample was comprised of students who enrolled in counseling courses at the College of William and Mary. The ethics intervention group was compared to two groups; one group who received the traditionally taught ethics course, and one group who had not taken the ethics course at William and Mary. Instruments used included the Defining Issues Test (DIT), Paragraph Completion Method (PCM), and Concern For Appropriateness scale (CFA). Students were also administered an adapted format of the Moral Judgment Interview that depicted ethical dilemmas in counseling. The intervention methodologies used included the components of Deliberate Psychological Education (DPE), moral discussions, and a Conceptual Matching Model approach.;The results failed to support expectations that students in the intervention group would obtain significantly higher DIT and PCM post-test scores than the other two groups. A significant inverse relationship was only found between CFA and PCM pre-test scores. Stages 3-3 /4 levels of reasoning were largely used in responding to ethical dilemmas. A qualitative analysis of interview and journal responses indicated that the intervention course did impact students' personal and professional growth.
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Byrd, Rebekah J., Rebecca Milner, and Emily Donald. "Protecting LGBTQQIA Clients: When Law and Ethics Collide." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2605.

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Counselors are legally and ethically beholden to provide affirming services to LGBTQQIA individuals. Recent laws place importance on counselor values over those of the client, impact safety of clients, and are in direct conflict with counseling ethical codes. This presentation will discuss recent laws, reactions, information, and resources
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Register, Shilpa J. "STUDENT PROFESSIONALISM COMPETENCIES IN OPTOMETRIC EDUCATION." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330532641.

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16

Price, Julie. "Plagiarism in Higher Education : consensus and consistency when punishing student cases." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/374735/.

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This research focuses on the punishment and sanctions awarded to student cases of plagiarism within a Higher Education (HE) setting. More specifically, this research investigated two key aspects: the extent and nature of consensus amongst those who work and study within HE; and whether penalties could be applied consistently. Consensus and consistency should be evident in any punishment system if it is going to be viewed as fair by the community who use it, and by those who receive a penalty as a consequence of it. Hence, this research is important if the HE community is to develop a shared understanding of this very complex and sensitive topic area, and develop fair and just practices when punishing student cases. The research used a mixed methods approach and consisted of an initial exploratory study of interviews followed by two main studies: the first using a survey and interviews in order to explore the nature and extent of consensus, and the difficulties in achieving consistency; the second developed a new tool in order to measure and quantify inconsistent decision making, and to explore whether some penalty systems achieved a greater or lesser level of consistency when punishing student cases of plagiarism. Educational theories (Engestrom's (1987) Activity Theory and Wenger's (1998) Communities of Practice), along with literature from assessment marking (where fairness, consensus and consistency are also important principles), were used to help provide context and understanding for the findings of this research. It was found that consensus does not exist within or between communities which work and study within HE: there was evidence of diverse opinions regarding appropriate sanctions for cases of student plagiarism. It is probable, therefore, that some individuals would view a penalty outcome unfair even if the penalty regulations have been strictly adhered to. This thesis also found that consistency of penalty award can be difficult to achieve if the system is highly flexible and non-prescriptive, even when those applying it are compliant. However, non-compliance, due to a disagreement with the penalty system, is also of concern and this thesis has shown that this would result in inconsistent penalties being awarded. It would appear that the HE community must negotiate meaning (as described by Wenger (1998)) more clearly and/or develop an agreement and better understanding of the tool and object (as described by Engestrom (1987)) before it will be possible to develop a penalty system for the punishment of student plagiarism which would be viewed as fair by all those working and studying in HE. Hence, it is suggested that developments should focus more strongly on the learning and teaching aspects of academic integrity, such as appropriate research skills, acknowledgement and citation, and also assessment design in order to reduce the need for punishment resulting from plagiarism.
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Midzinski, Azure L. "Students' Perceptions of Coercion in Research." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/583.

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The purpose of this study was to examine how students perceive the most common methods of recruitment for research participation, and whether these recruitment strategies are perceived by the participants to be coercive. Ethical research guidelines prohibit the use of coercion in recruiting participants. Previous studies in this area have either focused on the perceptions of the researchers, or have approached the concept of coercion in a limited way. This study treated coercion as a multidimensional construct and examined student perceptions. Additionally, participant responses indicated which recruitment practices resulted in a decision to participate in the research. Findings indicate that some of the most common research recruitment methods are perceived by students to be coercive.
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Filipchuk, Danielle M. "A Quantitative Study of the Moral Orientation of Student Conduct Professionals." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540475105810685.

