The study amied to realized the relationship among the adolescents¡¦ moral disengagement¡Voriented ,empathy ¡Voriented, and preference of violent video games experience with bullying behavior. The data was collected by means of questionnaires and participants were grades fifth-grades to twelfth in Tainan and Kaohsiung area.A questionanare including basic data, scale of moral disengagement, scale of empathy, scale of passion, and scale of bullying behavior,and 700 effecitve participants were obtained. Data analysis methods included descriptive statistics, Chi-square test, The study amied to realized the relationship among the adolescents¡¦ moral disengagement¡Voriented ,empathy ¡Voriented, and preference of violent video games experience with bullying behavior. The data was collected by means of questionnaires and participants were grades fifth-grades to twelfth in Tainan and Kaohsiung area. A questionnaire including basic data, scale of moral disengagement, scale of empathy, scale of passion, and scale of bullying behavior, and 700 effective participants were obtained. Data analysis methods included descriptive statistics, Chi-square test, Independent t-test, One-way ANOVA, Pearson correlation, and Regression Analysis. The results of this study were as follows: 1. In Tainan and Kaohsiung, about 20% of adolescent had suffered cyberbullying, 17% of adolescent had suffered traditional bullying; 11% of adolescent had been bullied in network, and 11% of adolescent had been bullied in campus. Commonly occurred types of traditional bullying are verbal bullying, relational bullying and physical bullying. 2 .39% of adolescents in Tainan and Kaohsiung will choose action to rescue the victim when they encounter the event of bullying. 3. Compared with the female, the male more likely to become the bully/victim; compared with lower grades, higher grades more likely to become the bully/victim; compared with higher qualifications of players more likely to become the bully. 4.The was a significantly positive correlation between the behavior of bully/victim and moral disengagement-oriented; the was a significantly negative correlation between the behavior of bully/victim and empathy-oriented. 5.Bystander attitude is more likely to assistant, the lower degree of moral disengagement. 6.Bystander¡¦s attitude is more inclined to help victims, the lower degree of moral disengagement. 7.Obsessive passion of violent online game, harmonious passion of violent online game, advantages comparison and experience of violent online game are the most significant predictor to predict become the victim of cyberbulling; obsessive passion of violent online game and experience of violent online game are the most significant predictor to predict become the victim of traditional bullying; obsessive passion of violent online game, experience of violent online game and euphemistic labeling are the most significant predictor to precict become the bully of cyberbullying; obsessive passion of violent online game, euphemistic labeling attribution of blame and perspective-taking are the most significant predictor to precict become the bully of traditional bullying.

The purpose of this study was to examine moral judgment of public school superintendents in Texas when faced with moral dilemmas. The Defining Issues Test-2 was used to measure levels of moral judgment. A demographic survey was also used in order to examine the relationship between moral judgment levels and certain demographic variables. A stratified random sample of all public school superintendents based on district size were surveyed. Surveys were mailed to 200 small districts, 100 medium districts, and 50 large districts. A total of 104 superintendents participated in this study. T-test for independent samples, one-way analysis of variance, and linear regression were used for purposes of data analysis. An alpha level of .05 was used as the level of significance. Data were entered and manipulated using the Statistical Package for Social Sciences software. Results of the study indicated no statistically significant relationship existed between the superintendent’s moral judgment level and certain demographic variables using t-test and analysis of variance measures. However, results from the linear regression showed that four of the independent variable subgroups contributed to moral judgment levels. The four independent variable subgroups were respondents who had served 16-20 years as a superintendent, who had served 16-20 years in his or her current district, who had a salary in the $50,000-$74,999 range, and whose ethnicity was Hispanic.

The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

Recently a number of philosophers have begun to promote what are broadly referred to as attributionist or real self views of moral responsibility. According these views a person is responsible for a thing just in case it is indicative or expressive of her judgments, values, or "world-directed" attitudes. These philosophers have focused a great deal of attention on dissolving the apparent tension between our commonsense intuitions concerning the connection between control and responsibility, on the one hand, and our lack of voluntary control over our values, beliefs and attitudes on the other. In attempting to relieve this tension, many of them have introduced various forms of non-voluntary control or agency we are said to exercise with respect to things such as our values, beliefs and attitudes. I argue that these supposed forms of non-voluntary agency are untenable because they typically rest on a failure to adequately distinguish between two ways in which we make up our minds; in short, they rest on a failure to adequately distinguish theoretical from practical reasoning. Once certain fundamental differences between theoretical and practical reasoning are brought back to the fore of the discussion, it becomes much harder to sustain some sort of unique species of agency that can be said to apply to beliefs and certain other world-directed attitudes. Without such forms of non-voluntary agency, however, proponents of attributionists accounts of moral responsibility seem to face a dilemma; they must either: sneak volition in through the backdoor or commit to holding people responsible for things with respect to which they are passive. The thesis falls into four main sections. In the first section, I introduce the problem by describing an ongoing debate between defenders of attributionist accounts of moral responsibility and defenders of what have been termed volitionist accounts of moral responsibility. In the second section, I explicate Pamela Hieronymi's construal of the form of non-voluntary agency she calls "evaluative control." In section three, I critique Hieronymi's account of evaluative control by pointing to two predominant points of divergence between theoretical and practical reasoning. In the fourth section, I examine the upshots of the absence of non-voluntary for attributionist accounts of moral responsibility; I do so by examining each horn of the dilemma mentioned above.

Abstract With a focus on the three contracts¡Xranging from the common stock contract to the more sophisticated contracts of convertible debt and staged financing stock, this study aims at studying the moral hazard concerning a venture capitalist and an entrepreneur in their venture financing. The two objectives of the present study are: to compare the optimal levels for a venture capitalist and an entrepreneur when they are fully informed or when they are under moral hazard, given that the two parties are in the same type of contract; to compare the optimal levels for a venture capitalist and an entrepreneur of the three contracts. This study intends to construct a utility maximum model for a venture capitalist and an entrepreneur in the three contracts and to work out the optimal levels for a venture capitalist and an entrepreneur when they are fully informed or when they are under moral hazard. The conclusion is as follows: 1. Of the three contracts, the optimal effort levels for a venture capitalist and an entrepreneur under full information are all larger than those under moral hazard. 2. Of the three contracts, a venture capitalist and an entrepreneur¡¦s optimal effort levels are: The optimal effort levels for convertible debt are larger than those for common stock, and the optimal effort levels for common stock are larger than those for staged financing stock.

Thesis (Ph.D.) - Simon Fraser University, 2006. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 145-165).

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by Darcia Narvaez for the Department of Psychology. "April 2004." Includes bibliographical references (leaves 102-108).

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 151-157).

Zugl.: Bern, Univ., Diss., 2008