The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.

The focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the work of Lawrence Kohlberg and his stages of moral development. Participating principals were administered the Defining Issues Test-2 (DIT-2), a pencil-paper questionnaire that presented five moral dilemmas and a series of statements asking for the participant to rank solutions to the dilemmas. The results indicated that the majority of participants operated from lower levels of moral development, reasoning, and judgment. Participants’ scores were matched with their schools’ performance grades. There was not an indication that high moral scores and high school performance were linked. This study confirmed the results of an early study conducted by Vitton and Wasonga (2009) and encourages a deeper examination of the results of accountability and principal decision making.

This thesis explores the use of the Estill Voice Model, in particular six voice qualities (Speech, Twang, Falsetto, Cry/Sob, Belt and Opera) and their permutations, to define character, character traits and emotions. Traits and emotions that specific voice qualities can influence are, but are not limited to, location, age, background, socioeconomic status, genre, intelligence, nationality, class, culture, gender, promiscuity, disposition, pain and revelations. In particular, this thesis explores the use of voice qualities to show specific human qualities of the character "George" from Sondheim and Lapine's "Sunday in the Park with George" and the people he imitates in his painting by letting the characters' given circumstances (textual and subtextual), the way other actors portray the characters and the director's and musical director's input inform the choices in voice quality. By using the specific technical aspects of the Estill Voice Training System and combining them with the limi

This study aims to explore the defining characteristics of jazz dance as a genre with the ambition of reaching a deeper understanding of the art form as well as clarifying the foundations for my own jazz dance teaching. Using a qualitative research method, the study examines the perceptions of four dance educators, each with experience in dancing and teaching different forms of jazz. Drawing on a phenomenographic perspective, the study identifies variations in perceptions through semi-structured interviews and categorization. The findings present six descriptive categories of important components within jazz dance including Body and Music Interplay, Relevant Music Choices, Freedom, Play and Individuality, Contrasting Dynamics, Technical Finesse and Body Control, and Interaction and Expression. Furthermore, the study discusses the challenges of defining jazz dance but highlights the significance of embodied musicality and Africanist aesthetics as key elements of the art form, as well as emphasizing the concept of "swing" as central to jazz and the perception of “jazziness”. In conclusion the study shows a broad variety in perceptions which contribute to an increased awareness and understanding of jazz dance as well as providing tools for communication in jazz dance teaching. Ultimately the study encourages further research on the topic.

Previous research by Vitton & Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ("DIT-2"). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles. Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores. This research confirms the prior works of Strenth (2013) and Vitton & Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.

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Digital piracy, the illegal copying or downloading of copyrighted digital products without approval from the copyright holders, has brought great economic loss to the software and digital media industries. Previous studies using moral developmental theory have not found consistent relationships between moral judgment and attitudes towards digital piracy. While some researchers have developed individual test items to assess relationships between moral judgment and attitudes toward digital piracy, others have relied on the Defining Issues Test (DIT). However, in that the DIT represents a general measure of moral judgment based on broad social issues, it, too, may not adequately assess an individual’s reasoning specific to issues regarding digital piracy. The purpose of this study was to create a reliable instrument (i.e., DP-DIT) modeled after the DIT designed to assess moral judgment regarding digital piracy as well as to examine and compare the ability of both DP-DIT and DIT2-short to predict attitudes, intentions and behaviors regarding digital piracy of college students. Results indicated the reliability of both the DIT2-short and the DP-DIT were discounted, quite likely due to the small number of stories contained in each. DP-DIT appeared to have greater predictive ability due to its advantage in predicting attitudes toward digital piracy, especially using DP-DIT MNS. However, even though here DP-DIT MNS was the strongest predictor of attitudes toward digital piracy, it explained a limited amount of variance. Further research to improve reliability and validity of DP-DIT is warranted.

Gerard Manley Hopkins produced poetry in the Victorian era which was noted for its originality of syntax and form. The essence underlying a large body of his poetry was his Catholic religion. His early religious poetry utilized nature-based metaphors to express his love of Christ and trace the immanence of God within nature. He borrowed heavily from the aesthetics of Pater and the philosophy of Duns Scotus. The dissertation explores these early influences and assesses their contribution to the formation of a unique religious interpretation of life and the formulation of an aesthetic congruent with this religion. The dissertation dissects early symptoms of religious doubt within his poetry and finally analyses his `Terrible Sonnet' phase in detail to ascertain whether the crisis so often described as occurring during this period was religious or merely reflected a loss of creative ability. / English Studies / MA (English)

Gangs exist as metaphors of the societies in which they are embedded and are powerful, hence the need is great for an ecologically powerful model and a collation of a picture about gangs and gang life as described by knowledgeable individuals. With so much literature and knowledgeable individuals at hand to provide insight into the problem, the rationale for this study comes forth in the form of taking all this knowledge and insight and creating a collation of a picture of gangs as it is understood by those who study them and by those who have been confronted with them. The theoretical framework is a social constructionist cybernetic epistemology. One-on-one interviews were conducted with knowledgeable sources and audio-visual material assisted in understanding the context of gangs better. A hermeneutic analysis was used. The interview transcripts from the participants were analysed and themed according to a thematic network analysis and linked with available literature. These themes were then used to represent a Time Cable of gangs. / Psychology / M.A. (Psychology)

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014