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19

Chan, Choi-ying. "The development of moral reasoning of prevocational student in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803407X.

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20

Mays, III Larkey. "Perceptions of Business School Students About Character Development and Ethical Reasoning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2219.

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Character development in higher education is essential for enhancing ethical awareness and moral reasoning. However, inconsistent perspectives exist concerning the impact of ethics education on students' ethical awareness and moral reasoning. This phenomenological study examined the perceptions of senior-level undergraduate business students on their own ethical belief systems and changes in ethical awareness. Astin's student development theory on the environmental effects on learning formed the conceptual framework. The research questions explored how the 4-year undergraduate business school experience changed the students' ability to recognize and evaluate ethical concerns in relation to the ethical aspects of coursework. Thirteen undergraduate seniors pursuing a business degree from a Catholic college were purposively selected. In-depth interviews were used to obtain data about ethical self-awareness, recognition of ethical issues, understanding ethical concepts, and assessing core values. The study followed Moustakas' recommendation for phenomenological analysis, a modification of the Stevick-Colaizzi-Keen method. Emergent themes included the meaning of moral character development, the perception of the college business curriculum in relation to students' core values, and the approaches used to affect ethical situations. The findings suggest that the business curriculum increase the students' exposure to ethical situations and introduce decision tools that could be useful in ethical dilemmas. Recommendations involve considering a pretest and posttest design and Astin's entire inputs-environment-outcomes model as the theoretical framework. The implications for positive social change include the development of character education toward moral competencies and ethical decision-making skills of future business leaders.
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Josefsson, Jonathan. "Ethical Challenges of The Multicultural Classroom : A teacher's examination of Martha Nussbaum's theory of world citizenship education." Thesis, Linköpings universitet, Centrum för tillämpad etik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-89126.

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The overall objective of this thesis is to examine in what way ethical theory and ethical analysis can contribute to further understanding of the ethical challenges of the multicultural classroom. Based on the fact that the world is going through a process of globalization and migration, the education-system and daily praxis of teaching is put in front of new ethical challenges. The teacher in the multicultural classroom is on a daily base confronted with various dilemmas regarding for example conflicting duties, universal and conflicting values and citizenship. Martha Nussbaum´s theory of world citizenship is used as an analytical framework for the thesis and student interviews from upper secondary school is used as a complementary perspective to Nussbaum´s theory. The research questions of the thesis are: Can the theory of World Citizenship Education, when structured and analyzed, give guidance for teaching citizenship in a multicultural classroom? Is it a plausible theory confronted with the ethical challenges of the multicultural classroom? In what way can a student perspective from a multicultural classroom try the relevance and present a complementary perspective to the theory of World citizenship education? The theory and the interviews are analyzed and structured out of the research questions and by the three ethical challenges of universal values, conflicting values and sense of belonging. The conclusion of the thesis states that, even though Nussbaum´s theory does have some constraints, it is to a large degree applicable and possible to relate to the ethical challenges of the multicultural classroom and as a guide for teachers. The theory is plausible in some aspects because it presents reasonable arguments on the necessity of educational reform in an interconnected world and because it makes educational proposals of instrumental worth of the teacher. The theory is however not plausible in other aspects because; the universal values presented are to vague and not specified which makes the theory difficult to use in practise, it does not pay enough attention to the conflicting perspective of the ethical challenges in classroom nor the pedagogical importance of social inclusion when discussing conflicting values and finally the theory demonstrates a contradiction regarding how to act as a teacher about sense of belonging and recognising identity of the students. The interviews demonstrate similar but also different responses to the ethical challenges in comparison with the theory. The students recognize the existence of universal values across cultural borders in a similar way as Nussbaum, even though the values put forward are of another character than Nussbaum´s. They do however present a sceptical view towards the idea of a world citizenship and stresses the importance of bringing up discussions about nationhood, migration and belonging without being afraid of breaking any taboos. At the end the thesis presents some practical guidelines for the teacher in the multicultural classroom that follows logical out of the conclusion. The final discussion highlight the fact that the challenges of the multicultural classroom in Sweden will likely continue, and emphasizes the potential of using ethics as an analytical tool for further developing a professional teaching approach.
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Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.

