"
Gene Therapy Case Study
Introduction:
In the year 2005, the Hu.an Genome Project (HGP)
reached completion, and knowledge gained from it is now
profoundly affecting society.
The chromosomal locus and
function of every human gene has been determined, and the
practice of gene therapy--the insertion of genes into a
huaan being with the usual intent o£ replacing faulty or
disease-causing genes with healthy ones--is now
co •• onmplace.
Gene therapy is of great benefit both to
those who presently suffer from genetic afflictions and to
those who are known to have genetic predispositions for
certain diseases.
Applications o£ the HGP which are not
medically-oriented are being proposed however, and it is in
these instances that new ethical con£licts arise •
•••••••••••••••••••••••••••••••••••••••••••• *** •••••••••••••
It is the year 2006, and the students at Lindrix
University, a prestigious Ivy League school, are competing
with institutions nationwide £or a $100 million scholarship
grant.
The award will be given to the university whose
students have the highest overall collective grade-pointaverage.
Both students and faculty have great incentive to
win this grant, as it will mean a chance for decreased
tuition cost (not to mention prestige) for currently
66
-67
enrolled students and will also serve to help the University
attract some of the nation's most intelligent and talented
incoming fresh_en.
Competition is intense, but the Lindrix
co-eds have an excellent chance of being named the
recipient.
Extra tutorials are offered, and review sessions
are scheduled for all classes.
Ca_pus library hours are
also extended, with the hope that these provisions will help
enable students to raise their GPA's.
In further pursuit of
the scholarship grant, the administrative executives hold a
special staff _eeting to explore additional methods of
boosting the collegians' grades.
The President proposes
that the University take advantage of gene therapy and
incorporate the genes known for superior intelligence and
motivation into some of the students.
Because gene therapy
is very expensive, the administration realizes that it will
not be possible for every student at the University to
undergo the procedure.
After much deliberation, the
administration decides that the students whose parent(s) are
professors at Lindrix should be the ones persuaded to
undergo gene therapy.
They support their decision with the
reasoning that these parents can best afford the procedure
since they receive appreciable salaries, and also since
their sons and daughters attend Lindrix tuition-free.
When
the administration informs the faculty of their decision,
most of those affected have strong reservations about the
proposal.
Many state that they will refuse to permit their
children to undergo this type of therapy, maintaining that
68
1
they do not agree with genoae alterations for such
unessential. nonmedical purposes.
In response to this
opposition. the adainistration announces plans to increase
salaries for the professors who agree to their wishes.
As
further coercion. they threaten to fire those who are
unwilling to cooperate.
Although some parents adhere firmly
to their initial stance and refuse to submit to the
University's demands. others feel forced to comply because
they feel that the financial constraints conferred by
refusal would be too great.
In addition to the parents'
objections, many of the involved students voice disapproval
for similar reasons. Others. however. are very willing--even
eager--to undergo gene therapy, realizing that their grades
will probably improve as a direct result. without any extra
effort required on their part!
Thus, they anticipate a
likely advantage in getting accepted to graduate schools and
in pursuing employ.ent.
This results in conflict between
some of these students and their parents. who seek to
prevent them from receiving the therapy.
Furthermore. some
.arried students and their spouses also dispute the issue.
especially since the therapy can potentially alter the germ
line. thus affecting the genes o£ any future children that
they might have.
Further complication of the situation
arises when news o£ the University's plans reaches the other
competing schools.
They accuse Lindrix o£ "cheating" and
even use the 1990's analogy o£ steroid abuse by athletes to
refer to their intentions.
Lindrix administrators. however,
69
stand £ira in their decision p stating that they are aerely
preparing their students £or coapetition in the best way
that they can.
In their de£ense p they argue that their
action is completely £air since other schools could also use
the technology i£ they desired to do so.
They also deny the
use o£ the steroid analogy as applicable p pointing out that
the process o£ gene therapy does not involve illegal drugs.
Thus p they continue to assert that their employment o£ gene
therapy is absolutely ethical.
**********.* ••• *.** ••• *****.***.*.** ••• *.** •• ***************
Assume the position o£ one o£ the characters (i.e. a Lindrix
student or parent in £avor o£ the gene therapyp a Lindrix
student or parent against the gene therapyp a Lindrix
administrator p a representative from one of the coapeting
universities p the director o£ Lindrix's job place.ent
prograa p etc.) involved in the above case study.
Identify
the major ethical dile.aas that your character faces p and
determine how you would act in such a situation.
Support
your stance with ethical principles and "I" values.
70
Case Study:
Human Genome Project (HGP)
The year is 2015 A.D., and the Human Genome Project
<HGP) has been completed.
