Moral reasoning and ethics in educational leadership /

School leaders face difficult decisions regarding discipline matters. Often, such decisions play an important role in determining the moral tone of the school and the health of the school community. Many stakeholders are affected by the outcome of such decisions. Codes of conduct, board and school policies, and discipline meetings are often shrouded under secrecy, making the discipline process mysterious. .; In this study I examined the process of moral reasoning. I sought to determine the extent to which school leaders were aware that they were involved in a process of moral reasoning, and ftirthermore, what kind of moral reasoning they practiced. As well, I investigated the ethical grounds and foundations underlying moral reasoning. Thus, in this study I probed the awareness of the process of moral reasoning and sought to find the ethical grounding of decision making. This qualitative study featured short field research. The process involved individual interviews with three different participants: school leaders of a public. Catholic, and an independent school. It found that each school leader practiced moral reasoning to varying degrees through the discipline process. It also explored the possible democratization of moral reasoning by linking to concepts such as fairness, due process, public accountability, and greater participation in the administering of discipline. This study has implications for practice, theory, and future research. The examination of school leaders as the primary focus for discipline matters opens the door to future research that could explore differences between the school systems and possibly other parties affected by moral reasoning in discipline cases.

Violent Video Game Playing, Moral Reasoning, and Attitudes Towards Violence in Adolescents: Is There a Connection?

In this study of 109 adolescents from the eighth grade of seven public elementary schools in Ontario, the relationship among adolescents’ violent video game playing patterns, habits and attitudes, their levels of moral reasoning, and their attitudes towards violence in real life was investigated. In addition, gender differences were addressed. The mixed-methodology was employed combining qualitative and quantitative data. The research results confirmed that playing video games in general is a very popular activity among those adolescents. Significant negative relationship was found between adolescents’ amount of time playing violent video games during the day and their scores on The Sociomoral Reflection Measure. Significant difference was also found between adolescents who play violent video games and those who do not play violent video games on their scores on The Attitudes Towards Violence Scale. Boys and girls significantly differed in the amount of playing video games during the day, the reasons for playing video games, their favourite video game choices, and their favourite video game character choices. Boys and girls also significantly differed on their choices of personality traits of selected video game characters, the identification with video game characters, and their mood experiences while playing video games. The findings are put into the educational context and the context of normal development, and suggestions are given for parents, for educators, and for future violent video game research.

On Aspects of Mathematical Reasoning : Affect and Gender

This thesis explores two aspects of mathematical reasoning: affect and gender. I started by looking at the reasoning of upper secondary students when solving tasks. This work revealed that when not guided by an interviewer, algorithmic reasoning, based on memorising algorithms which may or may not be appropriate for the task, was predominant in the students reasoning. Given this lack of mathematical grounding in students reasoning I looked in a second study at what grounds they had for different strategy choices and conclusions. This qualitative study suggested that beliefs about safety, expectation and motivation were important in the central decisions made during task solving.  But are reasoning and beliefs gendered? The third study explored upper secondary school teachers conceptions about gender and students mathematical reasoning. In this study I found that upper secondary school teachers attributed gender symbols including insecurity, use of standard methods and imitative reasoning to girls and symbols such as multiple strategies especially on the calculator, guessing and chance-taking were assigned to boys. In the fourth and final study I found that students, both male and female, shared their teachers view of rather traditional feminities and masculinities. Remarkably however, this result did not repeat itself when students were asked to reflect on their own behaviour: there were some discrepancies between the traits the students ascribed as gender different and the traits they ascribed to themselves. Taken together the thesis suggests that, contrary to conceptions, girls and boys share many of the same core beliefs about mathematics, but much work is still needed if we should create learning environments that provide better opportunities for students to develop beliefs that guide them towards well-grounded mathematical reasoning. 