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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.
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23

Bernard, Julia M., A. N. Manick, and Maike Klein. "Ethics, Legal and Professional Issues in Mediation and Parent Coordination." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/929.

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Book Summary:Ethics and Professional Issues in Couple and Family Therapy, Second Edition builds upon the strong foundations of the first edition. This new edition addresses the 2015 AAMFT Code of Ethics as well as other professional organizations’ codes of ethics, and includes three new chapters: one on in-home family therapy, a common method of providing therapy to clients, particularly those involved with child protective services; one chapter on HIPAA and HITECH Regulations that practicing therapists need to know; and one chapter on professional issues, in which topics such as advertising, professional identity, supervision, and research ethics are addressed. This book is intended as a training text for students studying to be marriage and family therapists.
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Chishimba, Felix Nkalamo. "Raising student teachers’awareness around issues of professional conduct : an action research project." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016338.

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The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
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Swanson, Jacqueline V. (Jacqueline Viola). "Ethical Reasoning Among Baccalaureate Female Nursing Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332287/.

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The focus for this study was ethical reasoning among baccalaureate female nursing students. This descriptive and correlational study examined the ethical reasoning of freshmen and senior students at a large southwestern university for women. The research instrument used was the Defining Issues Test developed by Rest. The senior nursing students differed significantly (p < ,05) from the freshmen nursing students in ethical reasoning. However, nursing majors did not differ significantly from the non-nursing majors. A multiple regression analysis was performed that identified two factors associated with ethical reasoning (viz., age and GPA), The correlation coefficients were r= .377 for age and P_ score and r= .315 for GPA and P score. Older students were found to be significantly more advanced in ethical reasoning than were younger students. Students with higher GPAs used principled reasoning significantly more often than did students with lower GPAs. Of interest are the findings related to demographic characteristics, ethnicity, and religious preference. The sample was predominantly white, but a significant difference in use of principled reasoning between whites and non-whites was found. In the sample, whites used ethical reasoning more often than did non-whites. The students in the sample who labeled themselves as Baptists were significantly different from Traditional Christians (Methodists, Episcopalians, Presbyterians, Lutherans, and members of the Church of Christ) and Other Christians (all others, excluding Baptists, Catholics, and the Traditional Christians). The Baptist group used principled reasoning less often than did the other two groups of Christians. The Catholics were not significantly different from the Baptist, Traditional Christian, or Other Christian groups. The results are ambiguous and may reflect only a conservative philosophy or a conservative theological ideology rather than cognitive processing.
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McDonald, Jeanette. "The Role of Ethics on Tourist Destination Image Formation : An Analysis of the French Student Travel Market." Thesis, Nice, 2015. http://www.theses.fr/2015NICE0046/document.

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L’industrie du tourisme est reconnue comme partie intégrante de l’économie dans un environnement mondial soumis à des influences macro difficiles à gérer et à maîtriser. Le tourisme alternatif tel que le tourisme éthique, est considéré comme une solution durable pour une industrie d’une grande importance dans le monde et qui représente une possibilité de survie économique pour certains pays. L’objectif de cette recherche était d’évaluer la perception du rôle de l’éthique sur la formation de l’image d’une destination touristique par un public étudiant voyageur français, et son influence sur ses choix. La méthode choisie a été principalement une approche constructiviste et qualitative permettant de transférer la contribution des connaissances à plusieurs disciplines, et a engendré des implications managériales dans l’industrie du tourisme. Les résultats démontrent que, bien que l’image éthique d’une destination touristique est principalement influencée par les aspects sociaux et environnementaux, pèsent également des considérations de gestion qui découlent des implications économiques et politiques du tourisme et des activités touristiques. Ces considérations seront essentielles lors de l’élaboration de futurs produits touristiques pour le marché cible que sont les futurs visiteurs dans un environnement mondial de plus en plus accessible
The tourism industry has proven to be an economic reliance in a global environment that is subject to macro influences that are difficult to manage and sustain. Alternative tourism, such as Ethical tourism, is seen to be a sustainable solution for an industry that holds much importance worldwide and for some countries, presents economic survival. The aim of this research was to evaluate how the French student travel market perceive the role of ethics on tourist destination image formation and its influence on holiday choice. This was primarily achieved by adopting a constructivist and qualitative approach that allowed for rich knowledge of contribution to be transferred to several academic disciplines and provided managerial implications for the tourism industry. Findings show that although an ethical tourist destination image is principally influenced by social and environmental impacts, there are also managerial considerations that derive from the economic and political implications that come from tourism and tourist activity. These considerations will be key when developing future tourism products for a target market who are the future visitors of an ever increasing accessible global environment
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Conroy, Barbara J. Case. "Teachers' moral reasoning and their attitudes and behaviors regarding discipline /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8703912.

