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This thesis examines different components of ethical research: vulnerability, sensitive research topics, Indigenous participants, informed consent, protecting participant privacy, and minimizing harm. Each element is examined in general and in the context of a case study, with the analysis focusing on solutions for addressing each ethical component. This thesis then examines the current state of the literature on child protection mediation, concluding that there is a gap in the literature regarding the timing of child protection mediations. The literature review provides context for the case study that is presented in the thesis. The case study examines the timing of child protection mediation in British Columbia. It is presented to provide an example for future researchers of how ethical dilemmas can arise and be addressed. Each ethical element is discussed on how the issue came to the attention of the research team, what options were considered, and what was added to the research protocol to manage ethical concerns. / Graduate

Recently, a number of scholars have sought to reveal the extent to which the concept of religion and the discipline of religious studies depend upon a distinction between humans and other animals for their conceptual and disciplinary integrity. This dissertation is an attempt to deepen this insight by (re)turning to one of the central figures in the history of thinking about religion, G.W.F. Hegel, whose Lectures on the Philosophy of Religion represent one of the first forays into the academic study of religion. By employing the non-human animal as a limit-case, this project attempts to probe Hegel’s concept of religion for a place where it might be possible to think “religion” anew. This “place” can be found in Hegel’s concept of habit or Gewohnheit, since habit unsettles the distinction between nature and spirit, leaving open a way to rethink “religion” as being rooted in the animal or quasi-natural. Chapter 1 considers Alexandre Kojève’s worry that, at the proverbial “end of history,” the human being will become “reanimalized.” We argue that the (im)possibility of such a reanimalization lies in Hegel’s concept of habit or Gewohnheit, that “mechanism,” which aids the natural or feeling-soul in its “transition” to spirit or, more specifically, consciousness. In chapter 2, we consider the relationship between nature and spirit further, exploring the relationship between thought and feeling as thematized in Hegel’s philosophy of religion. Hegel argues (in contrast to the likes of Schleiermacher) that religion cannot have its essence in feeling, because feeling is a form of thought. In chapter 3, we take a closer look at how habit aids in the “transition” or passing-over from nature to spirit, highlighting habit as skill. Habit is a means for the purification of the natural drives and for replacing these drives with those of another, spiritual nature. However, we will find that the transition from nature to spirit cannot be accomplished through habit alone; it depends upon an encounter with the infinite or death, wherein the subject realizes her own in/finitude. In chapter 4, we consider how spirit expresses itself through the human body and, most importantly, through language and (the language of) sacrifice. While the death of the animal is the becoming of spirit, spirit depends upon the death of the animal even after it makes its first appearance in language since speech or language is dependent upon the animal voice. In the final chapter, we discover that religion too is predicated on the death or sacrifice of the animal. Moreover, it is through religion that human beings raise themselves above the animals and learn how to recognize themselves as essentially spiritual beings. Religion brings about this realization, this conversion from nature to spirit, through the cultus – a form of religious practice akin to a habit as skill. In the cultus, the human subject undergoes a conversion and becomes aware of herself as a spiritual rather than a natural being. When performed continuously, this cultus becomes the basis of the ethical as well as the philosophical life.

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Leadership is the moving of people towards specified goals. Leaders come in all shapes and sizes. The leadership dynamic of human interaction is one of the most studied and least understood phenomena. More attention is currently being given to the ethics of leadership in light of recent situations involving misconduct in the White House, illeagal accounting practices amoung top corporations, and misuse of power in religous organizations. In this study, I sought to identify and prioritize characteristics of ehtical leadership with the assistance of leaders in four distinct groups; the business, religious, political, and educational communities within a six county area in Upper East Tennessee. The counties represented were: Carter, Greene, Johnson, Unicoi, Sullivan, and Washington. Using the Delphi technique, the characteristics were compiled and prioritized according to relative importance as perceived by members of the Delphi panel. The Delphi technique is essentially a series of questionnaires used to gain consensus on a topic. A panel of leaders in the business, education, political, and religious communities listed and assigned values to the characteristics they believed to be most important in being an ethical leader. Through the use of three rounds of questionnaires, consensus was reached on a prioritized list of ethical characteristics and leadership traits. The study resulted in the identification of five ethical characteristics and seven leadership characteristics that the panel agreed should be demonstrated by ethical leaders. The ethical characteristics are: Integrity, Following Biblical Principles of Behavior, Hones/Truthful, High Moral Standards/Firm Convictions, and being Fair/Unbiased. The leadership characteristics are: Lead by Example, Develop an Atmosphere of Trust, Honest/Truthful, Involve Others in Decision Making, Team Builder, Good Communicator/Articulate, Creates a Vision for Others to Follow. The study also resulted in the identification of five ethical traits and sixteen leadership traits about which the four groups significantly differed in their assignment of values. Tables are provided that indicate the range, mean, and standard deviation that each trait received during the process.