Reasoning about shadows in a mobile robot environment

This paper describes a logic-based formalism for qualitative spatial reasoning with cast shadows (Perceptual Qualitative Relations on Shadows, or PQRS) and presents results of a mobile robot qualitative self-localisation experiment using this formalism. Shadow detection was accomplished by mapping the images from the robot’s monocular colour camera into a HSV colour space and then thresholding on the V dimension. We present results of selflocalisation using two methods for obtaining the threshold automatically: in one method the images are segmented according to their grey-scale histograms, in the other, the threshold is set according to a prediction about the robot’s location, based upon a qualitative spatial reasoning theory about shadows. This theory-driven threshold search and the qualitative self-localisation procedure are the main contributions of the present research. To the best of our knowledge this is the first work that uses qualitative spatial representations both to perform robot self-localisation and to calibrate a robot’s interpretation of its perceptual input.

Probabilistic reasoning with an enzyme-driven DNA device

We present a biomolecular probabilistic model driven by the action of a DNA toolbox made of a set of DNA templates and enzymes that is able to perform Bayesian inference. The model will take single-stranded DNA as input data, representing the presence or absence of a specific molecular signal (the evidence). The program logic uses different DNA templates and their relative concentration ratios to encode the prior probability of a disease and the conditional probability of a signal given the disease. When the input and program molecules interact, an enzyme-driven cascade of reactions (DNA polymerase extension, nicking and degradation) is triggered, producing a different pair of single-stranded DNA species. Once the system reaches equilibrium, the ratio between the output species will represent the application of Bayes? law: the conditional probability of the disease given the signal. In other words, a qualitative diagnosis plus a quantitative degree of belief in that diagno- sis. Thanks to the inherent amplification capability of this DNA toolbox, the resulting system will be able to to scale up (with longer cascades and thus more input signals) a Bayesian biosensor that we designed previously.

The application of methods of uncertain reasoning to the biological classification of river water quality

This thesis presents an investigation into the application of methods of uncertain reasoning to the biological classification of river water quality. Existing biological methods for reporting river water quality are critically evaluated, and the adoption of a discrete biological classification scheme advocated. Reasoning methods for managing uncertainty are explained, in which the Bayesian and Dempster-Shafer calculi are cited as primary numerical schemes. Elicitation of qualitative knowledge on benthic invertebrates is described. The specificity of benthic response to changes in water quality leads to the adoption of a sensor model of data interpretation, in which a reference set of taxa provide probabilistic support for the biological classes. The significance of sensor states, including that of absence, is shown. Novel techniques of directly eliciting the required uncertainty measures are presented. Bayesian and Dempster-Shafer calculi were used to combine the evidence provided by the sensors. The performance of these automatic classifiers was compared with the expert's own discrete classification of sampled sites. Variations of sensor data weighting, combination order and belief representation were examined for their effect on classification performance. The behaviour of the calculi under evidential conflict and alternative combination rules was investigated. Small variations in evidential weight and the inclusion of evidence from sensors absent from a sample improved classification performance of Bayesian belief and support for singleton hypotheses. For simple support, inclusion of absent evidence decreased classification rate. The performance of Dempster-Shafer classification using consonant belief functions was comparable to Bayesian and singleton belief. Recommendations are made for further work in biological classification using uncertain reasoning methods, including the combination of multiple-expert opinion, the use of Bayesian networks, and the integration of classification software within a decision support system for water quality assessment.

The madness that is the world:young activists' emotional reasoning and their participation in a local Occupy movement

The focus of this paper is young people’s participation in the Occupy protest movement that emerged in the early autumn of 2011. Its concern is with the emotional dimensions of this and in particular the significance of emotions to the reasoning of young people who came to commit significant time and energy to the movement. Its starting point is the critique of emotions as narrowly subjective, whereby the passions that events like Occupy arouse are treated as beyond the scope of human reason. The rightful rejection of this reductionist argument has given rise to an interest in under- standings of the emotional content of social and political protest as normatively con- stituted, but this paper seeks a different perspective by arguing that the emotions of Occupy activists can be regarded as a reasonable force. It does so by discussing find- ings from long-term qualitative research with a Local Occupy movement somewhere in England and Wales. Using the arguments of social realists, the paper explores this data to examine why things matter sufficiently for young people to care about them and how the emotional force that this involves constitutes an indispensable source of reason in young activists’ decisions to become involved in Local Occupy.

