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Berreby, Fiona. "Models of Ethical Reasoning." Electronic Thesis or Diss., Sorbonne université, 2018. http://www.theses.fr/2018SORUS137.
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Cette thèse s’inscrit dans le cadre du projet ANR eThicAa, dont les ambitions ont été : de définir ce que sont des agents autonomes éthiques, de produire des représentations formelles des conflits éthiques et de leurs objets (au sein d’un seul agent autonome, entre un agent autonome et le système auquel il appartient, entre un agent autonome et un humain, entre plusieurs agents autonomes) et d’élaborer des algorithmes d’explication pour les utilisateurs humains. L’objet de la thèse plus particulièrement a été d’étudier la modélisation de conflits éthiques au sein d’un seul agent, ainsi que la production d’algorithmes explicatifs. Ainsi, le travail présenté ici décrit l’utilisation de langages de haut niveau dans la conception d’agents autonomes éthiques. Il propose un cadre logique nouveau et modulaire pour représenter et raisonner sur une variété de théories éthiques, sur la base d’une version modifiée du calcul des événements, implémentée en Answer Set Programming. Le processus de prise de décision éthique est conçu comme une procédure en plusieurs étapes, capturée par quatre types de modèles interdépendants qui permettent à l’agent d’évaluer son environnement, de raisonner sur sa responsabilité et de faire des choix éthiquement informés. En particulier, un modèle d’action permet à l’agent de représenter des scénarios et les changements qui s’y déroulent, un modèle causal piste les conséquences des décisions prises dans les scénarios, rendant possible un raisonnement sur la responsabilité et l’imputabilité des agents, un modèle du Bien donne une appréciation de la valeur éthique intrinsèque de finalités ou d’évènements, un modèle du Juste détermine les décisions acceptables selon des circonstances données. Le modèle causal joue ici un rôle central, car il permet d’identifier des propriétés que supposent les relations causales et qui déterminent comment et dans quelle mesure il est possible d’en inférer des attributions de responsabilité. Notre ambition est double. Tout d’abord, elle est de permettre la représentation systématique d’un nombre illimité de processus de raisonnements éthiques, à travers un cadre adaptable et extensible en vertu de sa hiérarchisation et de sa syntaxe standardisée. Deuxièmement, elle est d’éviter l’écueil de certains travaux d’éthique computationnelle qui directement intègrent l’information morale dans l’engin de raisonnement général sans l’expliciter – alimentant ainsi les agents avec des réponses atomiques qui ne représentent pas la dynamique sous-jacente. Nous visons à déplacer de manière globale le fardeau du raisonnement moral du programmeur vers le programme lui-même<br>This thesis is part of the ANR eThicAa project, which has aimed to define moral autonomous agents, provide a formal representation of ethical conflicts and of their objects (within one artificial moral agent, between an artificial moral agent and the rules of the system it belongs to, between an artificial moral agent and a human operator, between several artificial moral agents), and design explanation algorithms for the human user. The particular focus of the thesis pertains to exploring ethical conflicts within a single agent, as well as designing explanation algorithms. The work presented here investigates the use of high-level action languages for designing such ethically constrained autonomous agents. It proposes a novel and modular logic-based framework for representing and reasoning over a variety of ethical theories, based on a modified version of the event calculus and implemented in Answer Set Programming. The ethical decision-making process is conceived of as a multi-step procedure captured by four types of interdependent models which allow the agent to represent situations, reason over accountability and make ethically informed choices. More precisely, an action model enables the agent to appraise its environment and the changes that take place in it, a causal model tracks agent responsibility, a model of the Good makes a claim about the intrinsic value of goals or events, and a model of the Right considers what an agent should do, or is most justified in doing, given the circumstances of its actions. The causalmodel plays a central role here, because it permits identifying some properties that causal relations assume and that determine how, as well as to what extent, we may ascribe ethical responsibility on their basis. The overarching ambition of the presented research is twofold. First, to allow the systematic representation of an unbounded number of ethical reasoning processes, through a framework that is adaptable and extensible by virtue of its designed hierarchisation and standard syntax. Second, to avoid the pitfall of some works in current computational ethics that too readily embed moralinformation within computational engines, thereby feeding agents with atomic answers that fail to truly represent underlying dynamics. We aim instead to comprehensively displace the burden of moral reasoning from the programmer to the program itself
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Richmond, Kelly Ann. "Ethical Reasoning, Machiavellian Behavior, and Gender: The Impact on Accounting Students' Ethical Decision Making." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27235.
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This research is designed to gain an understanding of how accounting students respond to realistic, business ethical dilemmas. Prior research suggests that accounting students exhibit lower levels of ethical reasoning compared to other business and non-business majors. This study uses the Defining Issues Test, Version 2 (Rest, et al., 1999) to measure accounting studentsâ ethical reasoning processes. The Mach IV scale (Christie and Geis, 1970) is used to measure moral behavior. Eight ethical vignettes adapted from prior ethics studies represent realistic, business ethical scenarios.
A total of sixty-eight undergraduate accounting students are used to examine three hypotheses. Literature suggests that individuals with lower ethical reasoning levels are more likely to agree with unethical behavior. Therefore, hypothesis one investigates the relationship between ethical reasoning and ethical decision making. Literature also suggests that individuals agreeing with Machiavellian statements are more likely to agree with questionable activities. Hypothesis two investigates the relationship between Machiavellian behavior and ethical decision making. Prior gender literature suggests that gender influences ethical decision making, with females being more ethical than males. Therefore, hypothesis three examines whether female accounting students agree less with questionable activities compared to males.
Results indicate that ethical reasoning is significantly correlated with studentsâ ethical ratings on the business vignettes. Similarly, Machiavellian behavior is significantly correlated with studentsâ ethical ratings. Consistent with prior gender literature, females agree less with questionable activities compared to male accounting students.<br>Ph. D.
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McAlpine, Heather F. N. "Ethical reasoning of practising nurses: Does ethics education make a difference?" Thesis, McAlpine, Heather F.N. (1998) Ethical reasoning of practising nurses: Does ethics education make a difference? PhD thesis, Murdoch University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/50478/.
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Before researchers or educators can examine the effectiveness of various approaches to professional ethics education, there is need for reliable and valid tools to assess practitioners’ ethical reasoning. Instruments used in the past to measure moral reasoning of nurses have proven problematic. Empirical evidence indicates that moral development and ethical reasoning are complex, multidimensional processes. As such, they present a severe test to theory and instrument development.
