Distinguishes between ethical management behavior prescribed by a code of ethics and personal moral judgment (Kohlberg's third level of moral development). Argues that moral ideals translate into moral action only in the presence of capacity for individual reasoning, commitment to ideals, and ability to act accordingly. (SK)

Argues that children do not learn to be moral by obeying others' rules. Advocates an ethical approach that results in a well-formed conscience and reasoned understanding about responsible action. (SK)

School boards should not tolerate having any members subjecting teachers--either individually or as a profession--to harsh criticism and extremely negative statements. Teacher bashing can cause employee relations to decline, and teachers' negative attitudes to permeate the schools. Ultimately, students are the losers. (MLF)

The moral realism of everyday life is neither Piaget's childlike egocentrism nor Gabennesch's reification. Natural moral law is seen by Turiel, a cognitivist, as a code of harm, rights, and justice. Other cognitivists accept codes of duty and natural order. (BC)

Moral judgments are an important aspect of social reasoning, not arbitrary products of social formations. Maintains that Gabennesch relegates moral concepts to reification, failing to account for the distinctions between conventionality and moral concepts. (BC)

Investigated Piaget's belief that immanent justice responses occur when fairness judgments override conceptions of physical causality in six- through eight-year-olds' understanding of a certain type of story. Results supported the prediction that children would use the belief in a just world in immanent justice judgments. (RH)

A group of 21 young adults (11-17) were asked to rate books by their cover art only and write explanations for their ratings. Discusses ratings and their rationales and concludes that the participants expected a cover to give them an idea of what a story was about. Includes a list of the books evaluated. (PEN)

Assesses relations among moral reasoning, domain judgment and engagement in risky behaviors among high school students (N=190). Risky behaviors were perceived as personal decisions, rather than as ones of morality. Engagement and domain judgment of risky behavior interacted; with increasing substance involvement, students were more likely to view…

Discusses issues relating to costs of library and information services in the academic library in transition, reviews the functional cost analysis method, and presents selected data gathered from a larger study on the costs and value of various library services. Applications to a digital information environment are also discussed. (Author/LRW)

Reports a study that examined the value hierarchies of adolescent groups categorized by tobacco use (nonusers, experimenters, and heavy users). Surveys of rural 7th-12th graders indicated significant differences among the 3 groups' value priorities in areas including health, family security, and a world at peace. (SM)

The multifunctional role of agriculture as a producer of collective goods in addition to food and fibre, has been stressed within the context of negotiations on the liberalization of the world market for food (WTO) and in general in discussions concerning restructuring of the agricultural sector. One of these collective goods, cultural heritage,…

Students in an introductory psychology course evaluated 3 types of outlines (traditional, graphical, alphabetical) and then provided summary information about their use of outlines and rank ordered their preferred type of outlines. Over 75% of students agreed that outlines are useful, and students clearly prefer the traditional, Roman…

We compared the subtlety of four measures of sexism and sources of variation in male and female psychology students' judgments that beliefs from these scales and everyday behaviors were sexist. Participants judged traditional gender role and hostile sexist beliefs as more sexist than benevolent and modern sexist beliefs, indicating the latter were…

Borrowing from epidemiological and economic analysis, we argue that the central constructs by which children are judged educationally rest in contrastive judgements and that such judgements are based on "everyday" constructs--not objective descriptors. But because these everyday constructs become seemingly objectified by the procedures and…

In a project funded by the AHRB, researchers at the University of Sheffield used a combination of quantitative and qualitative research methods to examine the perceived contemporary relevance of archives, libraries and museums. The research sought to discern how far the British people value access to these established repositories of public…