Connecting visual and analytic reasoning to improve students' spatial visualization abilities: A constructivist approach

Current reform initiatives recommend that school geometry teaching and learning include the study of three-dimensional geometric objects and provide students with opportunities to use spatial abilities in mathematical tasks. Two ways of using Geometer's Sketchpad (GSP), a dynamic and interactive computer program, in conjunction with manipulatives enable students to investigate and explore geometric concepts, especially when used in a constructivist setting. Research on spatial abilities has focused on visual reasoning to improve visualization skills. This dissertation investigated the hypothesis that connecting visual and analytic reasoning may better improve students' spatial visualization abilities as compared to instruction that makes little or no use of the connection of the two. Data were collected using the Purdue Spatial Visualization Tests (PSVT) administered as a pretest and posttest to a control and two experimental groups. Sixty-four 10th grade students in three geometry classrooms participated in the study during 6 weeks. Research questions were answered using statistical procedures. An analysis of covariance was used for a quantitative analysis, whereas a description of students' visual-analytic processing strategies was presented using qualitative methods. The quantitative results indicated that there were significant differences in gender, but not in the group factor. However, when analyzing a sub sample of 33 participants with pretest scores below the 50th percentile, males in one of the experimental groups significantly benefited from the treatment. A review of previous research also indicated that students with low visualization skills benefited more than those with higher visualization skills. The qualitative results showed that girls were more sophisticated in their visual-analytic processing strategies to solve three-dimensional tasks. It is recommended that the teaching and learning of spatial visualization start in the middle school, prior to students' more rigorous mathematics exposure in high school. A duration longer than 6 weeks for treatments in similar future research studies is also recommended.

Ethical reasoning through simulation: a phenomenological analysis of student experience

Background
Medical students transitioning into professional practice feel underprepared to deal with the emotional complexities of real-life ethical situations. Simulation-based learning (SBL) may provide a safe environment for students to probe the boundaries of ethical encounters. Published studies of ethics simulation have not generated sufficiently deep accounts of student experience to inform pedagogy. The aim of this study was to understand students’ lived experiences as they engaged with the emotional challenges of managing clinical ethical dilemmas within a SBL environment.

Methods
This qualitative study was underpinned by an interpretivist epistemology. Eight senior medical students participated in an interprofessional ward-based SBL activity incorporating a series of ethically challenging encounters. Each student wore digital video glasses to capture point-of-view (PoV) film footage. Students were interviewed immediately after the simulation and the PoV footage played back to them. Interviews were transcribed verbatim. An interpretative phenomenological approach, using an established template analysis approach, was used to iteratively analyse the data.

Results
Four main themes emerged from the analysis: (1) ‘Authentic on all levels?’, (2)‘Letting the emotions flow’, (3) ‘Ethical alarm bells’ and (4) ‘Voices of children and ghosts’. Students recognised many explicit ethical dilemmas during the SBL activity but had difficulty navigating more subtle ethical and professional boundaries. In emotionally complex situations, instances of moral compromise were observed (such as telling an untruth). Some participants felt unable to raise concerns or challenge unethical behaviour within the scenarios due to prior negative undergraduate experiences.

Conclusions
This study provided deep insights into medical students’ immersive and embodied experiences of ethical reasoning during an authentic SBL activity. By layering on the human dimensions of ethical decision-making, students can understand their personal responses to emotion, complexity and interprofessional working. This could assist them in framing and observing appropriate ethical and professional boundaries and help smooth the transition into clinical practice.