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This thesis is an examination of the role of values in the development of more meaningful school based sexuality education programs. There is a growing consensus among researchers and educators that presenting only physiological information is inadequate and that sexuality education should include a values component. / The integration of values into sexuality education is highly problematic. Because of the potential for controversy regarding questions of sexual values, many sexuality educators have attempted to teach programs that are value free. / An ethical framework for the integration of values into sexuality education needs to be established. The act-centred and person-centred approaches to sexual ethics are compared and contrasted in terms of their suitability for sexuality education. It is proposed that a person-centred approach may provide a starting point of an ethical framework for the integration of values into sexuality education.

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No description available.

This thesis offers both a survey of representative French language literary plagiarisms from Corneille's Le Cid to contemporary internet downloading, and an evaluation of theoretical approaches to plagiarism and plagiarism-related subjects including intertextuality, pastiche, heteroglossia, and citation. The author argues that all-encompassing theoretical approaches to plagiarism cannot account for vast variations, both in the motivation for plagiarizing on the part of the author, and in the reception of the plagiarized material by individual readers and by the literary/discursive community. Varying standards of acceptability for plagiarized texts are contingent upon the historical, political, geographical and legal juncture within which they are undertaken, and the consequences of plagiarisms uncovered vary accordingly. Nevertheless, the author notes an important relationship between prevailing socio-economic relations within the society and the ways in which plagiarism is regarded by the institutions entrusted with the regulation of, for example, copyright, author's rights, and the publishing industry. After considering the findings and failings of the growing corpus of approaches to plagiarism from Angenot to Zumthor, the author concludes that at the end of the day, approaches are most significantly narrowed-down to categories that uphold or reject the practise of plagiarism. Two extreme examples of these categories would be the corporations' attempts to purchase for all time the rights to the reproduction and diffusion of literary texts, and the Bakhtin-inspired approach that emphasizes the point that utterances are common to communities of speakers, and as such redundancy and repetition are inevitable--but so too is assurance that the originality of each repetition will be affirmed by the ever-changing context within which it is spoken. The latter approach, deemed utopic within the present system of economic relations, is not upheld as a panacea: indeed the

This study examined the extent to which the espoused values and ethics of rural Manitoba school principals were reflected in their practice. The present study was framed around the possibility of seeing the rural Manitoba school principalship, ultimately, as a moral practice. To do this, attention was given primarily to Western philosophical approaches to human understanding and their relationship to the development of values and based on contemporary understandings of the Western philosophical traditions that have dominated the conversation around ethical administrative practice. The social context of this research concentrated on leadership experiences of four school principals in rural Manitoba. A form of naturalistic inquiry model was used to gather a sense of the stories of these principals through the lens of their personal value structures and the impact their values structures have on their professional decision-making processes. The analysis of the data showed no evidence of the principals separating their personal values from their professional values. Also, the local community context figured strongly in the working lives of the principals, and was a main factor in their decision-making priorities. Values of democracy, faith, respect, and common vision were cited as having a stronger impact than things such as policy, law and even consensus in their leadership approaches. There is much more to be said about the experiences of the rural Manitoba school principals than merely the role of the local community context in their working lives. A comparison to the experiences of urban Manitoba school principals might disclose a greater attention other variables such as justice and critique in the rural principalship than is readily apparent. A deeper and more comprehensive examination of rural stories would potentially bring to light the compelling nature of their character.

The project employs passages from a personal story to reflect on the ethics within landscape architecture education. It uses the personal story to initiate discussions on ethics and values within story and the application of these ethics to the career of Land Management. The inquiry explores the value of narrative as a method. Using the devices recognized by Potteiger & Purinton (1998) in Landscape Narratives elements of a personal story are identified as landscape narratives. The influence of landscape architecture education on personal land ethics is discussed and linked to the value of this education within the resource management field. Ultimately, not all the values are linked back directly to education but many are rooted in the experiences of landscape architecture education. The project concludes by recognizing intrinsic and explicit aspects of landscape architecture education which assist in developing personal land ethics. These land ethics are important to the profession of Landscape Architecture and are applicable to a wide range of careers.