This study’s overall intent was to ascertain the ethical reasoning of practising nurses in response to a practice dilemma, and whether that reasoning was affected by an ethics education course. The study was divided into two interlinked phases. Phase One focused on the development and pilot testing of an instrument, the Ethical Reasoning Tool (ERT), to measure unprompted ethical reasoning of nurses as demonstrated in written responses to a case study. Phase Two involved use of the ERT to ascertain nurses’ ethical reasoning before (pre-test) and following (post-test) an ethics course. Quantitative and qualitative methods were used to explore specific questions guiding each of the study’s two phases.
The instrument’s theoretical framework (and the content of the educational intervention) represented integration and synthesis of an extensive body of interdisciplinary theory and research. The ERT’s design was rooted in the hypotheses that there are levels of professional ethical reasoning, and key influential factors/components involved in nursing contemplation of ethical issues.
Participants of Phases One (n=30) and Two (n=41) were enrolled in a required ethics course in a university nursing programme. Results of quantitative and qualitative analyses in both phases found traditional/unreflective ethical reasoning, as measured by the ERT, to be the norm in pre-test responses. Statistically significant changes in reasoning were found in quantitative analyses of post-test results. No significant differences in ethical reasoning were found according to demographic variables of age, years of nursing experience. previous ethics education exposure, or level on the career structure.
The ERT was found to meet pre-set criteria for content and construct validity, demonstrated inter-rater reliability, and demonstrated internal consistency reliability as measured by a standardised Cronbach’s Coefficient Alpha of .84 at pre-test and .91 at post-test. Thematic analysis of respondent written pre and post-test responses supported the accuracy of the ERT’s hypothesised components and levels of nurses’ ethical reasoning. Respondents’ written data concerning their own pre and post-test responses indicated perceptions of significant differences in reasoning which they attributed to the ethics course. The ERT demonstrates a promising way to measure professional responses to ethical issues. Further research is required to demonstrate validity and reliability.
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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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Boaheng, Paul B. "Skepticism and practical reasoning in Hume's ethical theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51302.pdf.
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Daniels, Dianne M. "Ethical Leadership And Moral Reasoning: An Empirical Investigation." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/25.
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The study of ethical behavior and moral reasoning is an important area of concentration in a period of changing technology and with the dynamics of globalization. Shareholder wealth, profitability, and organizational success have been linked to successful leadership. Corporate success can be found through strategies that capitalize on the opportunities globalization provides, and yet can be eroded by unethical behavior or poor moral decision-making. The primary purpose of this study is to explore the relationship between ethical leadership and levels of moral reasoning.
Through the use of the Ethical Leadership Scale and the Managerial Moral Judgment Test, an empirical investigation of ethical leadership and moral reasoning is made. There is a very small element of literature on ethics that discusses leadership in the context of moral decision-making. There is little testing of ethical leadership as a construct (Brown, Trevino, & Harrison, 2005), and it generally is assumed in the literature that an ethical leader exhibits conventional or post-conventional levels of moral reasoning when faced with an ethical dilemma.
This study finds the internal reliability of the Ethical Leadership Scale to be significant (r = 0.998). This research does not support the general assumption that ethical leaders exhibit conventional or post-conventional levels of moral reasoning. The Ethical Leader's age, gender, level of education, and amount of ethics training is not shown to be related to level of moral reasoning in this study.
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Oljar, Elizabeth Ann. "Moral reasons and motivation : prospects for ethical externalism /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/5704.
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Dean, Robyn K. "Sign language interpreters' ethical discourse and moral reasoning patterns." Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3074.
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This study investigates the ethical reasoning abilities of sign language interpreters in the US using two data sources, one that is qualitative and one that is quantitative. The twenty-five participants involved in this study were recruited after their completion of an online training session on interpreting ethics (unrelated to this study or the author). Their responses to six ethical scenarios (e.g., what would you do and why) were analysed through the lens of James Rest’s three tacit moral schemas: personal interest schema, maintaining norms schema, and post-conventional schema. These data were then compared to the results of Rest’s standardised instrument of moral reasoning, the Defining Issues Test, also based on these three schema preferences. These data show that the interpreter participants have a preference for a maintaining norms schema on both qualitative and quantitative data sources. This moral reasoning pattern found in the interpreter cohort is more typical of adolescent reasoning – a much younger profile than the actual age and education level of the participant pool. Furthermore, this reasoning preference does not coincide with the justice claims often made in the profession (e.g. the ally model). Justice as defined by collaboration by both moral psychologists and translation scholars is only weakly evident in the ethical discourse of the interpreter participants. These reasoning patterns that reveal an adolescent and non-collaborative approach are also evident in ethical documents and literature of the sign language interpreting profession. How the profession has come to conceive of and articulate ethics is explored as a potential limiting factor on the study participant’s abilities to express more sophisticated reasoning. In addition to moral judgement patterns evident in the quantitative and qualitative data, the study cohort’s qualitative data are examined for other psychological aspects of Rest’s Four Component Model (FCM). Findings indicate that sign language interpreters make many assumptions about service users’ needs, actions, and intentions. Further, they are more concerned for how decisions might impact them than the potential impact on service users. As a result, education interventions are indicated particularly for moral sensitivity and moral judgement.
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Browning, Amanda. "The Impact of Culture on Accounting Students' Ethical Reasoning." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461147696.
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Thorne, Linda 1956. "The influence of social interaction on auditors' moral reasoning /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34471.
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Although auditors engage in considerable social interaction (Gibbins & Mason, 1988; Solomon, 1987), little is known about how social interaction influences an auditor's moral reasoning process. In order to address this gap, this study used an experiment to examine the effect of social influence on 288 auditors' moral reasoning on realistic moral dilemmas. The results of this study indicate that social interaction influences the moral reasoning of auditors. Auditors' level of prescriptive reasoning appears to increase after engaging in discussion of a realistic moral dilemma, particularly for those which discuss dilemmas with others at high levels of moral development, while auditors' level of deliberative reasoning appears to decrease after engaging in discussion of a realistic moral dilemma. At a practical level, these findings suggest that auditors should be encouraged to prescriptively discuss moral dilemmas with others of high levels of moral development as this tends to result in the use of more principled moral reasoning. In contrast, auditors should avoid deliberative discussion of moral dilemmas, as this tends to result in the use of less principled moral reasoning than would be used in the absence of discussion.
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Coleman, Renita. "The effects of visuals on ethical reasoning : what's a picture worth to journalists making ethical choices? /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025613.
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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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Lewis, John Goddard. "Looking for life : the role of theo-ethical reasoning in Paul's religion." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:f9eea823-a877-4926-8ed8-c47517b31646.