Knowledge gained froa the HGP has
revealed that a certain subpopulation of "Race A" possesses
alleles of the genes for intelligence that are "genetically
superior" to those of other races or subpopulations.
Persons of this subpopulation usually demonstrate greater
levels of intelligence than persons of other races or
subpopulations and are thus predicted--and even expected--to
be aore successful, especially in areas of life which rely
heavily on cognitive abilities.
The discovery of this
racial, genetic "predisposition" for high intelligence is
having profound social, cultural, educational, and economic
effects on society.
After the knowledge of racial differences in
intelligence was disclosed, schools and universities began
changing their methods of operation.
Many of the teachers
at the primary and secondary levels now "cater" to their
students who are of the "Race A" subpopulation presumed to
have superior intelligence.
Several have adopted the
attitude that because these students are genetically
predisposed to have high intelligence, they are capable of
accomplishing much more than students who are not of this
I
!
t
subpopulation.
As a result, .any special and advanced
programs, designed specifically for students with the
"genetically superior" intelligence, are added to the
curriculums.
Often, they are done so at the expense of the
rest of the students, as the new programs tend to take up
more and more of the teachers' time and efforts.
Universities have also changed in response to this new
knowledge, altering their criteria for admission and for the
granting of scholarships.
In addition to SAT scores and
grade-point-averages, race is now looked at closely by
officials when reviewing applications and awarding
scholarships.
Some universities have even set quotas,
admitting a higher percent of students of the superior '"Race
A" subpopulation than of any other race or subpopulation, as
a result of this knowledge.
Also feeling the impact of this new knowledge is the
occupational world.
Discrimination is rampant, as most
employers (understandably> seek to hire employees of the
superior "Race A" subpopulation, especially in the fields of
science and engineering.
Furthermore, many employers have
begun to offer prospective employees of the superior "Race
A" sub-population higher starting salaries and better
benefits than they normally offer.
This is done primarily
to compete with other employers in trying to attract the
best new prospective employees.
Starting salaries and
benefits for prospective employees of other races see no
such change, however.
•
72
J
I
t
Another potential effect of the knowledge of racial
differences in intelligence concerns the issue of population
control.
Some leading experts on this topic have proposed
that once population control is inevitable, persons who are
not of the superior "Race A" subpopulation should be the
first to be limited with respect to the number of chiloren
they are permitted to have.
If everyone must eventually be
limited, then those in the superior subpopulation of "Race
A" should be limited proportionately less.
These experts
give the rationale that since high intelligence is an
extremely beneficial asset, we should, when forced, limit
our population in a way that will increase the proportion of
people who will fall into this category.
Finally, this new knowledge is having a draMatic
cultural effect.
As opposed to being discouraged and
denounced, interracial marriages are now seen more
favorably.
The possibility of infiltrating the alleles for
superior intelligence into all races via the offspring of
interracial marriages makes this previous cultural taboo
more attractive and acceptable.
In fact, it is even
becoming desirable, and therefore encouraged, by some!
Thus, members of society are challenged to adjust to a
dramatically changing culture .
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Directions:
After reading this case study, identify the
ethical issues and select what you believe to be the major
73
ethical proble..
Propose several solutions for all proble.s
and decide which one you feel is the .ost ethically
defensible for each.
Be prepared to support your opinion
wi th eth ical principles and "I"
values.
Attempt to reach a
consensus on both the Major ethical problem and its most
ethically defensible solution in a discussion group.
74
Case study:
Human Genome Project (HGP)
and Mental Health
By
Linda K. Bevington and Jon R. Hendrix
The year is 2012 A.D., and information obtained from the
now completed Human Genome Project (HGP)
ing society.
is dramatically affect-
Several mental illneses, such as schizophrenia,
certain forms of depression, and a host of neuroses, are now
known to have a genetic basis, and this knowledge is greatly
impacting the mental health field.
Mental hospital administrat-
ors and psychological counselors now commonly require routine
screening of potential patients and clients who are suspected
to have any of these conditions to determine if they are caused
by genetic factors.
Often, those patients and clients who are
found to be genetically predisposed to mental illnesses are
treated differently than those whose conditions are not genetic.
For instance, they are commonly encouraged to undergo gene therapy
as the method of treatment for their illnesses.
Most insurance
companies are willing to pay for this therapy, so the cost of
treatment is not a hindrance to these patients and clients.
Nevertheless, some still object to gene therapy due to religious
beliefs or personal values.
In response to this unwillingness
to undergo gene therapy, many hospital staffs refuse to admit
these patients, justifying their actions with reasons of overcrowding or staff shortages.
