published_or_final_version / Education / Master / Master of Education

This is an explorative study into the challenges and ethical dilemmas that practitioners face when assessing the intellectual functioning of black learners. Participants were registered psychologists and intern psychologists involved in assessing black African learners. Data were collected by means of an interview schedule that had been designed for this purpose, based on the literature in the field. All participants were interviewed individually. The psychological practitioners interviewed in this study reported linguistic barriers, limited cultural knowledge, and lack of scientific validation as posing the major challenges for them in assessing black African learners. Among the ethical dilemmas that were reported were confidentiality and informed consent which were sometimes compromised by their dual responsibilities to the client and the schooling system or another third party. Forming discussion forums, development of new and appropriately normed assessment tools and incorporating relevant skills in training programs were recommended as some of the strategies to overcome these challenges and ethical dilemmas. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

This study compared the levels of professionalism among Indiana corporate and agency public relations practitioners. The entire population, 339 individuals, was contacted via telephone and administered McLeod and Hawley's professional orientation instrument, yielding 183 usable responses.Respondents rated the importance of 24 items on a 5point Likert scale, and provided information on age, education, undergraduate major, salary, and length of time with current organization, in public relations, and in the workforce.Professionalism scores were calculated by subtracting the sum of answers to the non-professional items from the sum of answers to the professional items. Scores were ranked, then divided at the median. "Professionals" fell at or above the median; "semi-professionals" fell below the median,following McLeod/Hawley methodology.A multiple regression analysis determined the only significant relationship between level of professionalism and demographics occurred with undergraduate major--a slight negative correlation. Frequency distribution showed journalism/public relations majors had higher percentages of professionals than either English or other majors. / Department of Journalism

The purpose of this study was to investigate adult educators' attitudes regarding the need for a code of ethics to guide their practice. Through the use of survey methodology, three major groups of adult education practitioners in Indiana responded to various questions about ethical dilemmas they had encountered, their personal experiences with codes of ethics, and their perceptions of the need for a code, as well as their ideas regarding the creation and implementation of a code of ethics for adult education.This study produced eight major findings regarding ethics and codes of ethics for adult educators:1). The majority of Indiana adult basic educators, American Society for Training and Development members within Indiana, and the Indiana Council for Continuing Education believe there should be a code of ethics for them as adult educators.2). The majority of practitioners do not cite situations encountered that have created ethical dilemmas for them.3). The two most frequently cited ethical dilemmas involve confidentiality concerns and ownership of instructional materials.4). The overwhelming majority of Indiana adult basic educators, American Society for Training and Development members in the state of Indiana and the Indiana Council on continuing Education members have had limited experience with codes of ethics.5). Even though there appears to be a lack of experience withcodes, the majority of practitioners feel positive about the functions of codes of ethics.6). Learner-centered issues are most frequently cited as issues a code for adult education should address.7). Across the total study population, the professional association is the favored organization to create and disseminate a code of ethics.8). It is not clear to adult educators whether a code of ethics should have a regulating function.Results of this study indicate that organizations associated with adult education should seriously consider codes of ethics. However, the results do not overwhelmingly indicate a code should be adopted. Many practitioners (28%) were not sure about the need for a code, largely because of problems associated with implementation and enforcement of a code. More emphasis on providing practitioners with training and education regarding ethics and more research conducted on ethics in adult education are suggested. / Department of Educational Leadership

Interpretation 101-3 of the AICPA Code of Professional Ethics provides four independence requirements for certified public accountants performing bookkeeping services. As such, these requirements are largely thought of as rules requiring compliance. The purpose of this study was to provide empirical evidence related to the question, "Can the guidelines in Interpretation 101-3 be effectively interpreted?" Accordingly, the research objectives were twofold: (1) to make an estimate of the effectiveness of independence discrimination resulting from the use of Interpretation 101-3 , and (2) to identify variables related to differences in CPAs' judgements of impairment and non-impairment of CPA independence in situations covered by Interpretation 101-3. The research methodology for this study was based on a case approach. Twelve situations developed from analysis of Interpretation 101-3 and discussions with practitioners were organized into twenty-four cases in which a CPA firm provided a variety of accounting services. These twenty-four cases were divided into two case sets of twelve cases each and then combined with two cases from a previous study by David Lavin. These cases were submitted to an expert panel for validation as to their relationship to Interpretation 101-3, and a predetermined "correct" judgement was established for use in analysis. A mail survey of the licensees of the Texas State Board of Public Accountancy was used for collecting data. The CPAs were provided with a copy of Interpretation 101-3 and asked to base their judgements exclusively on the standard. Hypothesis testing was used to determine the effectiveness of the independence discrimination resulting from the use of Interpretation 101-3. Statistical models were developed for evaluating differences in the effectiveness of independence discrimination and differences in the CPAs' judgements themselves.

Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona. / While critical practice involves challenging systems and structures, many librarians function in the “messy middle” - making choices in everyday practice which may both support and challenge privileged academic structures. This workshop will take participants through a series of questions based on privilege as a lens for reflection on our choices, limitations, and opportunities as librarians within academic systems. The aim of the workshop is to help identify points of friction or frustration in our practice, areas for closer examination or opportunities for change, and to provide a more intentional understanding of our values and how they relate to practice.