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This dissertation challenges the adequacy of three interrelated foci of twentieth- century Protestant Pauline interpretation. Interpreters regularly: (1) distinguish Paul's theology from his ethics, (2) emphasise his preaching as the sole or primary vehicle for gospel proclamation and divine revelation, and (3) deny that Paul engages in reasoned, ethical reflection. This study offers a new proposal for understanding how Paul does theology and ethics as a former Pharisee and first-century pastoral theologian a Christian community-builder with an apocalyptic (i.e. revelatory) perspective. Paul integrates Christian thinking and living, combining what interpreters frequently separate as theology and ethics. This becomes evident in Paul's complex process of theological, moral reasoning for which we have coined the phrase 'theo-ethical reasoning'. This characterisation captures both the divine and human elements of Paul's behavioural reasoning grounded in the revelation of the risen Christ to Paul and in Paul. According to theo-ethical reasoning, Paul associates specific acts of Christ-conforming conduct with the power of God that becomes manifest in community experiences of new life. Since this reasoning often lies beneath the surface of the texts, the study explores the underlying logic of Paul's arguments. This highlights the consistent pattern of reasoning by which Paul analyses and responds to behavioural issues. The study also argues that Paul encourages his churches to practise spiritual discernment by engaging in theo-ethical reasoning a dialogical, comparative process of reasoned reflection on the links between behaviour and experience. In this practice of looking for life, the Spirit leads community members to associate experiences of new life with conduct that conforms to Christ's cruciform pattern of self-giving love for others. This correlation grounds both Paul's proclamation of Jesus Christ by word and deed and believers' faith in the power of God. We conclude that theo-ethical reasoning lies at the centre of Paul's religion.
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Stockton-Tillman, Karen J. "The Relationship of Moral Reasoning and Ethical Decision Making Among IT Employees." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3543.
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There has been a rise in the last decade of documented unethical business behavior by information technology (IT) employees. Over the last several years, business managers have tried to address this area of concern to find a solution to this growing problem, but they have struggled with the metrics to identify unethical behavior in IT employees. The purpose of this study was to examine the role of 3 employee constructs-ethics training (ET), education level (EL), and employee's perception of their organizations' ethical leadership (EP)-on whether an IT employee would behave in an unethical manner. The theoretical framework for the study was Kohlberg's moral development model. Seventy IT personnel within the Maryland metropolitan area who work for businesses with DOD contracts completed the Defining Issues Test and the Ethical IT survey. Multiple regression analysis with Pearson's r was used to examine the relationship between ET, EL and EP, moral development, and ethical decision making. No constructs were significant. The study multiple regression model with F (3, 66) = .570, p = .637, R-² = .028 failed to demonstrate a significant correlation between moral development and ethical decision making and ET, EL, and EP. Given these findings, business leaders should consider other IT employee variables that may lead to unethical business behavior. When so identified, DOD business managers will be able to promote the positive social change that arises from ethical business behavior, such as continued contractual profits, increased employee morale, sustained productivity, and a decreased unemployment rate.
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Loukakis, Kathy. "Moral Cognitive Cinema and its Ethical Spectatorship." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21908.
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I believe that watching exemplary films can make people more compassionate and change us for the better and as such I make a case for their efficacy as instruments for correction. Refining contemplative moral reasoning in order to stimulate responsive and responsible social agency requires the foregrounding of approaches that promote other engagement. In addition to providing diversionary entertainment consummate films insist that the spectator be engaged, moved, stimulated and impelled to reflect and reassess their values and behavior. Their affective repertoire may animate the productive empathy which is capable of crystallizing into an ethical conviction focusing on social cooperation and connection. The potency of teaching people emotional empathy via film in order to enhance moral reasoning appears to be encouraged and supported by scientific studies. There are intricate links between the empathic and embodied responses to film and its ethical consequences. Neuroscientific research is investigating the importance of the somatic body’s response to stimuli and its impact on decision-making. Its examining the ways in which interoceptive awareness moderates neural activity, how the emotionally and morally critical limbic system coheres with embodied simulation and theory of mind circuits during an empathic experience, and the influence of affect and visceral response in moral evaluation. All of these elements apply directly to the film spectator’s experience and points to the potential for a moral cognitive cinema which champions the fundamental value of empathic concern and encourages the promise of an ethical spectatorship as a corrective. Combining empathy’s role in moral cognition with film spectatorship studies is a critical endeavour that I encourage in attempts to find proactive solutions to contemporary society’s increasing social fragmentation and conflict. My conjecture is that an exemplary cinema with a strategic compassionate focus can reshape and re-conceptualize spectatorship in the service of enhanced social, moral and ethical behaviour.
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Stevenson, Stacy Elizabeth. "Double Effect: Measuring the Ethical Beliefs and Practices of Social Media Users." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290021237.
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Brennan, Sean Campbell. "Method in legal-ethical reasoning, the criminal lawyer's conscience, the client and the court." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53095.pdf.
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Williamson, Stanley G. (Stanley Greer). "Ethical reasoning and risk propensity: a comparison of hospital and general industry senior executives." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332603/.
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This research explores whether differences in ethical reasoning levels exist between senior hospital managers and top level general industry executives. Similar comparisons are made between not-for-profit hospital managers and their peers in for-profit hospitals. Also examined are the ethical reasoning levels used most often by practicing executives, regardless of industry affiliation.
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Chaplin, Clifford John. "What is best for the patient : the ethical experiences, reasoning and decision making of nurses." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/what-is-best-for-the-patient--the-ethical-experiences-reasoning-and-decision-making-of-nurses(92467daf-7c72-4be3-8b5f-b0af491e8fac).html.
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Jansson, Lilian. "Ethical reasoning among experienced registered nurses in relation to communication with severely ill patients disclosing personal knowledge." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101292.
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Personal knowledge was disclosed amongst a group of experienced registered nurses in relation to feeding severely ill patients with cancer and dementia (I,II,III), communicating with severely demented patients (IV,V), and receiving group supervision (VI). Principled ethics did not seem an adequate model for describing the ethical reasoning of experienced RNs. For the twenty RNs working in oncological care the question of whether or not to accept active euthanasia was the most urgent. The twenty RNs working in dementia care emphasized the difficulty they had in understanding the meaning of communicative cues in severely demented patients. Both groups of nurses saw themselves as advocates for their patients and seemed to reason mainly in accordance with the Golden Rule. Through a phenomenological hermeneutic analysis of video recordings of two RNs' interaction with each of four severely demented patients, it was possible to interpret the patients' vague and unclear communicative cues. But observations based on an assessment of facial muscle movements showed that it was very difficult (the FACS). Group supervision based on a narrative framework was carried out in order to support nurses working in dementia care. Interviews with the fifteen RNs showed that they experienced recognition and reassurance of worth, an increased repertoire of actions, gained new perspectives, an increased awareness of their professional role, and interdependence. It is proposed that the care of severely ill patients can be improved by the use of a narrative approach both as regards understanding patients and encouraging RNs to develop their clinical knowledge through reflecting on their own and their coworkers' narrations about care.<br><p>Diss. (sammanfattning) Umeå : Umeå universitet, 1993, härtill 6 uppsatser.</p><br>digitalisering@umu
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Sternäng, Li. "Ethical and normative reasoning on climate change : Conceptions and solutions among students in a Chinese context." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56033.
