Examines the influence of novelty of pose and facial expressions on college students determination of a photograph's artistic merit. Moderate novelty of poses and positive facial expressions received the greatest endorsement. However, some deviation occurred between considerations of artistic and photographic merit. (MJP)

Examined children's reasoning about mixed-domain events containing both conventional and moral components--violating a conventional rule and negatively affecting others. Found that older children were able to identify the moral components of mixed-domain events and combined moral and conventional issues in their reasoning. Younger children were…

Defines a relational approach to moral reasoning. Notes that the Supreme Court, in "Planned Parenthood v. Casey," rejected simplistic approaches to moral reasoning and acknowledged the complex web of relationships involved in abortion decision making. Suggests that rhetoricians "revision" the art of persuasion to place more…

Investigated moral judgment delay in adolescent delinquents based on sex differences and specific moral value areas. Found that delinquents of both sexes were, on average, developmentally delayed in moral judgment, particularly on values related to the law. However, they rated values such as promise keeping, helping others, and saving life as…

Investigated whether eating healthy or unhealthy foods gives rise to moral judgments about the consumer. Subjects were presented one of four bogus profiles of a person, differing only in gender and foods consumed, and rated the target on morality. Results confirmed that food choices influenced the raters' moral judgments. (RJM)

Discusses the need for strategic goal setting for libraries and information services and the relationship of this process to evolving technologies. The role of the library in a changing society is examined, the value of library services is considered, and a model for change is proposed. (nine references) (LRW)

Argues that students have a moral right to be provided with behavioral objectives for assignments before they are required to complete them; to be tested only on those objectives; to be provided with explicit grading standards; to be active participants in learning; to have frequent opportunities for grading and feedback; that courses be assessed…

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…