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Fritz, Mackenzie R. "Knowing their values| A phenomenological study examining undergraduate leadership students' values clarification." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705814.
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This qualitative research study examined how junior-level undergraduate students clarify their values in the environment of a leadership course. Previous research indicated the concept of values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values (i.e., honesty, love, success, etc.). This process commonly occurs during the traditional college years and is a critical component of the undergraduate experience. A college student clarifying their values is an important first step in the overall values development process. To encourage development, educators must first understand this process. However, there remains an important gap in the current literature regarding how students clarify their values in college, specifically in the context of leadership coursework. Therefore, the purpose of this study was to understand the essence of the students' experience in their values clarification. Utilizing a phenomenological method involving interviews, thematic coding, phenomenological reduction, imaginative variation, and data saturation; primary themes were formed explaining the experience of how students identify their values in college. Data for the study were collected over a semester-long period in the spring of 2012 from junior-level students who were currently enrolled in or had successfully completed a course in an undergraduate Leadership Certificate at a large, Research I institution in the southeastern United States. Findings from this research helped to explain the experience of how junior-level students clarify their values in their collegiate experience and inform the practice of character education and leadership curriculum development in colleges and universities.
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Laprée, Raymond. "La Values Clarification confrontée aux perspectives de Gilbert Durand sur le polythéisme des valeurs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35608.pdf.
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Martin, Vicki Clinedinst. "Exploring Health Care Decison-Making of Older Adults: Consistency and Clarification of Responses Over Time." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29803.
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This study investigated the stability of health care decisions and the influencing values of 21 competent older adults. Face to face interviews were conducted initially (T1) followed by taped, telephone interviews seven years later (T2). Each participant was presented with a list of value indicators from which they were asked to identify the five most influential values to their health care decision-making process. They were also instructed to make decisions regarding five health care treatment and five life-sustaining treatment scenarios across two health states and three different levels of prognosis. Using open ended questions, participants described why they would or would not consent to medical or life-sustaining treatments. No significant change in healthcare decisions was found for life-sustaining treatments over the seven year period. The only significant change for health care treatments was an increase in the proportion of individuals "not consenting" to hip replacement surgery from T1 to T2 regardless of health state or prognosis. Similarly, change occurred between T1 and T2 with more participants refusing cataract surgery with a prognosis of 50/50. High stability was noted with the values selected by participants. Four out of the top five values selected at the initial interview were also selected seven years later. Data from the interview transcripts revealed congruence between the values chosen on the values inventory and those described as factors determining whether or not consent was given to the medical or life-sustaining treatments at T1 and T2.Ph. D.
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Welch, Michael (Michael Francis). "The Value Systems of Incarcerated Embezzlers: The Implications for Sociological Practice and Value Clarification Programs for Correctional Institutions." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330949/.
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An empirical investigation at a southwestern minimum security federal correctional institution was designed to assess the value systems of incarcerated embezzlers (N = 31) as they compared to a matched offender control group (N = 31). Based on their responses on the Rokeach Value Survey (RVS). no statistically significant differences between these groups were found. Therefore, this finding suggested that these embezzlers possessed similar value systems held by those inmates convicted of other crimes.
When the responses of the embezzler sample were combined with their matched offender control group, a few differences were revealed between the combined inmate group and the general population norms (National Opinion Research Center [NORC]; Rokeach, 1968, 1973). Simple comparisons of the composite medians of the male inmate group and the NORC showed differences on the following survey items: "a world at peace," "equality," and "national security." Among the items which demonstrated differences between the female prison group and the NORC were "an exciting life," "wisdom," "independent," "intellectual," "logical," "a world at peace," and "national security." The findings provided partial support for Cochrane's (1971) conclusions that prisoners are self-centered, and place low importance on those values which do not have immediate or personal relevance. However, because many of the inmates' responses emulated the NORC data, it was concluded that their value systems resembled the general population more than other prison populations.
In addition to the empirical analyses, this project addressed the practical implications of value systems research by proposing value clarification programs for correctional institutions. The selection of value clarification programs was inspired by the implications of the emerging perspective of sociological practice. Sociological practice was described as it relates to these programs as well as to sociology in the larger context.
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Saintus, Gabriel E. Sr. "The values clarification movement as a response to the need for moral education : an analysis and critique." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61809.
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Berghoff, Christopher R. "The Contribution of Mindfulness Meditation and Values Clarification to the Treatment of Anxiety| An Experience Sampling Study." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712101.
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Anxiety disorders are the most prevalent mental health concern in the United States. Yet, many who suffer from anxiety do not receive treatment or fail to respond to well-established cognitive and behavioral interventions. Mindfulness- and values-based strategies are possible alternatives for these individuals. However, values-based approaches have not been adequately studied in anxious populations and it is unclear how they may interact with mindfulness-based approaches. Moreover, little is understood about the mechanisms of action underlying behavioral changes resulting from mindfulness meditation (MM) practices. Acceptance and Commitment Therapy (ACT) is one approach that employs values clarification (VC) and mindfulness to bring about improvements in quality of life (QOL). ACT also provides a behavioral account of human vitality that may increase specificity of mediating and moderating variables that are critical for good outcomes following mindfulness-based treatment. The present investigation aimed to evaluate the effects of MM and VC on QOL and anxiety symptomology and to elucidate significant mediators and moderators of the relations between MM and VC and positive outcomes. In so doing, highly anxious participants (N = 120) were randomly assigned to a 10-min MM practice + control task or a 10-min MM practice + VC task. Pre, post, and daily diary assessments were employed over the course of 16 days and included several well-established process and outcome measures. Results suggest that 2-weeks of MM practice leads to decreases in anxiety symptom frequency and increases in QOL during the previous 24-hour cycle. VC did not significantly affect primary outcomes. Acceptance appears to be the most important mediator assessed herein of the daily effects of mindfulness on anxiety symptoms, though valued action was a numerically stronger mediator between mindfulness and QOL. Practice quality was related to daily reductions in anxiety symptoms and improvement in daily QOL. However, it did not moderate response to MM. Surprisingly, MM practice time, when controlling for average practice quality, was related to worse QOL outcomes for those who participated in VC. Results are discussed in terms of enhancing the impact of psychological treatments for the anxiety disorders, in addition to implications for personal mindfulness meditation practices.
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Gillespie, Michael Anthony. "Critical Thinking About Values: The Effects of an Instructional Program, Reasons for Attending College, and General Life Goals on the Application of Critical Thinking to Values Expressed in an Essay Prompt." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131378791.
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Curry, Ryan Lee. "Effects of ethical congruence on person-organization fit and employee attitudes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1899.
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By differentiating between the definitions of values and ethics, as well as contrasting value congruence with ethical congruence, this research aims to gain a greater understanding of person-organization fit.
