This study was designed to measure ten demographic membership variables of the Texas Association for Counseling and Development (TACD) and the respective relationships of those variables to ethical knowledge. It was also an effort to conduct a global study of the most recent revision (1988) of the AACD Ethical Standards and to find the relative knowledge of these standards by a random sample of 357 counselors in one state counseling organization.

In this paper, I examine the connection between race and the morality of action. I argue that moral racial identitarianism, where this is the position that in some cases the moral status of a person’s actions depends on their race, is false. / A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Art in Applied Ethics for Professionals), 2017 / GR2018

by Wan Man-fong Sylvia. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 58-59.

This research evaluated the ethics competencies which were determined to be important to the curriculum of an ethics course for students studying Nondestructive Testing and Welding Inspection. Data were gathered from samples of American Society of Nondestructive Testing Nationally Certified Level III's (N = 268), American Welding Society Nationally Certified Welding Inspectors CWI's (N = 212) and American Welding Society Nationally Certified Associate Welding Inspectors - CAWI's (N = 101) who are currently licensed by their respective societies. The twenty-nine (29) item instrument utilized a six-point Likert type scale for the data collection. The scale, which was validated by consensus using a DELPHI panel procedure, utilized the Hoyt-Stunkard method for assessing reliability. The computed reliability for the instrument was determined to be +0.970. Analysis of variance tests were completed for each of the twenty-nine (29) competencies to ascertain differences between ASNT Level III's, AWS CWI's and AWS CAWI's samples. Factor analysis, using the R-mode, provided for the clustering of competencies and constituted the major analysis procedure for the study. The results of the study indicated the presence of three (3) clusters of content which were considered necessary to curriculum inclusion in an ethics course for nondestructive testing and welding inspection. The identified clusters include: I. Ethical issues and personal integrity (18 competencies), II. Ethics and the legal aspects of inspection (8 competencies), and III. Ethical theory and professional conduct (4 competencies). Overall competency means ranged from 3.929 to 5.594; significance tests showed only five (5) rejected hypotheses for the twent-ynine (29) primary competencies. Standard errors of the mean were found to be lower for the ASNT Level III's sample. The results of the study present a valid pattern for the development of objectives which should be included in an ethics curriculum for nondestructive testing personnel and welding inspectors. / Graduation date: 1993

No abstract available. / Thesis (M.T.R.P.)-University of Natal, Durban, 1998.

Abstract available in pdf file.

A focus group and experiment were conducted to test the effects of psychological distance on participant affect, intentions, and behaviours in the realm of ethical consumption. Construal Level Theory (Liberman and Trope, 1998) posits that psychologically-near concepts are viewed differently than their psychologically-far counterparts, and this framework was used to guide the development of predictions relating to four dimensions of distance: temporal, spatial, social, and hypothetical. The study revealed that participants exhibit significantly higher levels of affect and intention when presented stimuli involve psychologically near impacts rather than psychologically-far impacts. This finding did not carry over into actual behaviour, however. Subject disposition toward psychological distance was measured but was found to not impact affect, intentions, or behaviour. Perceived Consumer Effectiveness (Kinnear, Taylor, & Ahmed, 1974) was found to be an important predictor of behaviour. / viii, 103 leaves ; 29 cm

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves198-212) / Microfiche. / viii, 212 leaves, bound ill. 29 cm

Bibliography : leaves 273-293. / iv, 293 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / A study, from a Foucauldian perspective, of the discourses that surround organ donation and transplantation. / Thesis (Ph.D.)--University of Adelaide, Dept. of Clinical Nursing, 2000?

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