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Young, Robert D. "Exploring the ethical mindset of students." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0146.

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Reed, Megan E. "Student Journalists’ Ethical Approaches to Coverage of Campus Sexual Misconduct." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152602516903047.

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30

St, Pierre Betsy. "The Use of Experiential Groups in the Training of Group Workers: Student Attitudes and Instructor Participation." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1277.

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Both the Council for Accreditation of Counseling and Related Education Programs (CACREP) and the Association for Specialists in Group Work (ASGW) require counselor education programs to provide experiential training to group workers (CACREP, 2009; ASGW, 2000). However, no specific models are given to counselor educators to implement the experiential component. Only two research studies have examined the overall structure and type of instructor involvement commonly used in counselor training programs (Anderson & Price, 2001; Merta, Wolfgang, & McNeil, 1993). In addition, researchers have documented ethical concerns in the use of experiential training methods (Davenport, 2004; Furr & Barret, 2000; Riva & Korinek, 2004) including the role of dual relationships, confidentiality, and competency. Student experience of the experiential training is impacted by both the structure of the experiential group and the ethical pitfalls associated with each (Goodrich, 2008). Thus, the purpose of this study was to determine the current models of group work and how the structure of these models impacted student attitudes toward ethical concerns of dual relationships, confidentiality, and competency and overall student experience. Members of the American Counseling Association (ACA) who had graduated with their master's degree in the past five years were asked to respond to the Survey of Student Attitudes and Instructor Participation in Experiential Groups online survey. The findings of this study suggested that the most common group work training model is to have a full-time faculty member both instruct the group work course and facilitate the experiential group. In addition, concern over ethical issues was found to be an important component in student's comfort level and belief that the experiential group was instrumental in their development as a group counselor. These results do not support the findings of Anderson and Price (2001) which suggested a growing trend of group work instructors not being both the facilitator of the experiential group and the instructor of the course. However, the findings do support previous research which indicated that ethical concerns do negatively impact student involvement in the experiential group (Davenport, 2004; Hall, Hall, Harris, Hay, Biddulph, & Duffy, 1999).
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Ngan, L., and 顔龍. "A study of the perceptions of secondary school teachers and student teachers in environmental ethics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958199.

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Scott, Kenneth Edward Witte Maria Margarita. "Strategic factors of institutional practice impacting student success in the community college as perceived by students and faculty academic preparation, work ethics and institutional support /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Scott_Kenneth_35.pdf.

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Ferguson, Kimberly M. "Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427997182.

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Chan, Choi-ying, and 陳賽英. "The development of moral reasoning of prevocational student in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958448.

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Williams, Jeremy Lloyd. "Students’ perceptions of the campus climate for academic integrity and ethics: a comparison of military cadets and civilian-college students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6340.