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Beytell, Hendrina Maria. "Die rol van omgewingsopvoedingsaktiwiteite in die uitklaring van omgewingswaardes by graad 6 leerders / Hendrina Maria Beytell." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8821.
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The research in this study focuses on the role of environmental education activities in the clarification of environmental values in Grade 6 learners. The much discussed environmental crisis arose as a result of man's negative environmental behaviour. Human behaviour is a matter of choices based on environmental values. Environmental value clarification aims to raise learners' awareness of their own values and to increase their effect on the environment. It helps learners to explore their own values, to consider advantages and disadvantages, to accept that others' beliefs may vary from their own, and to align their own actions and behaviours with their personal beliefs. Using environmental education activities the researcher aims to help learners clarify their environmental values as environmental education activities can not only be interesting and fun, but can also have a powerful impact on students' interest in and awareness of environmental problems.
As the clarification of environmental values contains a highly subjective component, use is made of a combined method research strategy. The quantitative research component takes place through a pre- and post-test test with an experimental and a control group. During the pre- and post-test a standardised questionnaire is used whilst the interventions take the form of an environmental education activity. A qualitative, collective case study design forms the qualitative part of the combined method, through observation during the activity and focus group interviews thereafter. Three schools that are part of the project "Education for sustainable living", where schools pay attention to the environment through the implementation of environmental management principles, were selected for participation.
The findings indicate that learners that were exposed to the activity are confronted with their own environmental values and attitudes whilst being forced to seriously, honestly andcritically reflect on his / her own values regarding specific environmental issues in the activity.Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
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Murray, Rose C. "An exploratory descriptive study of African American seniors’ perceptions of HIV/AIDS: AIDS and value clarification." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2002. http://digitalcommons.auctr.edu/dissertations/3722.
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This study examined the African-American seniors’ perceptions of HIV/AIDS: AIDS and value clarification, which were based on the premise that perceptions and values have nothing to do with gender. A case study analysis approach was used to analyze data gathered by the researcher and to determine what the clients perceptions are, which people become infected, who they are, if they believe HIV/AIDS could affect them, or if they think that they are immune to infection. The researcher found that there were no significant differences among seniors perception of HIV/AIDS, and no significant difference among male and female value clarifications of HIV/AIDS. The conclusions drawn from the findings suggested that there were a few variables noting a need for more education for this population on HIV/AIDS. The hypothesis was accepted.
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Maguiña, Jorge L., Percy Soto-Becerra, Yamilee Hurtado-Roca, and Roger V. Araujo-Castillo. "Laboratory tests for identification of sars-cov-2 during pandemic times in Peru: Some clarification regarding «diagnostic performance»." Instituto Nacional de Salud, 2020. http://hdl.handle.net/10757/655698.
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Pap, N. (Nora). "Value-added processing of blackcurrants:use of membrane technologies for clarification and concentration of blackcurrant juice and extraction of anthocyanins from blackcurrant marc." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526220840.
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Abstract Blackcurrants (Ribes nigrum L.) are widely consumed due to their favourable taste and health-promoting effects. The berries and extracts from different parts of the plant show anticarcinogenic, antioxidative and anti-inflammatory properties, and are effective in reducing the risk of cardiovascular disease and in promoting brain health. These health-promoting benefits are due to high concentrations of valuable compounds such as anthocyanins and flavonols in blackcurrants. However, these compounds are sensitive to heat and processing and some are lost when the berries are processed into products such as jams, purees and juices. Industrial processing of juices is a multistep process that typically includes enzyme treatment, pressing, pasteurisation, clarification and usually also thermal concentration. Alternative minimal processing technologies are required to preserve the health-promoting compounds in products by avoiding the use of high temperatures and extensive clarification. Integrated membrane technology, i.e. combined ultrafiltration and reverse osmosis, was used in this thesis for the production of blackcurrant juice concentrate. Pre-treatment methods, such as enzymatic treatment, ultrafiltration, enzymatic treatment combined with ultrafiltration and centrifugation to increase the filtration efficiency in reverse osmosis were evaluated. Processing was modelled to define the resistances, using the resistance-in-series model. The preservation and concentration of anthocyanins and flavonols were analysed. The results indicated that the main resistance in the reverse osmosis process was polarisation resistance, while membrane resistance was lower and fouling resistance was one order of magnitude lower than the other resistances. The filtration efficiency results showed that the highest flux was achieved by ultrafiltered blackcurrant juice, but that the resulting juices were substantially lower in anthocyanins and flavonols, which were retained on the ultrafiltration membrane. Therefore, replacing ultrafiltration with centrifugation as the clarification method for juices is recommended. Value-added processing of blackcurrant was conceptualised by valorisation of the marc left in the berry pressing process for extraction of anthocyanin compounds. Conventional extraction was compared with microwave-assisted extraction (MAE), with the latter optimised using response surface methodology to achieve maximum efficiency in extracting anthocyanins. The optimum parameters found for MAE were: microwave power 700 W, extraction time 10 minutes, pH 2 adjusted with hydrochloric acid and a solid to solvent ratio of 0.05. Conventional extraction showed the best results when carried out at 80 °C for 300 minutes in aqueous solution with pH 2 adjusted by hydrochloric acid. Under these conditions, recovery of anthocyanins was still 10% lower than with MAE for only 10 minutes of extraction timeTiivistelmä Mustaherukoita käytetään paljon niiden hyvän maun ja terveyttä edistävien vaikutusten ansiosta. Marjoilla ja marjakasvin eri osien uutteilla on osoitettu olevan antikarsinogeenisia, antioksidatiivisia ja tulehduksia estäviä ominaisuuksia ja ne ovat tehokkaita pienentämään sydän- ja verisuonisairauksia. Ne edistävät myös aivojen terveyttä. Marjojen arvokkailla yhdisteillä kuten antosyanideillä ja flavonoleilla on terveyttä edistäviä vaikutuksia. Mustaherukassa on runsaasti näitä yhdisteitä. Hillojen, soseiden ja mehujen prosessoinnissa menetetään näitä hyödyllisiä yhdisteistä, koska ne ovat herkkiä lämmölle ja prosessoinnin vaikutuksille. Mehujen prosessoinnissa käytetään entsyymikäsittelyjä, puristusta, pastörointia, selkeytystä ja usein myös lämpökonsentrointia. Tuotteiden terveyttä edistävien yhdisteiden säilyttämiseksi tarvitaan uudenlaisia hellävaraisia prosessointitekniikoita ilman korkeita lämpötiloja ja voimakasta selkeyttämistä. Tässä työssä tutkittiin yhdistettyjen kalvotekniikoiden kuten ultrasuodatuksen ja käänteisosmoosin käyttöä mustaherukkatiivistemehun prosessoinnissa. Esikäsittelymenetelmiä, mm. entsyymikäsittelyä, ultrasuodatusta, entsyymikäsittelyn ja ultrasuodatuksen yhdistelmää sekä sentrifugointia, arvioitiin käänteisosmoosin suodatustehokkuuden parantamisessa. Suodatusvastuksen määrittämiseksi prosessi