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Previous research in environmental education and learning has mainly concerned students’ understanding of natural scientific knowledge, whereas research on the influence of other knowledge in learning environmental issues is marginal. Also, the interest in most studies investigating students’ natural scientific knowledge has been to capture constraints in students’ understanding, hence investigations of students’ meaning making are rare. The main objective of this thesis was to explore individual students’ reasoning regarding climate change, and the influence of knowledge on their reasoning. In Study I, students’ conceptions of the enhanced greenhouse effect (EGHE) were investigated. The results showed that students incorporated different pieces of information from different problem areas into the conceptualization of the EGHE. Setting up causal links between diversely different pieces of information seems to be a way to make meaning, and thus a necessary step in the learning process. Study II is an investigation of students’ solutions to climate change. The results indicated that students contextualized problems and solutions by addressing the individual(s), where the individual(s) was either “myself” or “someone else”. The different notions of the individual(s) became crucial as the students’ views of the environment, as well as society, changed according to the different contexts. To further study students’ conceptions of “me” and “others”, Study III examined students’ conceptualized solutions to the dilemma between economic development and mitigating climate change. The findings suggested that students’ conceptualized nature as a “box” of resources, and that economic development would sustain and improve nature. Therefore, the dilemma between economic development and mitigating climate change or dealing with environmental problems did not exist. Results from all three studies were discussed with respect to theoretical implications.<br>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Manuscript.
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Lu, Wei-Hsin. "Understanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4658.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 20, 2008) Vita. Includes bibliographical references.
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Crocker, Curtis J. "The Relationship between Community Service Hours and Ethical Reasoning Capabilities: An Empirical Study of Accounting Students." NSUWorks, 2013. http://nsuworks.nova.edu/hsbe_etd/21.
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The Financial Crisis of 2007-2010 is the latest of a cycle of scandals that involved questionable ethics in accountants. The costs were extraordinarily large this time. Once again there is a focus on the ethical training of the future accounting professionals, accounting instructors, and business leaders. Traditional methods have not been successful. Service-learning is presented as an alternative. In this study, community service hours are used as a proxy for the "service" component of service-learning. This research extends the research of Weber and Glyptis (2000) by examining the relationship between community service hours and ethical reasoning capabilities. Since the most community service studies in business education have been descriptive rather than empirical (Sneider, Gillmor, & Rabinowicz, 2011), this study also adds to the paucity of empirical data on the impact of community service on students.
Their research provided evidence that students participating in community service activities scored higher DIT scores than students who did not. This study explores the relationship between DIT scores and hours of community service, hours of accounting-related community service hours, age, gender, number of accounting courses, and ethics education. The study found a strong relationship between the variables, community service hours, accounting-related community service hours, and DIT scores. There was also a relationship between DIT scores and gender as well as previous ethics education. No relationship was found between DIT scores and age and the number of accounting courses taken. The Defining Issues Test (DIT) was used to measure the ethical reasoning capabilities of 233 accounting students in several colleges in the state of Georgia.
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Eggleston, John Edward. "By parallel reasoning with bioethics: toward unity and effectiveness in the theory and practice of environmental ethics." Thesis, University of Canterbury. Humanities, 2011. http://hdl.handle.net/10092/6493.
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Whether philosophy can contribute decisively towards alleviating humanity’s pressing environmental predicament I here argue in the affirmative. There are many considerations that challenge my case. Specifically, I show that environmental ethics, the subdiscipline of moral philosophy which was founded on the presumption of this possibility, has faltered. The field threatens to divide between “impractical theoretical” discourses within the academy, and “pragmatic” and largely atheoretical “practical” engagements with environmental science, policy and management.
To help environmental ethics advance beyond this dysfunctional division, I explore methodological comparisons with bioethics, the “most successful field of applied ethics”. My deliberations apply in novel ways Bartha’s model for evaluating the plausibility of scientific hypotheses that incorporate analogies. In an initial test application of Bartha’s model, I evaluate the relevance to environmental ethics of the failure of the “top-down” applied ethics approach in bioethics. I present good reasons to conclude that environmental ethics can indeed learn from this failure. I also conclude that my trial application of Bartha’s model is promising.
I then evaluate two proposals for reforms towards the greater practical effectiveness of environmental ethics. First I evaluate the plausibility of the proposal of Minteer and Collins for a new field of “ecological ethics”. They argue for the adoption of the broadly pragmatic methodological commitments now prevailing in bioethics. Because they focus primarily on supporting individual rather than collaborative processes of ethical judgment, I argue they risk facilitating an ethically pernicious “ecological paternalism” on analogy with the widely condemned practice of medical paternalism.
Second I evaluate Norton’s proposal to incorporate environmental ethics within the adaptive ecosystem management paradigm. By arguing that the tasks of seeking cultural and biophysical sustainability within spatiotemporally defined communities must be integrated, Norton offers a potentially vital interface for intelligent and just interaction between culture and wider nature. I also argue this interface may be of more general relevance to bioethics and moral and political philosophy. However, a significant theoretical challenge for Norton’s sustainability model is identified.
I argue that his model provides a thought experiment which illustrates the conceptual and practical incoherence of the primary liberal mechanisms for managing ethical conflict once these are applied to the sustainability challenge. Those mechanisms are the separation of public and private spheres and the simultaneous pursuit within private spaces of mutually exclusive conceptions of the good (and biophysically sustainable) life. I argue that rectifying this failure defines a vital, albeit daunting, theoretical and practical challenge for environmental ethics. That is to reconceptualise ethical conflict and to help design and facilitate practical processes to achieve sufficient common ethical agreement. Addressing this challenge is beyond the scope of this dissertation. However, some promising work and possibilities for further research are outlined.