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This study of perceptions of campus climate for Personal and Social Responsibility (PSR) evaluated the extent to which observable differences existed among campuses that had or did not have military cadets as their primary student population. Specifically, it looked at civilian colleges and universities and collegiate military academies such as the United States Military Academy at West Point (USMA) and the United States Air Force Academy at Colorado Springs (USAFA). The data sample for this study came from civilian-college students and cadets enrolled in 23 colleges and universities (which included USMA and USAFA) that were chosen by the Association of American Colleges and Universities to participate in the Personal and Social Responsibility Inventory (PSRI) during the 2007-08 school year. I measured the outcomes in this study by controlling for personal pre-college characteristics (i.e., highest level of parent’s education, race, gender, age, religious preference), structural variables of interest (i.e., campus size, campus selectivity, student class year, whether the school has a traditional honor code in place, whether the school is a military academy), and experience variables of interest (i.e., faculty/student interactions, meaningful discussions, public advocacy, efficacy of a judicial process). Results from this study revealed that cadets had an overall higher perception of campus climate for PSR than college students did. Cadets also had unique and positive communications with military academy educators compared to communications between civilian-college students and civilian educators. Finally, both student and cadet perceptions of PSR seemed to decrease as they progressed in class year.
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Anderson, Jennifer R. "DOUBLE HELIX: Mapping the generic ethical codes of creative nonfiction writing and medical writing. "THIS WILL PROBABLY HURT": Stories from my student nurse training." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104116/1/Jennifer_Anderson_Thesis.pdf.

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This project is a practice-led inquiry into ethical questions that arise when medical writing and creative nonfiction writing – which have different generic and ethical conventions – are combined in a nursing memoir. The thesis presents personal stories from years as a student nurse, alongside an exegetical discussion of how creative goals are informed by the ethics of representation and identity. In so doing, it offers critical and creative insights into creative nonfiction ethics and their application in medical creative writing.
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Madura, Teri L. "The Role of Power in Counseling Psychology Faculty and Student Relationships: Differentiating Perceptions of Nonsexual Boundary Crossings." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341239183.

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Pease-Carter, Cheyenne. "Preferences among student counselors regarding informed consent practices within counselor education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6066/.

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The purpose of this study was to investigate student preferences for content, timing, and method of informed consent within counselor education programs. Participants included 115 students enrolled in counseling internship courses at six counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Participants completed the Informed Consent Preferences Questionnaire (ICPQ), an instrument designed specifically for this study through systematic instrumentation development. Descriptive statistics highlighted participants' moderate to high ratings of perceived importance for an array of suggested content pieces for student informed consent. Participants varied among themselves and between items in relation to preferred timing of informed consent, and they consistently reported a desire for student informed consent to be facilitated through a combination of both oral and written methods. Results of exploratory factor analysis revealed a simple eight-factor structure within the ICPQ and suggested strong internal reliability. Correlations for participant scale scores for the eight factors revealed a variety of small to medium correlations. Results from t-test and one-way analysis of variances (ANOVA) indicated that participant preferences did not vary according to demographic variables. Finally, participants' qualitative responses revealed high levels of support for student informed consent. Findings of this study may aid counselor educators in evaluating current program informed consent practices. As a result of evaluation, counselor educators can affirm existing, and/or design new informed consent practices that accurately reflect the needs and desires of counseling students. Future researchers may also utilize the results to guide additional studies related to the practice of student informed consent.
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Coulter, Andrew Mark. "EFFECT OF A MEDICAL STUDENT-LED END-OF-LIFE PLANNING INTERVENTION IN COMPLETION OF ADVANCED DIRECTIVES AMONG HOMELESS PERSONS." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/380271.

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Urban Bioethics
M.A.
Importance – The homeless face higher rates of morbidity and mortality than the general population, and have lower rates of end-of-life care planning. An effective and sustainable intervention, to provide living wills and durable power of attorney, is required to protect the autonomy of a vulnerable population. Objective – To determine if medical student-led 1:1 counseling is as effective as social worker-led counseling as reported in the literature, determined by rate of advanced directive completion. Design – A focus groups and educational sessions on EOL care and ADs were conducted at 2 shelters, after which participants were offered the opportunity to sign up for a 1:1 counseling session with a medical student volunteer. Rates of sign-ups and completion were recorded. Setting – 2 North Philadelphia homeless shelters, requiring either an Axis I or current substance abuse diagnosis for residence. Participants – A convenience sample of 20 homeless men were approached; 10 enrolled in the study. Interventions – Educational sessions, focus groups, and 1:1 AD completion counseling sessions Main Outcomes – Interest in and completion of an advanced directive. Results – 9 participants signed up to complete ADs after an informational session. At the conclusion of the study, 8 of them (88.8%) completed ADs. 40% of the total participants completed an AD. Conclusions – Similar rates of advanced directive completion were achieved with the student-led intervention compared to a previous intervention in the literature. Further study with a larger sample including homeless women should be conducted to provide a generalized conclusion.
Temple University--Theses
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Contat, Bradley D. "Ethical Principal Leadership Through Acts of Virtue: A Phenomenology." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521663127510021.