mallinnettiin käyttäen sarja -vastus mallia. Antosyanidien ja flavonolien säilyminen ja konsentroituminen prosesseissa määritettiin. Tulokset osoittivat, että suurin vastus käänteisosmoosissa aiheutui polarisaatiovastuksesta, kun taas kalvon vastus oli pienempi. Mallinnus osoitti myös, että likaantumisen aiheuttama vastus oli yhtä magnitudia alhaisempi kuin muut vastukset. Suodatusteho osoitti, että suurin virtaus saavutettiin ultrasuodatetulla mustaherukkamehulla. Ultrasuodatetussa mehussa oli kuitenkin huomattavasti vähemmän antosyaniineja ja flavonoleja, mikä johtui näiden yhdisteiden tarttumisesta ultrasuodatuskalvoon. Näin ollen, tämän työn tulokset suosittelevat ultrasuodatuksen korvaamista sentrifugoinnilla mehun kirkastusprosessissa. Mustaherukkamehun tuotannossa muodostuu sivutuotteena ns. puristekakkua, joka sisältää runsaasti antosyaaneja. Työssä kehitettiin antosyaanien talteenottoa tästä sivutuotteesta vertaamalla tavanomaista uuttotekniikkaa mikroaaltoavusteiseen uuttoon. Prosessi optimoitiin vastepintamenetelmällä mahdollisimman suuren antosyaanien uuttotehokkuuden saavuttamiseksi. Optimaaliset parametrit saatiin mikroaaltoavusteisessa uutossa teholla 700 W, uuttoajalla 10 minuuttia, kiintoaines-liuotin -suhteella 0,05 pH-arvossa 2, mikä saavutettiin lisäämällä suolahappoa. Tavanomaisessa uutossa parhaat antosyaanisaannot saavutettiin suolahappo-vesiliuoksella pH-arvossa 2 uuttamalla 300 minuuttia lämpötilassa 80 °C. Antosyaanisaanto oli kuitenkin tavanomaisessa uutossa optimiolosuhteissa 10% pienempi kuin mikroaaltoavusteisessa uutossa 10 minuutin uuttoajalla
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Diendéré, Gisèle Glawdys. "Communication du risque et clarification des valeurs, deux éléments essentiels de la décision partagée : étude descriptive dans cinq unités de médecine familiale du Québec." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27254.
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Cette étude descriptive transversale visait à estimer la proportion de consultations en médecine familiale dans lesquelles sont observées une communication des risques et une clarification des valeurs et des préférences. Au sein de 238 dyades de cliniciens-patients (238 patients et 71 cliniciens), nous avons observé que 63 % (intervalle de confiance [IC] à 95 % : 54 % - 70 %) des consultations comportaient ces deux éléments. Aussi, nous avons observé que six facteurs étaient associés à la présence de ces deux éléments lors de la consultation : 1) les nouvelles options thérapeutiques (rapport de cotes [RC] = 3,54; IC à 95 % : 1,32 - 9,48); 2) les options de traitement (RC = 3,56, IC à 95 % : 1,52 - 8,36); 3) la présence de cinq décisions et plus (RC = 5,00; IC à 95 % : 1,5 - 16,9); 4) report de la décision (RC = 4,92; IC à 95 % : 1,35 - 17,87); 5) la durée de la consultation (RC = 1,03; IC à 95 % : 1,002 - 1,07) et 6) le style de prise de décision collaboratif du clinicien (RC = 8,78; IC à 95% : 1,62 - 47,71). Des interventions ciblant directement les facteurs modifiables sont à considérer en vue d’augmenter la présence de ces deux éléments durant la consultation en médecine familiale.We conducted a descriptive cross-sectional study to estimate the proportion of consultations in family medicine reporting risk communication, and clarification of values and preferences during the medical decision-making process. In 238 clinician-patient dyads (238 patients and 71 clinicians), we observed 63% (95% confidence interval [CI] 54% - 70%) of visits where risk communication, value clarification and preference elicitation occurred. We also observed that six factors were associated with the presence of these two elements during the discussion with: 1) new therapeutic options (OR = 3.54; 95% CI 1.32 - 9.48); 2) treatment options (OR = 3.56; 95% CI 1.52 - 8.36); 3) presence of five health decisions or more (OR = 5.00; 95% CI 1.5 - 16.9), 4) postponing a decision (OR = 4.92; 95% CI 1.35 - 17.87); 5) the longer visits (OR = 1.03; 95% CI 1.002 - 1.07) and the collaborative decision-making style of health professionals (OR = 8.78; 95% CI 1.62 - 47.71). Interventions directly targeting those that are modifiable should be considered to increase risk communication and values clarification during the process of medical decision making in primary care.
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Alrashed, Suliman Abdulaziz. "Concepts of seamless pharmaceutical care : identification of general practitioners' and community pharmacists' opinions on discharge information, determination of the value of giving patients more information about their medicines, clarification of how mu." Thesis, University of Bradford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518003.
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"Changing times, changing values : an alchemy of values education." Thesis, 2008. http://hdl.handle.net/10413/1138.
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This study sought to explore what human values were being fostered by teachers at secondary schools within the context of the transformation that is occurring in South Africa and in education. Teachers from three different demographic regions: urban, township and rural responded to what human values were being promoted in their classes, why these values were being promoted and if they had changed their values during their teaching career, what factors were responsible for the change. This study is set in the context of a changing educational arena in South Africa. The promotion of values education is seen by the government of South Africa as a cornerstone in assisting with not only the transformation of education and also in the transformation of South Africa and to promulgate nation building. For this study the production of data involved a comparative case study of teachers. responses on values education, at three different geographically located schools. For this aspect, data was obtained through using a questionnaire. Data was also obtained from a semi-structured interview of three teachers, one teacher from each school. This information was then compiled as a narrative. The methodology employed for this study utilized a combination of comparative case study, narrative inquiry and auto-ethnography approaches. The analyses of the data are presented in two levels. Level one analysis which comprises descriptive statistics is contained in Appendix F. Categories that were identified from the emerging trends from the data analysis are presented as a second level of analysis. This study is located within the interpretative/social constructivism research paradigm. Different theories (Piaget, Kohlberg, Gillian, Bandura and Freud) of moral development that propose how values are developed are discussed to highlight the process on how human beings and more especially children formulate their values. Some of the perspectives that explain the development of morals or values include the cognitive approach, the developmental and the social learning perspective. Transformative Change xv Theory (Mezirow, Boyd & Myers) is also outlined, which explains transformation processes in an adult. An interdisciplinary approach was utilised since it was extremely difficult to select any one theoretical framework to guide this thesis. The data analyses revealed that teachers were struggling to adopt change and found that the promotion of human values was difficult to initiate. Teachers cited various reasons as to why this process was fraught with difficulties. The central concern of teachers was a lack of awareness of: values education in general, documents and policies implemented by the government and the education departments to foster positive values and a lack of avenues for professional development in the area of values education. While teachers cited that the country had transformed into a democratic nation, these changes were not experienced at .grassroots level.. It was also found that different teachers were at different levels in their ability to promote values education in their classes. On the basis of the above, my research has suggested the following which serve as a positive contribution to theory pertaining to values education: the theories on values development are largely concerned with the values development of children and does not apply to adults, in this case, teachers, and therefore a theory that will help explain how adults form or change their values is required. An alchemistic values cycle is then proposed.Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2008.