I conclude that I have successfully defended the value of analogical comparison with bioethics for enhancing the unity and effectiveness of theory and practice in environmental ethics. I therefore further conclude that I am correct to affirm that philosophy can, and I believe indeed should, contribute more effectively toward alleviating humanity’s pressing environmental predicament.
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White, Judith Anne. "The role of individual characteristics and structures of social knowledge in ethical reasoning using an experiential learning framework." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056728836.
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Riechel, Morgan E. Kiper. "An investigation of relationships among school counselors' ethical professional identity development, moral reasoning, and attitudes toward confidentiality with minors." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154153.
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Powell, Wardell Anthony. "The Effects of Emotive Reasoning on Secondary School Students' Decision-Making in the Context of Socioscientific Issues." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5385.
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The discrepancy between what students are being taught within K-12 science classrooms and what they experience in the real world has been well documented. This study sought to explore the ways a high school biology curriculum, which integrates socioscientific issues, impacts students' emotive reasoning and their ability to evaluate evidence, make informed decisions on contemporary scientific dilemmas, and integrate scientific content knowledge in their reasoning on SSI. Both quantitative and qualitative methods were used to examine differences within and between an SSI treatment group and a comparison group as well as individual differences among students' responses over a semester of high school biology. Results indicated students used emotions largely to evaluate evidence and make decisions on contentious scientific dilemmas. In addition, the results showed students used newly gained scientific content knowledge to make logical predictions on contentious scientific issues. Statistical significance was found between groups of students in regard to their interest in the use of embryonic stem cell treatments to restore rats' vision, as well as students' abilities to evaluate evidence. Theoretical implications regarding the use of SSI in the classroom are presented.
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Danielsson, Jennelié, and Anna-Maria Polasek. "Humanitarian aid : A qualitative study of the ethical reasoning behind the allocation from the perspective of five Swedish-based organizations." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Globala studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49377.
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The Geneva Conventions of 1949 and their Additional Protocols aim to protect those people who are not “participating in the hostilities” of war, such as “civilians, health workers and aid workers” and are the pillar of humanitarian law (International Committee of the Red Cross, 2010). The humanitarian principles including humanity, neutrality, independence and impartiality, are based on the international humanitarian law and committed to by all member states of the European Union (European Commission, 2019). Although these principles exist to guide the humanitarian organizations in their assistance and allocation of humanitarian aid, they are sometimes overlooked in terms of, for instance, self-interest, strategic motives and media attention. This results in ethical dilemmas for humanitarian organizations. The aim of this thesis is to examine how Swedish aid donors, both a governmental and Non-Governmental Organizations (NGOs), reason ethically in relation to the allocation of humanitarian aid towards conflict-affected areas. Semi-structured interviews have been conducted with four Non-Governmental Organizations and one governmental organization in order to examine and compare their ethical reasoning. The theories of consequentialism, utilitarianism, deontological ethics, socialization and rational choice have been applied to investigate the research questions further. The results broadly indicate that all participating organizations reason similar in terms of ethics in contrast to the findings in the previous research. For instance, they all follow the humanitarian principles and use additional ethical frameworks in the allocation of humanitarian aid. Many similarities were found among the NGOs and the governmental organization as well as a few differences.
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Morilly, Simon W. "Ethical leadership: an assessment of the level of moral reasoning of managers in a South African short-term insurance company." University of Western Cape, 2013. http://hdl.handle.net/11394/3934.
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Magister Commercii - MCom<br>Against the background of major corporate scandals internationally and in South Africa, questions are being asked about the level of morality of leaders in organisations. This study assessed the level of moral reasoning of senior managers in a South African company in the insurance industry. The study was based on Kohlberg’s Cognitive Moral Development (CMD) Theory and an assessment of key literature pieces relating to ethical leadership and business ethics. Research has demonstrated that ethical leaders have a significant influence on an organisation’s performance, reputation, sustainability, ethical climate and employee engagement. Globally and in the South African corporate context it is therefore important
for organisations to understand the capacity of its leaders to behave ethically so that appropriate interventions can be engaged in. More specifically, this study aimed to assess the level of moral reasoning of managers in a large South African organisation and examined the relationship between the variables age, gender, race, tenure and education on the one hand and the level of moral reasoning on
the other hand. This study also assessed the reliability of the Managerial Moral Judgment Test (MMJT). This study was a cross-sectional, quantitative study utilising a previously developed questionnaire, the Managerial Moral Judgment Test.
This study contributed to the very sparse body of knowledge of managerial moral reasoning in the South African business context, while the research results can be used to identify managerial training and development needs in ethics in the organisation studied. This study found that the moral reasoning levels of managers at the research site, is at the conventional level, while the variables age, gender, race, tenure and education have no significant influence on the level of moral reasoning. In addition, this study established the internal reliability of the Managerial Moral Judgment Test and located ethical leadership and business ethics in the literature.
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Yeh, Shao-Kuo. "Orientations to moral reasoning among men and women leaders of higher education in Taiwan." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171815/.
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Dakin, Emily K. "OLDER WOMEN'S PERCEPTIONS OF ETHICAL DILEMMAS IN ADULT PROTECTIVE SERVICES: AN EXPLORATORY STUDY." online version, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1081529078.
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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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<p>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.</p><p>Metod: För att uppnå vårt syfte med studien har vi valt att genomföra</p><p>både kvantitativ enkätundersökning samt kvalitativa intervjuer.</p><p>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.</p><p>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.</p><p>Empiri: Resultaten från vår enkätundersökning och de tre intervjuerna är sammanställda i en empirisk diskussion.</p><p>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.</p><br><p>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.</p><p>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.</p><p>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.</p><p>Emperi: Resultaten från vår enkätundersökning och de tre intervjuerna är sammanställda i en empirisk diskussion.</p><p>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.</p><br><p>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.</p><p>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.</p><p>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.</p><p>Empirical findings: The results from the survey and the interviews are presented in an empirical discussion.</p><p>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.</p>
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Addison, Rachel Helen. "The problem of moral ambivalence : revisiting Henry Sidgwick's theory of 'Rational Benevolence' as a basis for moral reasoning, with reference to prenatal ethical dilemmas." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27454.