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Babb, Tanner A. "Counselor Education Student Perceptions of the American Counseling Association Ethical Code as It Pertains to the Use of Facebook." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1336589164.

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Zhang, Xiao Hong. "An exploration of student teachers’ interaction with on-line activities, and their influence on their teaching topics such as netiquette and cyber-bullying: an Australian and Chinese study." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367942.

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The Internet has undergone unprecedented development around the world in the last ten years. Increasingly, many millions of people are becoming involved in a wide variety of on-line activities. However, Internet Chat Rooms (ICRs) have become a focus for various crimes and unethical behaviour because of their anonymity and freedom, especially in activities related to sexual solicitation, violence and bullying. This study aims to investigate Australian and Chinese student teachers’ engagement in three on-line activities in Internet chat rooms, namely; playing on-line games; making friends and sexual solicitation; and cyber-bullying. This study also examines how student teachers perceive the effect of these three specific activities on themselves. In light of student teachers’ perceptions of these three activities, and their own practice of netiquette in on-line chat rooms, these student teachers’ beliefs about what should be taught to 11-year-old Primary school students are also investigated, including cyber-ethics and cyber-legal issues. Based on this broad aim, six specific research questions are posed. The sample for this study included current university second-year Bachelor of Education Primary School student teachers at a large state university in South East Queensland, Australia, and also at a large state university in East China. This study used a questionnaire that gathered both quantitative and qualitative data. The findings from this study show that these Australian and Chinese student teachers showed they did not consider that playing on-line games would affect their behaviour either in ICRs or in the real world. Australian student teachers thought that ICRs are safe places to make friends, but Chinese student teachers did not think so. Australian and Chinese student teachers predicted that when they become qualified teachers, they would like to teach upper Primary students about issues of cyber-bullying and playing on-line games. The Australian student teachers were willing to consider teaching upper Primary school students about making friends and sexual solicitation in ICRs, while Chinese student teachers were not willing to do so. Regarding netiquette, Australian student teachers indicated that they were not confident that ethical knowledge and ethical legislation can control on-line activities. However, Chinese student teachers were. The findings of the study appear to support three theories that were applied in this research to explain the reasons of youth on-line behaviour, namely, Cyber Psychological Theory, Moral Development Theory, and Space Transition Theory. The findings also recommend that teachers, parents, and Departments of Education should work together to protect youth on-line. Cyber-ethical and cyber-legal knowledge should be included in formal education curricula in Primary schools in both countries to protect young people on-line, as well as prevent young people from possible dangerous situations generated in the real off –line world resulting from participating in ICRs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Andrews, Tyler J. "Fair Play: An Ethical Evaluation of the NCAA's Treatment of Student Athletes." UNF Digital Commons, 2013. https://digitalcommons.unf.edu/etd/461.

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The National Collegiate Athletic Association (NCAA) is the nonprofit governing body of college athletics. They oversee three distinct divisions of competition containing over 430,000 student athletes and over 1,000 member institutions.[1] Their primary task is to ensure all student-athletes and the universities they attend adhere to the extensive rules and regulations outlined in the Associations manual, namely, to abide by principles of amateurism, defined by the Association as agents that do not receive any payment above travel expenses or a grant-in-aid scholarship for competing in sports endeavors. The problem is the NCAA is currently financially and academically exploiting college athletes. The Association possesses an inordinate amount of control over young men and women, and they exercise this power to exploit their unrecognized labor force and generate billions of dollars in revenues, while restricting the amount of compensation the athletes receive to a number well below what the free market will bear. College athletes are not receiving any of the money they produce, and most will not benefit in any real way from the educational product they are provided. The system must be reformed. The first step will be to eliminate financially defined amateurism along with the NCAA’s expansive rulebook. Second, student athletes should be allowed to set their own course load. This includes not taking any classes if they choose, thus ending the charade that athletes are recruited to campus as students first, even when it is clear many have no interest in academics. Third, courses should be tailored to pique the interest of athletes, namely offering majors in sports. Finally, university athletic departments need to be scaled down to truly comply with Title IX requirements and stop wasting exorbitant sums of money. The hypocrisy and deception must end. [1] “About the NCAA,” National Collegiate Athletic Association, 2013, http://www.ncaa.org/.
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Conroy, Jessica Helene. "School Counselors' Perceived Multicultural Competence, Adherence to the ASCA National Model, and Students' Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1338.