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Li-Hsueh, Yen, and 顏麗雪. "Experimental Research of Values Clarification Oriented Moral Teaching." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/18158937949381323593.
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碩士大葉大學
教育專業發展研究所
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The purpose of this study was to explore the effect of values clarification oriented moral teaching on the moral judgements, moral acts and the beliefs of internal-external control of elementary school students. A pretest-posttest control group design was implemented in this study. There were two hundred and seven elementary school fifth-grader students in this study. One hundred and two of them were assigned into the experiment group, the other one hundred and five students were assigned into the control group. The experiment group received ten courses of values clarification oriented moral teaching in five weeks. The control group did not receive any intervention. The findings indicated that the experiment group demonstrated higher moral judgments, moral acts and the beliefs of internal control, and the abatement of the beliefs of external control. Moral judgment reached the distinct standard in different genders, girls were superior to boys. There were no gender differences found in the moral behavior and the beliefs of internal-external control. The values clarification oriented moral teaching also accomplished the goals of moral cognitive teaching and moral affective teaching. It was suggested that the values clarification oriented moral teaching should be flexibly incorporated in the Grade 1-9 Curriculum learning areas.
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Zhang, Xiao-Qi, and 張孝齊. "A Study of Evaluation a Computerized Work Values Clarification Program." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/41136890836713512432.
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Taylor, John Harrison. "Moral climate and the development of moral reasoning: the effects of dyadic discussions between young offenders." Thesis, 1995. http://hdl.handle.net/2429/8817.
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Cognitive-developmental theory claims that moral reasoning ordinarily
progresses through distinct stages, and that such development can be stimulated by
discussion with others, especially discussions involving exposure to higher-stage
reasoning. The concern of this study was the social/contextual factors that interact with
cognitive processes involved in the development of moral reasoning. Two types of such
factors were studied: namely, sociometric status and intensity of moral education
program. The first of these could be studied because the participants were residents of a
facility for young offenders (a total institution), characterized by an obvious and rigid
hierarchical peer status system within the culture. The second factor could be studied
because the participants were drawn from three residential units within the larger center,
which varied significantly in terms of their program activities (specifically, unit
meetings), and hence their moral climates.
A total of 101 young offenders served as participants. They were assessed for
moral reasoning, their perceptions of moral and institutional climate, and also through
behavioral ratings - all at the pretest and at the 1-month posttest. The three levels of
program were reflected in the institutional and moral climate measures. As well, better
climates were associated with improvements in behavior and lesser climates with
reductions in prosocial behavior. It was concluded that moral climate represents a valid
measure of the factors which predict behavior within and following release from
institutional settings.
In order to study the effects of peer status, 40 participants served as target
subjects who engaged in moral dilemma discussions with one other subject, each day for
3 consecutive days. According to cognitive-developmental theory, a dyadic intervention
such as the one used here would be expected to stimulate the moral reasoning
competence of the participant who is lower in that ability. However, the dyads were formed in such a way that some of the high stage participants (who would be expected to
have an influence on their partner) were of significantly lower peer status. It was found
that both exposure to higher-stage reasoning and higher peer status were necessary but
not sufficient elements within this developmental process, consistent with the Piagetian
notions regarding peer interaction and disequilibration.
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Maboea, Laurence Teboho Lazarus. "The impact of values clarification on critical thinking and effective communication for secondary school learners." Thesis, 2002. http://hdl.handle.net/10530/217.
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Submitted in fulfilmentnof the requirements for the degree of Doctor of Education in the Department of Philosophy of Education at the University of Zululand, 2002.This study advocates to examine the efficacy of values clarification with particular reference to its impact on critical thinking and effective communication for secondary school learners. The capability of discerning and focussing on critical aspects of situations and seeing the patterns characterising those situations is a far more holistic capability than those commonly defined in competency-based approaches. Such holistic capabilities represent the links between disciplinary knowledge and professional skills. Secondary school educators find certain values important for their learners and these are articulated by means of the curriculum and studied or taught through values clarification. Values clarification is a process of helping the individual to arrive at his or her own values in a rational and justifiable way without a set of values being imposed. Values education therefore exists in order to strengthen the transfer of values in the school while critical thinking aims to develop a reflexion on values and a value development by means of analysing and comparing opinions and communicating effectively about them. Moral development is dedicated to the stages of cognitive development for learning values and the skills to reflect on them. In this way they are both cognitive, skills-oriented educational tasks. It is clear that education is concerned with critical thinking and many skills have been formulated that learners need to acquire in order to facilitate thinking critically and communicating effectively. Critical thinking manifests itself in a plethora of skills such as identifying assumptions (both stated and unstated both one's own and others), clarifying, focussing, and remaining relevant to the topic; understanding logic and judging sources by their reliability and credibility. This calls for not only skills but dispositions such as being openminded, considerate, impartial as well as suspending judgement, taking a stance when warranted, and questioning one's critical thinking skills. By implication, this reflects on teaching values clarification and critical thinking, since critical thinking derives from the fact that learners should be taught to think, to solve problems and to communicate, and to encourage involvement in their own learning. Learners need to think critically as citizens in society — being able to detect bias, recognizing illogical thinking, avoiding stereotyping of group members, reaching conclusions based on solid evidence and guarding against propaganda. For this reason critical thinking must pervade the secondary school curriculum. In conclusion, the fundamental purpose of education should have its manifestation in the acquisition of knowledge (knowing what?) and skills (knowing how); and the manipulation thereof to think critically and communicate effectively.
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Setian, Shirley Yaylaian. "Effects of values clarification methodology on self-concept of selected group of second generation Armenian-American women." 1990. https://scholarworks.umass.edu/dissertations/AAI9022743.
