A Critique of Advertisements for Female Hygiene Products: A Silent Crisis in America

Female hygiene advertisements can be ambiguous due to the intimate nature of menstruation. This can result in a lack of information and invoke the need to hide signals of menstruation. Further, understanding the target audience’s desires and needs is crucial. Just like any other advertisement campaign, the women buying female hygiene products desire to know the benefits of one type over another. Adding an emotive appeal or a creative method to the advertisement is not wrong. This thesis does not suggest for a dull advertisement; however, there is a balance—a campaign designed to care for and inform women while meeting their body’s needs

Ethical Leadership: What Does It Look Like?

This article focuses on the development and validation of the Ethical Leadership Index (ELI). The development and validation processes included: adopting a framework; developing items; providing evidence of content validity; conduct- ing a pilot study; and analyzing data to provide evidence of construct validity and reliability estimates. Five ethical principles that are mentioned in leadership models, theories, and approaches served as the framework for the ELI. They in- clude respect for autonomy, beneficence, nonmaleficence, justice, and fidelity. The results of the study indicate that the ELI is a psychometrically sound instru- ment, which warrants its use in leadership programs and organizations

Seeking the Sense of Community: A Comparison of Two Elementary School\u27s Ethical Climates

School climate is created through the combined culture of the adults and students within a school – both the culture they share as an organization and the diverse cultures they bring from home. This study compared the school climate of two elementary schools, one urban and one suburban, by measuring 179 fourth and fifth grade students’ and 65 teachers’ perceptions of their schools’ ethical climates. The Elementary School Ethical Climate Index (ESECI) was utilized to factor perceptions into teacher to student, student to teacher/learning environment, and student to student interactions. For each of the ESECI subscales, two-way analyses of variance (ANOVAs) were conducted with a respondent factor (student or teacher/staff) and a community type factor (urban or suburban). While both the urban and suburban schools reported positive perceptions of school culture by students and teachers, the urban teachers were significantly less positive than their suburban peers in student to teacher/learning environment and student to student interactions, and also significantly less positive than their urban students. Results emphasize the importance of evaluating the culture of the school in an intentional, thorough manner by asking all groups for perceptions of school climate and utilizing what is uncovered to strengthen the sense of community

The Development and Validation of the Elementary School Ethical Climate Index

The purposes of this study were to develop and validate an instrument that measures the ethical climate of elementary schools. To create the Elementary School Ethical Climate Index (ESECI), we adapted the ethical climate index for middle and high schools. The ESECI assesses student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity (Kitchener, 1984, 1985). To provide evidence of the ESECI’s reliability and validity we distributed the ESECI to the students and teachers/staff at one urban elementary school in a Midwestern city. There was a significant difference in student perceptions of student to student interactions and relationships across grade levels. Schools could use the ESECI to pinpoint areas where changes need to be made in order to enhance a school’s sense of community

Student and Agency Personnel Perceptions of the Impact of Community Service-Learning

The purpose of this study was to investigate student and agency personnel perceptions of the impact of community service-learning across several different courses at a Midwestern metropolitan university. Eighty-five students and 18 community agency personnel completed the Service-Learning Index. The results of the study indicated that student and agency personnel perceptions of the impact of community service-learning were positive and similar and did not vary across academic disciplines. Perspectives about the service-learning course received the highest ratings from both students and community agency personnel. Recommendations were made to expand the community service-learning program at the university where the study took place

The Development and Validation of the Teacher Dispositions Index

The purposes of this study were to develop and validate a quantitative instrument (Teacher Dispositions Index (TDI)) that measures the dispositions of effective teachers as specified by the Interstate New Teacher Assessment and Support Consortium (1991). To provide evidence of the TDI’s reliability and validity, we distributed the TDI to 105 undergraduate students enrolled in an instructional systems course in a College of Education at a Midwestern metropolitan university. The TDI could be used to assess teacher candidate dispositions over the course of pre-service preparation and to help candidates determine if teaching is an appropriate professional fit