The purposes of this study were to investigate the effects of a structured educational human sexuality program on moral development and self-concept as well as the interrelationships between moral development and self-concept. The null hypotheses referred to the differences and gains in moral judgment and self-concept between treatment and control groups with sex as a mediator variable. Moral judgment and self-concept were measured by the Defining Issues Test and Tennessee Self-Concept Scale, respectively.The subjects were undergraduate students at Ball State University enrolled for CPSY 220 Interrelational Aspects of Human Sexuality (treatment) and NR 101 Introduction to Natural Resources (control). Seventy-four subjects completed the pre- and post testing measures and their results were subjected to statistical analysis.The treatment group was a structured educational human sexuality program consisting of cognitive, emotional and social components. The control group was a general studies course on natural resources. Both classes met during the Winter quarter, 1981-1982. Pre- and posttesting was done during the first and tenth week, respectively. The evaluators entered the classes during these times and administered the DIT and TSCS as measures of moral judgment and self-concept.A 2 x 2 repeated multivariate analysis of variance with significance considered at x.05 level was applied in the analysis of the data. Multivariate F's indicated no significant differences or significant gains as a function of treatment or sex on the DIT and/or TSCS. Practical significance was reported for all groups on the DIT P index except for females in the treatment condition. All of the three null hypotheses failed to be rejected. No significant posttest differences or significant gains were obtained. The structured educational human sexuality program did not have any significant impact upon moral judgment or selfconcept as compared to the control group.Pre- and post-Pearson r one-tail correlations were obtained on the DIT and TSCS. Positive relationships had been speculated to exist. The correlations were low indicating the two tests are generally unrelated.Descriptive analysis was done with religion and birth order to all the dependent variables on the DIT and TSCS. General findings were non-significant.

This Master of Laws thesis provides an analysis of Manitoba Court of Queen's Bench civil money judgment cases, sampled quantitatively for 1995 and 2004, to examine the length of time from the filing of a claim to judgment being issued, before and after the implementation of Manitoba Queen s Bench Rule 20A. The historical roots of Manitoba court procedure and certain enforcement processes are examined to explain historically: if you get the judgment, how do you get the money? The procedural law is rooted in the English medieval common law system of judicial writs, most recently made more efficient by Manitoba Queen s Bench Rule 20A. This remains basic to issues of law reform for all common law jurisdictions, including Saskatchewan s Enforcement of Money Judgments Act, and this thesis concludes with a set of qualitative recommendations.

This study examined how various combinations of colors and fonts in email advertisements affect a consumer’s likelihood of purchasing a product and her judgment of appeal. It further examined overall perceptions of email advertisements. The study conducted a survey containing eighteen simulated emails that was distributed over Amazon MTurk. A total of 116 participants in the United States took the survey. Results showed that most participants preferred a yellow foreground to orange and purple, and a blue background to red and green. Findings also revealed that Georgia font style was consistently preferred over Onyx font style. Results showed that emails comprising of a blue background, yellow foreground and Georgia font style were especially significant in influencing consumers to purchase a product and were the most appealing.

The project of the Critique of the Aesthetic Power of Judgment consists in providing a ground for judgments of taste so that we are justified in claiming that everybody else can agree with our judgment (subjective universality) and that all others ought to agree with us (subjective necessity, normativity). This justification is supposed to be accomplished in the Deduction of judgments of taste. The section that carries this title (38) is surprisingly short and for this and various other reasons (some of them textual) commentators have often wondered about the precise location where Kant provides the deduction, whether it is really contained in that short paragraph or whether the argument might actually extend beyond 38. In my thesis, I want to reinvigorate the discussion about the location of the deduction and its interpretation by arguing that it takes place between 30-42.

Doctor of Philosophy (PhD) / New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 248-263).

Thesis (M.A.)--Carleton University, 2005. / Includes bibliographical references (p. 114-118). Also available in electronic format on the Internet.

Thesis (M.A.) - Carleton University, 2005. / Includes bibliographical references (p. 58-62). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Th. M.)--Dallas Theological Seminary, 2008. / Includes bibliographical references (leaves [53]-59).