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The purpose of this study was (a) to examine how participants define themselves-particpants were children of survivors of the 1915 genocide by the Ottoman Turk, and (b) to examine the effects of values clarification methodology on their self-concept. This was a two-part study which consisted of interviews with four participants in Part 1, and an educational intervention in Part 2 which consisted of values clarification workshops involving 16 participants. Data from the interviews in Part 1 were used to design the educational intervention in Part 2. Workshop participants were involved in a one-month period of values clarification activities: a day-long workshop at the beginning of the month; another at the end of the month; and a take-home values clarification workbook requiring entries every other day between workshops. Interview data revealed underlying themes concerning fusion of personal identity to Armeniam heritage and tension in finding a suitable balance between Armenian and American values and lifestyles. Major issues that emerged from interviews and which formed the basis for values clarification workshop strategies were: Armenian heritage, genocide, suppression of feelings, choices, self-blame and self-minimization, avoidance, reactivity/passivity, and sadness and regretfulness. These issues were discussed in terms of women's identity formation as related to human development theories, feminist literature, and Armenian heritage. Results from Part 2 of the study were discussed in the same context. Qualitative and quantitative measures were used in Part 2 of the study. Qualitative measures used were On-sight Surveys, Participant Observation and Workshop Evaluation. Quantitative measures used were the Participant Profile Questionnaire (PPQ), which provided in-depth descriptive data, and the Self Perception Inventory (SPI) which was used in a one-group pretest-posttest design. Four traits moved in a negative direction at a significance level of.05. No statistically significant differences were found in a positive direction; however, data indicated differences in self-concept which suggested the following model of change: values queries $>$ $>$ psychological tension $>$ $>$ critical thinking skills $>$ $>$ understanding $>$ $>$ clearer reality $>$ $>$ self re-definition.
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Chien, Wen-Li, and 簡文俐. "The study on the effectiveness of implementing values clarification approach into elementary students’ knowledge of using medication safety." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/18185371315901697536.
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Edelstein, Myra Ellen. "Career women, mothers, and wives: A qualitative analysis linking ethnicity, career development, and values clarification. (Volumes I and II)." 1993. https://scholarworks.umass.edu/dissertations/AAI9329603.
Full textAbstract:
The number of women joining the work force is greater today than it has ever been in the history of the United States. Between 1960 and 1988, statistics have shown a 37% increase in the number of employed women who are married with children (U.S. Department of Labor, 1989). It is not uncommon for women to postpone marriage and/or childbearing in an effort to attain educational and professional goals (Katz, 1988). Jewish women are a unique ethnic group among the population of women in the United States. As a group, Jewish women are typically well educated, among the highest female wage earners, married or plan to marry, and have or plan to have children (Monson, 1987). The difficult and complex decisions which Jewish women face regarding marriage, motherhood, and career development often create conflicts between values, including education, marriage, childbearing, individual achievement, career development, and gender equality (Monson, 1987; Katz, 1988). Additionally, unclear values or conflicting values can lead to difficulty in decision-making, difficulty in coping, and difficulty in achieving self-actualization (Simon & Kirschenbaum, 1973; Simon et al., 1978). Through in-depth interviews, this dissertation qualitatively analyzed five case studies demonstrating links between ethnicity, career development, and multiple role lifestyle for selected Jewish women. Some of the most interesting findings included: life polarities expressed by the participants; identification with superwoman syndrome; power of career typing, ethnic and secular socialization and both positive and negative messages received from parents, role models, and mentors; and the ability of this research paradigm to link ethnicity, career development and values. The ability of academe to provide research which describes and analyzes women's lifestyle options is tantamount to women's successful integration of marriage, family, career, personal growth and development. This research has important implications for counselors, educators and policy makers who are concerned about appropriate counseling, education, and program development for women who are occupying or may occupy multiple roles. This research further served as a successful pilot study testing the applicability of this conceptualization for replication encompassing women of other ethnic and racial groups.
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Chen, Kengyu, and 陳庚佑. "The effects of Values Clarification Curricula on Green Consumptipn Subject for 5th Grade Students at Xin-Yi Elementary Schoolin Taichung." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/w643r4.
Full textAbstract:
碩士大葉大學
工學院碩士在職專班
101
The effects of values clarification curricula in comparison with traditional lecturing on the subject of green consumption for 5th grade students at Xin-Yi elementary school in Taichung were studied. Based on purposive sampling, both experimental (values clarification curricula) and control group (traditional lecturing) were composed of three classes, and the total of participating students were 166. All the students underwent six class periods (240 minutes totally) of intervention education for three consecutive weeks on 4Rs (refuse, reduce, reuse, and recycle) green consumption course. After completing the classes, a test was held to evaluate the effects of different teaching methods on the variables knowledge, attitude, and behavior of students. For overall green consumption, the girl students were shown significantly better performance on knowledge, but no significant difference on attitude and behavior comparing to the boy students. However for the “reduce” principle on attitude of green consumption, the girl students performed better. No significant correlation was shown between the students’ allowance and their knowledge or attitude on overall green consumption. As for the students having participated environmental protection activities, they achieved better knowledge, attitude, and behavior performance than those who did not. In comparison with control group, the experimental group performed significantly better on knowledge for overall green consumption, but did not on attitude and behavior.
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Moss, Latoya S. Standley Jayne M. "The effect of lyric analysis and group discussion vs. traditional music therapy on values clarification and decision making in adolescent delinquents." Diss., 2004. http://etd.lib.fsu.edu/theses/available/etd-10272004-160210/.
Full textAbstract:
Thesis (M.M.) -- Florida State University, 2004.Advisor, Jayne Standley, Florida State University, School of Music. Title and description from thesis home page (viewed 2-11-05). Document formatted into pages; contains 55 pages. Includes biographical sketch. Includes bibliographical references.
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Lin, Kun-Jung, and 林坤蓉. "A study on the effectiveness of Values Clarification intervention for water resources education ~An Example of the 7th Grade Students in Taipei County." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/14282857688049853018.