This study analyzes the concept of auditor independence and develops a theoretical model for examining an auditor's independence and the methods that can be used to assess, instill and maintain independence. In addition, this research reports the results of an empirical test of a portion of the model. In this work, independence is described as a multifaceted concept that includes both independence in appearance and independence in fact. By incorporating literatures from economics and sociology, relationships between these two forms of independence are developed to show that the observable structures and behaviors of the profession (independence in appearance) form the basis for implying the level of an individual auditor's independence (independence in fact). In this context, independence is operationally defined as: an auditor's perceived right to make audit judgments free from client and firm influences. The model further suggests that the observable structures of the profession form the socialization contexts for an individual's professional development. A survey of newly hired employees from five national accounting firms was conducted to examine the multidimensional aspects of auditor independence and the link between educational socialization processes and professional development. The results provide some support for the theoretical model and provide a basis for refining the linkages between educational socialization and professional development.

The setting for this study was the far-flung Department of Defense Dependents Schools (DoDDS) system, comprising some 260 K-12 schools with 140,000 students and 9,000 teachers in 19 foreign countries. The underlying purposes and need for the study hinged on the fact that teacher unionism and teacher professionalism/professionalization of teaching have not been scrutinized to any significant degree in DoDDS. However, these two strands of research must interact ultimately because, if reform is to occur in DoDDS, it will be reform of a unionized system with its own history of collective bargaining that must impact the direction and consequences of reform efforts. The setting, therefore, presented a prime research opportunity. A review of the literature summarized discourse dealing with the dual issues of (1) teacher unionism, its origins, objectives, impact and trends, and (2) teacher professionalism/professionalization of teaching. Q methodology, based on the "science of subjectivity," was the method used to obtain teachers' views regarding the research questions. Q required respondents to sort a set of cards with statements that mirrored a subjected to computer statistical analysis, including correlation and factor analysis. The three factors that emerged were "prototypes" of the respondents' views and became the basis for interpretation of their views. One appeared open to many of the reforms in which unions play a key role; a second that seemed focused on the status quo as guaranteed by the grievance procedure, with possible support for selective changes; and a third that indicated satisfaction with its site-specific situation, while largely oblivious to the push for reform. The three factors generally supported change with teacher unions playing a major role in that change; strongly supported an overhaul of teacher evaluation systems, albeit without suggesting specific alternatives; and strongly disfavored merit pay proposals as part of differentiated staffing options. Several recommendations are suggested for management and unions to pursue within the DoDDS system if current reform objectives are to be implemented in the DoD school system. These include (1) pursuit of the unionism-reform nexus, based on the factors' general openness to union-led or supported reform; (2) movement toward school-site participatory initiatives, as first steps are made in this direction; and (3) seeking alternatives to supplant or supplement current evaluation practices. In summary, attitudes and conditions within the DoDDS appear conducive for implementation or adaptation of current reform proposals that seek to promote teacher professsionalism and professionalization of teaching. Further research might also fruitfully focus on ascertaining teacher receptivity toward more specific and concrete reform initiatives in the DoD school system.

Professional ethics in legal practice Key words: ETHICS, ADVOCACY, PROFESSIONAL ETHICS The primary subject of my diploma thesis is professional ethics related to carrying out advocacy in the Czech Republic and institutions related to the ethics of solicitors. The reason for my choice of the aforementioned subject is mainly my experience in a legal office, where I have encountered many positive and negative approaches to carrying out this profession, and also the public's interest in the ethics of advocacy, which is growing concurrently with the rising needs of citizens to use services by legal consultants and representatives. In the first chapter of my work I describe the key terms (ethics, morals, law), definition of which is fundamental for understanding the issue of professional ethics and I also outline the mutual relations between these terms. In the second chapter I briefly present the short but varied history of advocacy in the Czech Republic, which began in the 12th Century. The third chapter focuses on definition of the institute of professional ethics. The first part concerns professional ethics as a set of moral standards valid for a specific profession and the second part defines professional ethics in relation to carrying out advocacy. The third part of the third chapter is called the...

Ethical rules of conduct of judges in the Czech Republic This master thesis deals with ethical rules of conduct of judges in the Czech Republic. I chose the topic because in this area there is lack of scientific literature given to the topic of professional ethics in general and even less literature directly addressing the professional ethics of judges. The main objective of this thesis is to provide the most comprehensive picture of the professional ethics of judges in the Czech Republic and the resources on which it puts. The topic is brought to the reader within five chapters. The first chapter introduces the reader to the topic of ethics and its relation with morality and law and brings the view from the perspective of philosophy and legal theory. The second chapter deals with professional ethics and professional ethical codes, presents to the reader what the professional ethical code should be like. The content of the third chapter is in the first place to introduce the reader to the character and personality of the judge, his status in the legal system and, above all, the analysis of the professional ethics of judges. This chapter is the core of the work and in the analysis of various aspects of professional ethics draws on information acquired in the previous chapters. The main basis for this chapter...