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This thesis addresses the conflict traditionally found within moral philosophy between deontological and utilitarian schools of thought. Using the example of the serious moral ambivalence experienced by individuals who are deciding whether to end or continue a difficult pregnancy, it is argued that this ambivalence is the result of both absolute principles (such as the intrinsic value of human life) and outcome based considerations (such as the desire to avoid causing pain and suffering) appearing to be morally reasonable, while also being fundamentally opposed: Each course of action is at once morally defensible on the basis of its own reasonableness, and, conversely, reprehensible due to the reasonableness of the other. This lived experience of moral ambivalence is directly reflected by the tension between deontology and utilitarianism as it occurs at the moral philosophic level, where the deontological emphasis on the unconditional rightness of certain principles is seen to be at irreconcilable odds with the utilitarian emphasis on the attainment of certain ends. The thesis’ central claim is that such ambivalence strongly indicates that human morality is neither exclusively one type or the other, and that both types of moral property are in fact reasonable, and thus have moral value. It is theorised that accounting for this dual reasonableness would lead to the most accurate and helpful representation of the human moral experience – but that the philosophic ‘divide’ between the two types of principle has led to an either/or situation, which has largely prevented this sort of understanding from being developed. The thesis argues that Victorian philosopher Henry Sidgwick developed a view in which neither deontological nor utilitarian principles can be fully realised without reference to the other, precisely on the basis that both can be found to be ultimately rational. This thesis aims to revitalise that theory – represented by the term ‘Rational Benevolence’ - to show that Sidgwick reconciled the divide between absolute and end based principles in such a way that the relationship between them becomes a ‘synthesis’. In this synthesis, deontological and utilitarian concepts are both seen as essential components of morality, that combine to form a dynamic whole in which the value of each principle is both indicated and naturally limited by the value of the other, on account of their respective rationalities. It is argued that this provides a more comprehensive understanding of the reality of the human moral experience, and better moral justification for either course of action in situations of complex and sensitive ethical decision making.
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Moseley, Darran A. "A philosophy of war." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/1721.
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This thesis examines in four parts a collection of philosophical arguments dealing with war. The conclusions drawn are that war is a definable and applicable concept, that above the level of biological reactions war is the result of beliefs, that an objective distinction exists between aggressive and defensive actions, and that war is only justifiable in the protection of core rights. The first part analyses competing definitions of war. It is argued that the concept of war is philosophically appropriate and captures the conceptual common denominator between particular wars. The essence of war is defined as “a condition of open-ended violence”. Part Two explores the causal relationships between metaphysical and epistemological beliefs and war. It is held that war cannot be explained away as an unalterable fact of the universe, hence deterministic explanations fail in favour of the conclusion that wars are the product of ideas and ideas are volitionally obtained. The third part continues an exploration of determinist accounts of war and examines how various theories of human nature attempt to explain why war occurs. For methodological purposes human nature is trisected into biological, cultural, and rational aspects. Theories that attempt to interpret war using only a single aspect are inadequate, for each aspect must logically presuppose the existence and hence the influence of the others. It is concluded that human wars are the product of ideas, but ideas are distinguishable between tacit and explicit forms. Tacit forms of knowledge evolve through social interaction and sometimes have unintended consequences; war on the cultural level can be the product of human action but not of human design (Ferguson), hence attempts to abolish war by reason alone are bound to fail. Part Four assesses the application of ethical and political reasoning to war. It is argued firstly that morality, in the form of universalisable core rights and socially generated general rules of conduct, must not be removed from the sphere of war. Secondly it is concluded that the ideal just government exists to protect rights, from which it will follow that defensive wars and wars of intervention to protect rights are morally supportable.
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Chaplais, Christelle. "Formation et déontologie de l'auditeur." Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAD012.
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Dans le cadre de l’exercice de leur profession, les auditeurs sont confrontés à des situations impliquant des dilemmes éthiques.Nous nous demandons si une formation peut influencer le raisonnement éthique de l’auditeur et sa perception d’un dilemme.Pour cela, nous avons procédé à une expérimentation afin de déterminer si un cours d’éthique avait une influence sur le processus de raisonnement éthique et la perception de l’intensité morale des dilemmes éthiques.Les résultats montrent que la formation augmente la capacité à identifier un dilemme éthique, mais semble en limiter l’intensité perçue. D’autre part, de façon contre-intuitive, la formation semble diminuer l’intention d’agir strictement de manière déontologique, au profit d’une action plus en adéquation avec l’éthique personnelle de l’auditeur.Une étude qualitative fondée sur des entretiens semi-directifs auprès d’auditeurs expérimentés conforte ces résultats. Les discussions avec les supérieurs hiérarchiques ou avec les pairs et l’expérience constituent des modes d’apprentissage complémentaires aux formations théoriques qui influencent l’intention éthique des auditeurs en les éloignant parfois d’une réponse strictement conforme aux règles de droit<br>As part of the exercise of their profession, auditors are confronted with situations involving ethical dilemmas. We wonder if training can influence his or her ethical reasoning and the perception of the dilemma. Therefore, we conducted an experiment to determine if an ethics course had an influence on their ethical reasoning process and their perception of the moral intensity of ethical issues. The results show that training increases the ability to identify an ethical dilemma, but seems to limit its perceived intensity. On the other hand, counter-intuitively, training appears to decrease the intention to act strictly in accordance with deontological codes, in favor of an action more consistent with the personal ethics of the auditor. A qualitative study based on semi-directive interviews with experienced auditors supports these results. Discussions with supervisors or with peers and experience are ways of learning that complement theoretical training and influence the ethical intent of auditors, sometimes moving them away from a response that is strictly in accordance with the rules of law
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Sävenstedt, Stefan. "Telecare of frail elderly : reflections and experiences among health personnel and family members." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-339.
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Telecare has been an approach to care that, internationally, has experienced a generally rapid development during the last ten years. There are many examples of successful pilot projects where ICT applications have been used in the care of elderly: for improved remote consultation with health professionals, to improve the communication and support of the elderly person’s social network, and as intelligent sensors intended to improve the safety of the elderly person. Despite these successes, implementation has been slow. This research project was set up to provide additional knowledge on some of the important questions regarding quality and implementation aspects of the use of ICT application on the care of frail elderly persons. The overall aim of the research project is to illuminate reasoning and experiences of using applications of telecare for frail elderly persons. The research project comprised five studies that were conducted using qualitative research methods. Four of them were carried out within the framework of three telecare projects. Different qualitative research approaches such as content analysis, phenomenological hermeneutics and conversational and discourse analysis were used, in accordance with the research questions of each study. The experiences revealed in the findings of the studies indicate that it is possible to have communication of good quality via videoconferencing with frail elderly persons, even those that have mild or mid-level dementia, provided the conditions are right. Technical limitations of the videoconferencing media in transferring communication cues and the limitations on what the camera can expose place special demands on those communicating with the frail elderly and on the general setting. On the other hand, these limitations on the context of interaction in some situations also seem to be an advantage for demented elderly persons and contribute to increased attention. One example of meaningful remote communication with frail elderly persons was family members’ videophone conversations with their demented relatives when they were placed in nursing homes or homes for respite services. This communication gave new possibilities of being involved in caring for, and of maintaining a relationship with, their demented relative. An introduction of teleconsultations in the care of frail elderly persons will, according to the experiences recorded, affect the professional role and the practical spheres of involved health professionals. The perceptions and experiences of participating health personnel indicate that in order for ICT applications to become valuable assets in the care of frail elderly persons they have to be part of a care alternative that is viewed by all concerned as the best alternative, as a whole, for all affected parties. Further research is needed in order to confirm or refute the findings of this thesis and in order to further broaden our understanding of the use of ICT applications in the care of frail elderly persons. This could facilitate a development of ICT applications suitable for the care of frail elderly persons and their introduction into regular care activities, to the benefit of both the frail elderly persons and their carers.