Full textAbstract:
碩士國立臺灣師範大學
衛生教育研究所
90
The main purposes of this experimental study was to apply values clarification approach to make the teaching models of water resource education , and to explore the differences of the effects between values clarification approach and traditional approach. The non-equivalent pretest-posttest control group design was used in this study. Two classes of the 7th grade students from Shuangchi Junior High School in Taipei county were selected as the sample and randomly assigned the experimental（n=34） and control group（n=34）.（There were only two classes in Shuangchi Junior High School .）Meanwhile, one class of the 7th grade students from Kuyan-in Junior High School in Tauyan were selected as the out-of-school control group to detect the possible unexpected effects caused by the interaction between the students of the experimental and the in-school control group（n=31）. There were ninety-nine students in this study. The main findings of this study were as follows： （1）The knowledge of water resource of the subjects mainly came from television（71.7﹪）and then schools’ teachers. （2）Most students didn’t participate in water resource-related activities（60.6﹪）.As to the students taking part in water resource-related activities, there were about twenty-five（24.3﹪）percentage of subjects participated in outdoor teaching activities . （3）There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resource of the experimental between pretest and posttest. That is, values clarification approach could enhance knowledge, attitude, behavior and environmental sensitivity of water resource of the experimental. While, control group and out-of-school control group showed the opposite results. That is, traditional approach couldn’t enhance knowledge, attitude, behavior and environmental sensitivity of water resource of control group and out-of-school control group. （4）There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resource of posttest among the experimental, control group and out-of-school control group. And values clarification approach on enhancing knowledge, attitude, behavior and environmental sensitivity of water resource was better than traditional approach. （5）On the atmosphere of class, reflections of the students, values clarification approach was better than traditional approach. The teaching model of values clarification was favorable for students. （6）The teaching model of values clarification approach could promote thinking and creativity of students and impressed the subjects. While traditional approach didn’t. According to main results of this research, we explored that appling values clarification approach to water resource education was helpful to the subjects. The researcher suggested that schools’ teachers could use values clarification approach in water resource education in order to enhance environmental knowledge, attitude, behavior and sensitivity of students.
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Chen, Fang-Pang, and 陳芳萍. "An Experimental Study Of The Impact That Values Clarification aw-Related Education Approach On Junior High Students'' Knowledgend Attitude Of Rule Of Law." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/00280207456422315177.
Full textAbstract:
碩士國立師範大學
公民訓育學系
83
The main purpose of this experimental study was to apply valuesarification approach to law-related education and to exploreifferences among students of various backgrounds in terms ofedge of rule of law and attitude whether or not after beingd to values clarification law-related education.
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黃素雅. "The Teaching Effect of Implementing Values Clarification Approach into Shihmen Reservoir Watershed Related Water Resources Environmental Education – A Case of Elementary School Senior-grade Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/4fvtk9.
Full textAbstract:
碩士國立臺灣師範大學
環境教育研究所
97
Abstract The main purpose of this study was to investigate how applying values clarification teaching approach to the Shihmen Reservoir related water resource environmental education could influence the fifth-grade students from Taoyuan County (local school) and Taipei City (non-local school) in terms of their knowledge, attitude and behavior of water resource environment. The researcher worked with a teacher from Taoyuan County and applied same teaching activities to their classes. A total of 59 students participated in this study (32 from the local school and 27 from the non-local school). Data were collected and analyzed quantitatively and qualitatively. Quantitative data were collected from “The Knowledge, Attitude and Behavior of Water Resources Environmental Education Questionnaire” used as the pretest and the posttest, supplemented by descriptive data collected from the class sessions in both schools. The results are summarized as follows: 1. Before teaching, there were no significant differences in the water resource environmental knowledge and behavior in the pretest between students from both local and non-local schools. However, local students outperformed non-local students in the water resource environmental attitude, which reached a significant difference. After teaching, there was a significant difference in the knowledge of water resource environment, for which, non-local students outperformed local students. However, there were no significant differences in students’ attitude and behavior between two schools. 2. Significant differences in knowledge, attitude and behavior of water resource environmental education between pretest and posttest were found for both schools. That is, values clarification approach enhanced students’ knowledge, attitude and behavior of water resource environmental education. 3. No causal relations could be found between students’ performance and their genders, parental socioeconomic statuses and participation in water resource-related activities. 4. Students benefited from values clarification approach when making choices, clarification, and response to watershed related water resources environmental questions. Based on the results, the researcher made suggestions for environmental education advocators, learners, local schools, and future research. Keywords: watershed related water resources environmental education, values clarification approach
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Fedeles, Michal. "Teachers’ concerns questionnaire : the development and validation of a measure of high school teachers’ moral sensitivity." Thesis, 2004. http://hdl.handle.net/2429/15840.
Full textAbstract:
Through everyday classroom interactions, teachers influence their students'
actions and the choices those students will make in life. Such interactions may have
profound impact on the students and their well-being, whether teachers are cognizant of
their influence as role models and moral educators or not.
Morally sensitive teachers are better equipped to perceive, or become aware of,
those classroom interactions that have direct implications for students' well-being. As
well, such teachers have the ability to interpret influential aspects of teacher-student
interactions in moral terms.
Previous research and theory in psychology, philosophy, and curriculum
development is in accord in suggesting that moral sensitivity is an area of interest and
concern to practicing teachers, and that teachers' preparedness to face the challenges of
classroom interactions by advancing their moral sensitivity can contribute to a betterment
of education and a better care for students' lives.
In Study 1, three sources of knowledge on moral sensitivity were utilized in order
to develop a comprehensive measure of teachers' sensitivity to the moral dimension of
schooling. Those three sources included: (a) the teachers' professional code of ethics, (b)
findings from observations of the moral life of classrooms, and (c) a moral issues
questionnaire developed as part of Study 1 to collect practicing teachers' testimonials of
issues and stories they perceived as having moral meaning. A triangulation method was
utilized to validate the already established notions of morally significant aspects of
teaching on the one hand, and to extend the understanding of teachers' situatedness in the
moral context of schools on the other. After carefully analyzing the information obtained
from the three sources, at the end of Study 1 an open-ended semi-structured questionnaire
was developed.
In Study 2, the Teachers' Concerns Questionnaire (TCQ) was developed and
validated as a measure of high school teachers' moral sensitivity. The TCQ comprises
four stories revolving around teacher-student interactions, each accompanied by a series .
of seven prompt questions guiding the process of identifying the issues of concern in the
scenario, as well as individuals affected by the issues, and any action that might need to
be taken in response to the depicted interactions. Each story corresponds with four
categories of moral issues, and the overall score of moral sensitivity is derived from the
number of categories in which issues of concern are identified along with affected parties
and proposed solutions, and justification for their inclusion on moral grounds is provided.
The overall results provide initial support for the relativity and validity of the
TCQ as a measure of secondary school teachers' moral sensitivity. The TCQ exhibited a
very high inter-rater reliability and a moderately high test-retest reliability. A significant
and positive correlation was found between the TCQ and a measure of moral reasoning,
as well as a positive correlation between the TCQ and a measure of verbal fluency. Areas
of future improvement include shortening the time required to complete the measure and
developing an alternative format that would allow self-scoring or automatic scoring by a
computer. Directions for future studies are discussed.Education, Faculty of
Graduate
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Kearns, Irene Josephine. "A value clarification on quality within a nursing service." Thesis, 2012. http://hdl.handle.net/10210/4379.