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Multicultural competence (MCC), despite its integral part in school counseling and the school setting, is not applied within the American School Counselor Association (ASCA) national model (NM). Rather, the ASCA NM is a guideline that is expected of school counselors with limited opportunity for deviation. Without incorporating multicultural practices in the school setting, student performance may suffer. Student performance affects everyone who is learning, working, or has a child who is or will be at the middle school level. The purpose of this study was to identify if perceived MCC, as measured by the MCCTS-R, and/or adherence to the ASCA NM, as measured by the SCPIS, could predict student performance and if there was a relationship between the perceived MCC and adherence to the ASCA NM. The school counseling and multicultural counseling theories were used together as a lens for the study. Florida middle school counselors (N = 115) were invited to participate electronically. Results were compiled in PsychData anonymously and transferred into SPSS. Multiple linear regression and Pearson correlation statistics revealed that perceived MCC and adherence to the ASCA NM collectively predict students' GPAs. Recommendations for future research include expanding to different educational levels and states. The results indicate that the ASCA NM would benefit from multicultural concepts within the guidelines, implicating positive social change for future learning, school counseling practices, and educational practices.
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Hyatt, Frederick Roger. "Spiritual and Character Development in Online Education at Brigham Young University." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8782.

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With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspective”, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.
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Keller, David Warren. "The impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course at a large public university in Texas." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1409.

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Raw, James S. "Family and school correlates of adolescents' outcomes." Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.

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McKie, Andrew. "A narrative exploration of the relationship between reading literature and poetry and ethical practice : narratives of student nurses and nurse educators." Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/659.

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The emerging dialogue between the arts and humanities and professional health care education is explored by considering ethical practice in nursing via several narratives of student nurses and nurse educators in one Scottish university. Adopting a narrative methodology based upon the literary hermeneutic of Paul Ricoeur, this thesis is presented as a ‘narrative research text’ in which my own role as a narrative researcher is critically developed. Utilising two different narrative frameworks, narratives are ‘constructed’ from data drawn from the research methods of focus groups, one-to-one interviews, reflective practice journals and documentary sources. Contemporary approaches in professional health care ethics education tend to share features of deduction, universality and generalisability. Their merits notwithstanding, perspectives drawn from the arts and humanities can offer valid critiques and alternative perspectives. Reading literature and poetry is offered as an engaged and interpretive contribution to a teleological ethic characterised by attention to ends (e.g. human flourishing), cultivation of virtue, telling of narrative, recognising relationality and in acknowledging the significance of contextual factors. These perspectives can all contribute to an ‘eclectic’ approach to ethics education in nursing. These narratives of student nurses support the careful inclusion of the arts and humanities within nurse education curricula for their potential to encourage self-awareness, critical thinking and concern for others. Narratives of nurse educators support these insights in addition to demonstrating ways in which the arts and humanities themselves can offer critical perspectives on current curriculum philosophies. These narratives suggest that the reading of literature and poetry can contribute to an eclectic approach to ‘ethical competency’ in nurse education. This is a broad-based educational approach which draws upon shared interpretive dimensions of the arts and humanities via engagement, action and response. This thesis contributes to current literature in the field of professional health care education by demonstrating the significance of findings derived from inclusion of a teleological ethic within ethics education.
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Raveendran, Reetha Perananamgam. "Life of Purpose: Exploring the Role an Athletic Code of Conduct Plays in Shaping the Moral Courage of Student Athletes." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404688968.

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Li, Yan. "The effects of business ethics course on students' ethical attitudes." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1677039.

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