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Kruuse, Helen. "Substantive second-level reasoning and experiential learning in legal ethics." Juta Law Publishing, 2012. http://hdl.handle.net/10962/68983.
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Publisher version<br>This article takes a critical look at law teaching in South Africa and seeks to consider how the application of experiential learning theory may assist law students in gaining a deeper understanding of the law in general, and the complexities of real life practice in particular. While clinical legal education is often seen as the locus of experiential learning in law, the author proposes that well-structured simulations in class can achieve similar goals. The article comprises a description of the nature of experiential learning and a further description of the application of the principles of experiential learning in a particular simulation exercise in a Legal Ethics course (using the US case of Wash St Phys Ins Exch v Fisons Corp 858 P2d 1054 (Wash 1993) as a basis). The author posits that the so-called experiential learning "cycle" or "process" enables a process of learning which draws out the students' beliefs and ideas about a topic so that it can be examined, tested and integrated with new, more refined ideas. This notion is then in keeping with the expectation that students who emerge from higher education institutions have developed meta-cognitive skills. Essentially then, it is hoped that, by using the methods proposed in this article, students can then manage their own development and learning throughout life.
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Keefer, Matthew Wilks. "Analysing justice and response orientations in moral reasoning." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59866.
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This thesis examined the knowledge and processes that adults use to reason about moral dilemmas. Two contrasting analyses of moral reasons, Kohlberg's justice orientation and Gilligan's response orientation, were reviewed and criticized. From this a Moral Reasoning Grammar which formally characterizes the semantics of the justice and response moral orientations was developed. Specifically, the Moral Reasoning Grammar distinguished reasoning based on principles and their defense from reasoning based on narrative and social-interactive knowledge. The Moral Reasoning Grammar was applied to subjects' protocols to determine the extent to which these two orientations characterized subjects' verbal responses to moral problems. Application of the Moral Reasoning Grammar resulted in good coverage of subjects' verbalizations which reliably differentiated knowledge and processes used by subjects resolving moral problems from either a justice or response orientation. The justice orientation characterized the four male subjects' protocols and the response orientation characterized the four female protocols. The small sample precludes any generalization of this finding. The Moral Reasoning Grammar and results were discussed in terms of further psychological research, an expanded and more comprehensive philosophical approach to moral reasoning, and the potential educational implications.
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Maiyane, Karabo Samuel. "A Virtue Ethics Argument for Artificial Moral Reasoning in Autonomous Weapons Systems." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/72857.
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This dissertation focuses on the ethics of artificial intelligence, specifically in relation to Lethal Autonomous Weapons Systems. I investigate which moral system of reasoning will be best suited to govern the conduct of LAWS in warfare. Specifically, I argue that virtue ethics is a solution to the problem of artificial moral reasoning in the case of LAWS. This is different from considering whether a virtue ethics system of moral reasoning would inform the environment in which LAWS are programmed. My focus is rather, whether, once it becomes possible to establish a system of codifiable moral reasoning, virtue ethics would be the best normative choice for such a system. My argument will be based on the following premises: the moral status of LAWS in warfare should be that of combatants and thus LAWS should have some level of moral agency; it is morally justifiable to deploy LAWS in warfare; a combination of both top down and bottom up approaches (a hybrid approach) could be the best programming approach for artificial moral reasoning in LAWS; and a hybrid approach, using Aristotle’s virtues ethics framework and coupled with defeasible reasoning, is the best solution at present for artificial moral reasoning in LAWS. These premises will be broken into chapters and explained in detail to illustrate how each of them fits into the above stated argument to culminate in the conclusion that virtue ethics is a solution to the problem of artificial moral reasoning in the case of LAWS.<br>Dissertation (MPhil)--University of Pretoria, 2019.<br>Center for Artificial Intelligence Research<br>University of Pretoria Postgraduate Bursary<br>Philosophy<br>MPhil<br>Unrestricted
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Jones, Carwyn Rhys. "A philosophical critique of selected social scientific research into values and moral development in sport." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284377.
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Williams, Keith R. "Moral support, strategic reasoning, or domestic politics America's continual support for Israel." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Dec%5FWilliams.pdf.
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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, December 2007.<br>Thesis Advisor(s): Wirtz, James ; Freeman, Michael E. "December 2007." Description based on title screen as viewed on January 24, 2008. Includes bibliographical references (p. 57-59). Also available in print.
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Sorgiovanni, Benjamin. "Norms and reasons /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7062.
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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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Mercadante, Richard Arthur. "The Persistence of Casuistry: a Neo-premodernist Approach to Moral Reasoning." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3245.
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The general purpose of this dissertation is to explore casuistry--case-based reasoning--as a discredited, rehabilitated, and, most importantly, persistent form of moral reasoning. Casuistry offers a much needed corrective to principle-based approaches. I offer a defense of a "principle-modest" casuistry and explore the epistemology of casuistry, describing the prerequisite knowledge required for casuistry. I conclude by arguing that casuistry is best understood as a neo-premodernist approach to moral reasoning.
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McAleenan, Philip. "A novel approach to health and safety in construction : culture, ethics reasoning and leadership." Thesis, University of South Wales, 2016. https://pure.southwales.ac.uk/en/studentthesis/a-novel-approach-to-health-and-safety-in-construction-culture-ethics-reasoning-and-leadership(6ed80011-7ebf-4601-8b8c-ddc744ae82ed).html.