Full textAbstract:
M.Cur.The nursing service manager is responsible and accountable for ensuring quality health care in a nursing service. The principle of liability requires a formal quality improvement programme in the nursing service according to which a specific level of quality nursing can be maintained. It is therefore clearly evident that a quality improvement programme, objectively maintain and evaluate the quality of a service. Opportunities for improvement are identified, and a mechanism is provided for taking remedial steps to bring about and maintain improvement, The abovementioned is of utmost importance and implies a constant commitment to health care service of a high quality. The overall objective of this study is to formulate and describe guidelines for a quality improvement programme for the nursing service of a referral hospital in the Gauteng Province. This study is an explorative, descriptive, qualitative and contextual research aiming to investigate the perceptions of quality in nursing/midwifery which will facilitate the exploration and description of a value clarification on quality, by the chief professional nurses, senior professional nurses, administrative personnel and patients within the nursing service of the referral hospital in the Gauteng Province. Focus group interviews, naive sketches and interviews as methods of data gathering was conducted. A simple random sampling method was used. A total number of three focus group interviews were conducted: one with seven chief professional nurses, one with fourteen senior professional nurses and one with twelve administrative personnel using tape recordings with the written consent of the participants. Naive sketches were obtained from the same groups. An expert psychiatric nurse, with a master's degree in the field and whose daily activities involved interviewing of the psychiatric nursing students and psychiatric patients, conducted the focus group interviews. The researcher conducted thirty individual patient interviews. Trustworthiness in this research was done according to Guba's model (!!! Krefting, 1991:214-222). Data analysis was done according to Tesch's (1990, in Creswell, 1994:155) protocol. An external coder with expertise in the field of coding in qualitative data was utilised to analyse and categorize the data. The researcher and the independent coder had consensus discussions for the formulation of the main categories and sub categories. Consensus discussions were also conducted with the study leader. The results were quantified based on the number of respondents whose perception on quality had reference to the same categories. The structured coding was based on the principles of quality: structure, process and outcome. A description of the conceptual framework was developed from the data analysis and a literature study. This framework with its content and criteria serves as scientific and theoretical basis of the quality improvement programme and are based on the values/value clarification on quality of the different roleplayers in the nursing service. Fifteen belief statements/values were described from the value clarification. The guidelines for the quality improvement programme of the nursing service in the referral hospital were described, based on the eight steps of the quality assurance model of Laing and Nish (Booyens, 1998: 576). A description of values is the first step and from these values on quality in the nursing service, the formulation of management standards was deduced in conjunction with the conceptual framework and the nursing/midwifery practice standards of the Nursing Department of RAU. Lastly the evaluation, limitations, recommendations and conclusion of the study were done.
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chen, Wu hui, and 吳慧貞. "Applying Value Clarification to Environmental Education on Fourth-Grade Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/24478969958304759453.
Full textAbstract:
碩士國立臺北教育大學
自然科學教育學系碩士班
94
Applying Value Clarification to Environmental Education on Fourth-Grade Students Abstract Taiwan’s economy is booming, yet, homeland consciousness is not keeping pace, and environmental problems are increasing. Homeland education is a major factor in environmental education. The purpose of environmental education is to develop students’ positive environmental attitudes and values so that they can properly promote active environmental behavior to protect their family, campus and homeland. This research used the value clarification approach to effect environmental education. The curriculum includes understanding their local environment, investigating sources of environmental problems, accumulating knowledge of the local environment, and teaching skills which practice good environmental behavior at home and school. The learning activities include observing, investigating (interview and record), and implementing what they learned. The main objectives of the research are: 1. To study the students attitudes toward environmental problems after education about their local environment. 2. To find out how the Value Clarification approach affects students attitude toward their local environment. 3. To find out the effects of the value clarification on the students’ environmental behavior. 4. To inquire about the students’ attitude toward the value clarification approach and difficulties which teachers may encounter when proceeding the value clarification approach. After four months of lessons, it was discovered that students’ awareness and concern for their local environment was enhanced. They also thought vigorously about the methods of solving environmental problems they found. In general, they took a lot more pride in their hometown. Students hypothesized that almost all environmental problems had come from garbage and water pollution. After they learned through the value clarification approach, students cherished conservation and attempted to reduce usage of their water resources. They felt more responsible for garbage reduction, and more willing to recycle, and reuse things they would ordinarily just throw away. They paid more attention to the condition of their immediate (home and campus) environment. They became more proactive taking care of environmental problems as they saw them. They also paid more attention to the environmental problems of the area in and around the campus. Finally, they proceeded to practice good environmental behavior and resulting in very positive effects. Surveys of students’ environmental attitudes and behavior were done prior to and after lessons about their hometown environment. All of the results showed significant improvement in student’s environmental attitudes and behavior. It is obvious that using the value clarification approach to promote environmental education is a good teaching program. Research suggests that governments can promote the policy of environmental education through showing concern about the correlation between family, teachers, administrators and the students who possess environmental self-discipline, knowledge, attitude and behavior, and their environment. It is beneficial for governments to carry out environmental education and target large demographics to increase the overall effects. Keywords：environmental education, homeland education, value clarification, environmental attitude, environmental behavior.
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Lee, Fu-Chin, and 李復芝. "An Elementary Science Teacher’s Action Research On Trying Science Value Teaching---Integrating Problem Center Double Cycles and Value Clarification." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/48015409954787985094.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
91
The purpose of this study was to develop a science value-teaching model including the effect of the model and the difficulties when the model was developing. The strategy of developing the model was by action research through integrating PCDC model and value clarification. An elementary science teacher designed and implemented science teaching toward value orientation in her science classroom of a sixth grade class with 36 students. Data collection focused on qualitative data included interviews, classroom observations, teaching videotaping, students’ assignments, and the researcher’s teaching journals etc. Multiple sources of data, different people’s interpretation, and different analysis methods were used to enhance validity of the study. The results showed that integrating Problem Center Double Cycles (PCDC) and value clarification did work for science value teaching. At the beginning, the teacher tried to find students’ unclear values in science education through analyzing students’ sayings and actions. According to the results of the analysis, the teacher selected a few values in science education that were appropriate for the students and the course of nature science. Then the teacher designed and developed tasks of value-oriented leaning activities to help students clarify these values. In order to prepare and implement the tasks, the teacher need to fully understand the content of instructional materials and curriculum objectives; furthermore, the teacher need to self clarified the values in the curriculum and instructional materials. In implementing, teacher must notice and kept in mind to toward value clarification in guidance, environment, and analysis, which were the other three elements of teaching cycle in PCDC. The more important was to lead and keep the inner value learning cycle by outer value teaching cycle. The difficulties of this action research were implementing the value-oriented learning activities, the difficulties were how to lead the students to involve in the learning activities and learn new skills for the new ways of learning, and the teacher need to change her ways of teaching from traditional ways to the one based on PCDC and value clarification when the plan was conducting. After the one year value-oriented teaching, the results of this study also indicated that the students’ values in science education can change. Finally, the teacher fund that she had a great of progress on several perspectives such as values in science education, and knowledge of pedagogical content and students’ thinking and values.