Ethical dilemmas often reflect expected concerns – alleviating distress, protecting confidentiality, and maintaining integrity in one’s work. But forensic fringe elicits what seemingly only exists in suspense thrillers. What if you (quite literally) know where the bodies are buried? What if a high-ranking politician publicly declares your client dangerous (and they’re not)? What if your research contributes to bad legislation? Here, enter an escape room of ethical reasoning. Contemplate interesting and intricate dilemmas involving unique client considerations, competing legal and political interests, questions of personal morality, values, and public safety, and the role of science in ethical research and clinical practice.

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The purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that participated in a morning tutoring program: Future Problem Solvers. A mixed methods design was adopted for the purpose of this study including raw data, survey data, informal observations, and face-to-face interviews. The goal was to determine if the 28 participants (male and female) demonstrated academic success on the Florida Comprehensive Achievement Test (Science). The study was also conducted in order to explore the level of student engagement and the development of reciprocating relationships based ethical care between the teacher and the students. The findings from the quantitative analysis using the Mann Whitney U indicated that the FSP participants did make academic gains on the FCAT (Science) test to a higher degree than non-participants: Non-Participants (Mean Rank = 182.37) and Participants (Mean Rank = 332.96). The significance was established where p = .00. The quantitative analysis using frequency data also revealed that the majority of the participants reported that they were engaged in learning and made strong efforts when doing and completing their schoolwork. They also participated in class, as well as school based activities. Furthermore, they reported that they felt a sense of belonging and were supported by the staff. The findings from the qualitative analysis indicated that the teacher did model care to the students. He engaged them in dialogue about caring relationships and confirmed and encouraged the best in them. The responses on the interviews completed by the teacher and the principal, as well as the students give evidence that strong relationships developed between the students and the teacher. Moreover, that these reciprocating relationships were built on trust and care. The discussion and interpretations emphasizes the need for professional development, and the need for policy that strives to support student engagement and ethical care above high stakes testing.

The goal of the presented research is to explain the importance of integrating the literatures on leader bottom-line mentality (BLM) and behavioral ethics and to demonstrate that leader BLM can adversely impact followers' perceptions of ethical leadership. By doing so, several contributions can be made. First, I identify an antecedent of ethical leadership. Predominantly, most ethical leadership research has focused on identifying its outcomes (Brown & Mitchell, 2010). Second, I will offer new theoretical insights regarding the antecedents of ethical leadership. Past ethical leadership research has primarily relied on social exchange (Blau, 1964; Gouldner, 1960) and social cognitive (Bandura, 1977, 1986) theories, whereas I will draw on trait activation and cognitive stress theories to examine the relationship between BLM and ethical leadership. By integrating these two theories I will demonstrate Kerr's (1975) example of “the folly of rewarding A, while hoping for B.” Third, I will explain and demonstrate why follower BLM and leader stress perceptions are important boundary conditions regarding the primary relationship of interest and overall model. Comprehensively, I examine and demonstrate the potential of a backfiring effect that can be strengthened or weakened. This research aims to shed light on the often disregarded catch-22 leaders face in world that is increasingly concerned about bottom-line outcomes, while also demanding an immaculate standard of ethical behavior from leaders.