This study, which is founded on an assumption of the unity of aesthetics and ethics, illustrates the reformative power of the moral imagination and sympathetic engagement in Mary Wollstonecraft’s first novella, Mary, A Fiction. Sympathy—wakened by the literary imagination and invoking the reader’s moral potentiality—is what links the literary and the ethical; the emotional exchange, the sympathetic fusion, that occurs between reader and text may extend beyond the pages of the novella into the real world. The affective experience of reading literature, which allows for imaginative perspective-taking, moves us to act in ways that make us more social, more resistant to injustice, and better equipped to enact necessary change. This study delineates the three-fold operation of imagination, sympathy, and affect in Wollstonecraft’s Mary, which extols a heroine who exemplifies the radicalizing power of affect and which itself has the power to effect a revolution in its readers.

We, as a society, have been presented with a massive problem to solve. As the northern hemisphere (and increasingly parts of the southern hemisphere) continue efforts for economic growth, security, and personal comfort; topics of ecological damage, climate change, hunger, disease, poverty, exploitation, and war become more and more commonplace in our collective psyche. In order to find solutions, we must stop using old ways of thinking in favor of a ‘new story’, one that places humans within nature instead of in control over it. While top level efforts are important, even more critical to this topic are the people charged with teaching these new ideas, beliefs, and behaviors. The question that arises from this is, what are the beliefs and values of the teachers who are viewed as passionate or leaders in the field of Education for Sustainable Development (ESD)? What have they learned or experienced that has led them to teach from an ecologically literate perspective and/or towards a greater understanding and acceptance of social responsibility? This study collects the stories and experiences of six high school science teachers and ESD practitioners currently working in Winnipeg, Manitoba, Canada. Stories were analyzed to discover: individual values and belief sets of teachers as well as their progression from childhood to novice teacher to ESD practitioner; and experiences that promoted currently held beliefs and values. As a result, the data shows ESD practitioners to be dedicated and committed individuals, whose values and attitudes stem directly from childhood experiences in nature coupled with parental/adult encouragement. From their stories and experiences, it is clear that successful implementation of values based ESD programs rests sole on the shoulders of the people asked to teach it.

In this thesis I offer a theological analysis of biomedical efforts to extend the healthy human lifespan by attenuating the aging process, situating this project within the Christian quest to holiness. The potential of even modestly extended life spans has profound social, familial, political, economic, religious, and environmental implications, and warrants considerable theological reflection, hitherto largely absent from contemporary ethical discussion. Hence, I critique the biomedical attempt to extend human life via aging retardation by considering the historical attitudes towards one’s aging body and longevity within the Christian tradition, paying particular attention to shifts in attitude regarding aging and decay, and by examining the Christian discipline of fasting as practiced by the Desert Fathers, who believed that an attenuated rate of aging was one physiological outcome (among others) subsumed under a larger moral project of character transformation. While the concept of a normative lifespan as derived from Scripture is highly tenuous, a relationship between finitude and a wisdom that recognizes one’s bodily limits does emerge. While key figures in the history of the Church have acknowledged both the difficulties of earthly life and the promise of bodily resurrection leading to a general ambivalence concerning the length of life and its extension, such attitudes were challenged by Francis Bacon and mirrored during the theological upheavals of the Great Awakenings in America. Drawing upon the work of Charles Taylor and Thomas R. Cole, I discuss the theological shifts whereby spiritual growth was segregated from physical aging via an increasingly instrumental stance towards aging and its mutability, increasing one’s fear of death. In the remainder of the thesis I examine St. Antony’s ascetic regime which enabled him to ‘remake’ his body as part of reordering and refining his soul to be the leader of his body, a regime which entailed an attenuated rate of aging. Drawing upon Karl Barth’s christological anthropology who locates the unity and order of soul and body in the person of Jesus Christ, I demonstrate how current attempts to retard aging exacerbate the ‘disorder’ and segregation of body and soul, described as ‘sloth’ and ‘care,’ negating the role of the body and its limitedness in the formation of one’s soul, and failing to mitigate the fear of death occasioned by such a disorder. Finally, I situate the Christian discipline of fasting as an alternative to life extension within the context of the practices of faith communities, understood minimally as baptism and the Lord’s Supper.