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Improvements to construction health and safety were driven by primary legislation promulgated in the 1970s and by subsequent regulations, codes and official guidance. In parallel social psychology, management and leadership theories were developing practical means for achieving health and safety objectives and reducing accidents and incidents of ill health. Despite the notable improvements that were achieved in countries with strong legislatives bases, the reduction in the rate of accidents has been significant but at the same time substantially falling short of providing safe and healthy workplaces. Construction sites remain places of high hazard and high risk activities for workers. Acknowledging the gains made by the compliance approach whilst challenging the underpinning assumptions on the causes of accidents and ill health, a critical theory methodology was developed to explore different perceptions and arrive at a new understanding of workplace culture within which safe practices take place. The purpose was to determine the degree of cultural maturity within and readiness of companies for the attainment of preventative workplace safety cultures, and this was achieved through the development of two projects, 1) the development of a cultural maturity index and 2) the development of an ethics reasoning pedagogy for construction professionals. Utilising a set of criteria deemed necessary for achieving success and sustainability the first project is a metric based on behavioural objectives and rational planning was designed and developed to ascertain the intangibles that would be indicative of a company’s culture. This was field tested and substantial revisions made to the original criteria resulting in a shift of focus from Corporate Social Responsibility, innovation and resourcefulness to moral agency, ethics reasoning and leadership, all of which were subject to critical evaluation and redefining on a priori principles. The resulting model, Organisation Cultural Maturing Index, is designed to develop a greater understanding of the social relationships that underpin workplace cultures and explain the many factors that come into play when health and safety programmes and practices are developed and implemented on construction sites. The model allows for the development of and flexibility in company and site specific approaches to achieving safe outcomes through respect for autonomous thought and support for collective action by all workplace employees. The model distinguished between concepts of leadership that are associated with managing operations and originates a new concept of leadership which initiates and supports agency and advocates a restructuring of workplace relationships in order to achieve safe, healthy and sustainable construction projects and contributes to a humanising ethos in work relationships. The second project is the development of under-graduate and post-graduate modules on ethics reasoning designed to facilitate moral agency through the development of critical thinking and reasoning skills and fill a gap in construction professional education. It integrates with the OCMI model through the provision of under-graduate and post-graduate programmes of study which develop the ethics reasoning skills of construction professionals facilitating their abilities to make design and operational judgements based on human and societal benefit. This project further integrates with the ethics standards required by Joint Board of Moderators and Engineering Council in respect of professionalism, and professional code of ethics such as the RICS’s. The review will further identify from both projects those elements of innovation and originality in the methodology adopted and applied to occupational health and safety and the insights and perspectives arrived at as a consequence.
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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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Donnay, Dave. "The human in moral reasoning, personalism and natural law rivals or partners? /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Buell, E. Kevin. "The Relationship of Ethics Education to the Moral Development of Accounting Students." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/15.
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Ethical behavior and moral judgment are fundamental issues facing the accounting profession today. Changes in the ethical culture of accounting have brought about a crisis of ethical misconduct in the profession. External forces for better ethics in accounting, represented by Sarbanes-Oxley (SOX) legislation, and internal forces, represented by increased educational coverage encouraged by state societies and the AACSB, are attempts to influence the current crisis.
Research in the field of ethics and moral judgment in the accounting profession continues as researchers continue to examine factors influencing the ethical reasoning abilities of accountants and accounting students. The results of these studies may assist accounting schools and the accounting profession in controlling and improving the ethical orientation of the accounting profession.
This study examines the possible relationship of ethics education and moral reasoning of undergraduate and graduate accounting students. Limited previous research on these two variables has provided mixed results. This study examined undergraduate and graduate accounting students at six colleges and universities in the upper mid-west and southern region of the United States. The variable of ethics was measured with Rest's DIT-2 instrument and ethical education by completed ethics courses.
The results of this study demonstrate a significant relationship between ethics education and the moral reasoning of accounting students. However, the results were not in the expected direction, with the accounting students completing ethics education having a significant lower level than the accounting students without ethics education. In addition, this research found that accounting students who are 22 years of age or younger possess higher levels of ethical reasoning than accounting students who are older than 22 years of age. However, the findings show that there are no significant differences in the ethical maturity levels of accounting students when grouped by gender and education level.
These findings support the need for further research into determining factors influencing moral judgment in undergraduate and graduate accounting students.
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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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Wolf, Lisa Adams. "Testing and refinement of an integrated, ethically-driven environmental model of clinical decision-making in emergency settings." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2224.
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Thesis advisor: Dorothy A. Jones<br>Thesis advisor: Pamela J. Grace<br>The purpose of the study was to explore the relationship between multiple variables within a model of critical thinking and moral reasoning that support and refine the elements that significantly correlate with accuracy and clinical decision-making. Background: Research to date has identified multiple factors that are integral to clinical decision-making. The interplay among suggested elements within the decision making process particular to the nurse, the patient, and the environment remain unknown. Determining the clinical usefulness and predictive capacity of an integrated ethically driven environmental model of decision making (IEDEM-CD) in emergency settings in facilitating accuracy in problem identification is critical to initial interventions and safe, cost effective, quality patient care outcomes. Extending the literature of accuracy and clinical decision making can inform utilization, determination of staffing ratios, and the development of evidence driven care models. Methodology: The study used a quantitative descriptive correlational design to examine the relationships between multiple variables within the IEDEM-CD model. A purposive sample of emergency nurses was recruited to participate in the study resulting in a sample size of 200, calculated to yield a power of 0.80, significance of .05, and a moderate effect size. The dependent variable, accuracy in clinical decision-making, was measured by scores on clinical vignettes. The independent variables of moral reasoning, perceived environment of care, age, gender, certification in emergency nursing, educational level, and years of experience in emergency nursing, were measures by the Defining Issues Test, version 2, the Revised Professional Practice Environment scale, and a demographic survey. These instruments were identified to test and refine the elements within the IEDEM-CD model. Data collection occurred via internet survey over a one month period. Rest's Defining Issues Test, version 2 (DIT-2), the Revised Professional Practice Environment tool (RPPE), clinical vignettes as well as a demographic survey were made available as an internet survey package using Qualtrics TM. Data from each participant was scored and entered into a PASW database. The analysis plan included bivariate correlation analysis using Pearson's product-moment correlation coefficients followed by chi square and multiple linear regression analysis. Findings: The elements as identified in the IEDEM-CD model supported moral reasoning and environment of care as factors significantly affecting accuracy in decision-making. Findings reported that in complex clinical situations, higher levels of moral reasoning significantly affected accuracy in problem identification. Attributes of the environment of care including teamwork, communication about patients, and control over practice also significantly affected nurses' critical cue recognition and selection of appropriate interventions. Study results supported the conceptualization of the IEDEM-CD model and its usefulness as a framework for predicting clinical decision making accuracy for emergency nurses in practice, with further implications in education, research and policy<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Connell School of Nursing<br>Discipline: Nursing