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Ming-Huey, Sheen, and 沈明慧. "The effects of value clarification group on maladjusted students'' self-concept,value idea and moral judgement in junior high school." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/43533187469593934697.
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陳雅怡. "The effects of task value clarification group on the learning motivation of junior high students and performance:take english learning as an example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/77087627567785073115.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系所
97
The purposes of this study are to explore the appropriate connotation of the Academic Task Value Clarification Group Program and to research its effect on the learning motivation and study achievements of junior high school students. The result will be applied as a reference resource for study counseling in the future. The study applies the post-test control design. The object is 24 seventh-grade students of Bade Junior High School, Taoyuan County. The students are selected from an S shape list and assigned to experiment group or control group separately. The members of the experiment group receive study counseling of the Task Value Clarification Group Program for eight times. However, the control group members will not be treated until the next semester. The students’ performances of learning motivation are measured after the experiment is finished. Besides, the study achievements are taken as dependent variables to measure the difference between the two groups with the English average scores of the first mid-term examination for the second semester. The acquired information is undergone the compiling test with paired sample t test. Conclusions of this research are as follows: 1. The effect of the treatment on the learning motivation of junior high school students: Although the difference of learning motivation between the two groups is not remarkable, the experiment group members experience positively in the program and activities participation. 2. The effect of the treatment on the study achievements of the junior high school students: Although the difference of study achievements between the two groups is not remarkable, the English achievements of most of the experiment group members improve. 3. In order to upgrade the counseling work and consequent researches of Task Value, the related advices have been brought up in accordance with the result of this study and referring to the program design and the practicing procedure.
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Yen, Yu-Kang, and 顏煜剛. "Comparative Study of the Bag of Virtues and Value Clarifications and Virtue Ethics Study in the Military Moral Education Mode." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/za7bgy.
Full textAbstract:
碩士國防大學政治作戰學院
政治研究所
103
The purpose of this study was to investigate the comparative analysis of the present stage in military effectiveness of moral education curriculum in three ways:"The Bag of Virtues" "Value Clarifications" and "Virtue Ethics". In this study, we used the “CIPP” educational evaluation mode, to establish moral education evaluation indicators project, through Context factor, Input indicator, Process indicator and Product indicator four kinds of surfaces, from a macro point of view a more objective analysis of the differences in the educational effect of moral education mode generated. Respectively, from the input data collecting physical education and psychological collect through the process and the results of the survey data, as the integrity of the evaluation material. Study found that a variety of educational models have certain educational effect, "Value Clarifications" can help students develop moral rationale, "The Bag of Virtues" curriculum as the connection of theory and practice of bridge work, and "Virtue Ethics" sucked ethics education into life in being.
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YU, KUN-HUANG, and 余坤煌. "A study on the effectiveness of teaching strategies using value clarificatio on knowledge, attitudes, and decision making concerning cigarette smoking among elementary school children." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/69896562363169796859.
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Truter, Anso. "Kwantitatiewe beskrywende studie na die houding van verpleeglundiges teenoor terminasies van swangerskap binne king se sisteem teorie." Thesis, 2011. http://hdl.handle.net/10500/5962.
Full textAbstract:
The aim of this study was to describe the nurses‘ perception of termination of pregnancy and her perception of her conduct towards clients that request termination of pregnancy guided by Kings‘ Systems Approach and Goal Attainment Theory.
A non-experimental quantitative descriptive correlational design was used. A non-probability purposive sampling method was used consisting of institutions in the Western Cape, available to participate in this study, which deliver termination of pregnancy services, gov
ernment health care institutions (21) and Marie Stopes clinics (3). Non-probability convenience sampling was used consisting of registered nurses who are working in termination of pregnancy units in these facilities (N=82). Data were collected through the administration of a self-designed questionnaire.
The main findings of the study indicate that respondents (personal system) appear to feel positive about the work they are doing. Formal improvement and development are however not utilised optimally.
Regarding the interpersonal system, respondents also show a positive orientation to both the woman opting for termination of pregnancy and the foetus. The potential towards transaction and ultimately goal attainment reside within this system. The respondents are also positive about legislation, employers and policies (social system) relating to termination of pregnancy. This orientation creates a milieu that is conducive to transactions, interactions and goal attainment.The main recommendation is that three systems as proposed by King be continuously integrated within the termination of pregnancy setup through, amongst other measures: values clarification, management support, in service education, the inclusion of termination of pregnancy in undergraduate programmes, focus groups and the like.Die doel van hierdie studie was om die verpleegkundige se persepsie van terminasie van swangerskap en haar persepsie van haar houding en gedrag teenoor kliёnte wat terminasie van swangerskap versoek, aan die hand van King se Sisteembenadering en Doelwitbereikingsteorie te ondersoek en te beskryf. `n Nie-eksperimentele kwantitatiewe beskrywende korrelasie navorsingsontwerp was gebruik. `n Nie-waarskynlike doelbewuste-steekproefneming van die staatsgesondheidsorg-instansies wat terminasie van swangerskapdienste aanbied, is geneem en wat beskikbaar vir hierdie studie was (21) asook die Marie Stopesdienste (3), in die Wes-Kaap. `n Nie-waarskynlike gerieflikheidsteekproefneming is van verpleegkundiges geneem wat swangerskappe in hierdie afdelings termineer of moet termineer (N=82). Data is met behulp van `n selfontwerpte vraelys ingesamel. Die hoofbevindings van die studie dui daarop dat respondente (persoonlike sisteem) positief voel oor hul werk. Formele ontwikkelingshulpbronne word egter nie optimaal deur die sisteem benut nie. Wat die interpersoonlike sisteem betref, toon respondente ook ‗n positiewe oriëntasie tot beide die vrou wat terminasie van swangerskap aanvra en die fetus. Die potensiaal tot transaksie-sluiting en uiteindelike doelwitbereiking is binne hierdie sisteem geleë. Die respondente is ook positief oor wetgewing en die werkgewer en beleid (sosiale siteem) ten opsigte van terminasie van swangerskap. Hierdie oriëntering laat ‗n milieu wat bevorderlik is vir transaksie-sluiting, interaksie en doelwitbereiking. Die hoofaanbeveling is dat voortdurend gepoog moet word na die integrasie van King se drie sisteme binne die terminasie van swangerskapafdelings deur onder meer: waarde-uitklaringswerkswinkels, ondersteuning van bestuur, indiensopleiding, die insluiting van terminasie van swangerskap in voorgraadse kurrikula, fokusgroepe en so meer.
Health Studies
D. Litt. et Phil. (Gesondheidstudies)