75
Many counselors also refuse to see clients who are
genetically predisposed to mental illnesses; others agree
to counsel them, but raise their fees.
Most insurance com-
panies also raise their rates for, or even deny assistance to,
these patients and clients.
The rationale usually given for
these actions is the poor prognosis for recovery which typically is the case for patients and clients whose mental illnesses
are due to genetic factors.
Besides gene therapy, no drugs or
other forms of extrinsic therapy that have more than minimal,
short-term treatment success have been developed to treat these
conditions.
Therefore, counselors feel that their time spent in
sessions with these people will probably not be productive and
that these clients, as a result, are likely to terminate treatment prematurely.
Because premature termination of treatment
results in the breaking of the client-counselor contract, the
~ounselor
ends up losing money.
Thus, many feel compelled to
charge these clients more initially as a financial safeguard.
Another justification commonly given for the denial or increased
cost of treatment to patients and clients whose illnesses are
genetic is the premise that, because these patients and clients
are unwilling to undergo gene therapy, they lack the motivation
to recover from their illnesses which would be necessary in any
treatment method.
An extreme outcome of the knowledge that some
mental illnesses are due to genetic factors is the proposal that
patients and clients who suffer from severe, "dangerous" mental
afflictions (and who are thus a potential threat to society),
but who do not receive treatment as a result of their refusal
to undergo gene therapy, should be sent directly to prison!
76
Advocates of this proposal maintain that patients and clients
who refuse to undergo treatment which would likely reduce the
risk of danger to society can, after all, be thought of as criminal.
**************************************************************
Directions:
Assume the role of either a patient or client
with a genetic predisposition toward mental illness or of a
hospital administrator or psychological counselor.
What argu-
ments would you use in presenting your side or position?
How
might a patient or client challenge the ethics of the administrator's or counselor's actions?
How could the administrator
or counselor justify his or her actions?
Be prepared to sup-
port your position in a discussion group format.
Copyright, Feb. 1992, Jon R. Hendrix and Linda K. Bevington
Additional Questions:
1.
2.
3.
4.
5.
How would society be affected by the differential treatment of patients/clients genetically predisposed to mental
illnesses? How would the patients/clients themselves be
affected?
What implications would the above scenario have on the criminal justice system? on the field of psychology? on the
counseling profession?
Is coercion of patients/clients genetically predisposed to
mental illnesses ethical? Does such coercion infringe upon
their rights?
Should a counselor have the right to refuse to see, or raise
the rates for, patients/clients genetically predisposed to
mental illnesses?
In the above case, whose interest should be considered first,
society's or the individual's?
Appendix C
78
Seat No.
Copyright, (c) Apri I, 1980
Jon R. Hendrix
Name _____________________
BIOETHICAL VALUE-CLARIFYING, DECISION-MAKING MODEL
RESPONSE SHEET
I.
Identify problem. Must be a problem that conflicts with at least two of your
values or ethical principles and pul Is you in two directions. State problem
as an ought to do question (e.g, 'what ought I do when ....• )
(a)
Write a short paragraph on why you have Identified your problem as a
value/ethical conflict for you.
(b>
Use the '1 Value Sheet· attached or a narratIve of your values and
identify and list five (5) personal values you hold that are expressed in
your problem paragraph statement.
Ran1dng (c)
1.
2.
3.
4.
5.
= most
important to you to 15
= least
(c)
Rank these values from 11
to you.
important
(d)
Are values numbered 1 and 2 above In conflict when you explore your
problem. Yes_ _ No_
79
2
II.
List as many alternative solutions to the problem as you can, even if some do
not agree with your values or principles (minimum of 5).
Solutions
Ranking
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
III.
Rank your alternative solutions from the ~ (#1) your values agree with most
to the ~ (I?) your values agree with least. <Use ranking column beside part
II.)
IV.
Take your #1 solution and list the VALUES/PRINCIPLES you hold that cause you
to rank it #1. #1 solution (state it):
Values or principles you hold that support this solution: Please try to
explore at least 8 values.
I Value
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Personal
M~3ning
of Value Word
80
3
V.
Take the solution you agree with ~ (ranked last) and list those VALUES/
PRINCIPLES you hold that cause you to rank it last. Last solution (state it):
Values or principles you hold that cause you to reject this solution.
try to explore at least 8 values.
I Value
Personal Meaning of Value Word
Please
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
VI.
For your #1 ranking, list as many probable CONSEQUENCES you can imagine if
that solution ~ere implemented world-wide. Be sure to include consequences
that affect such systems as: home. family. business. government. professions.
economics. psychology. medicine. Ja~. and theology.
Consequence
AsseSsment
System
CQDsequeDce
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Appendix E
87
Raw Data
College Discussion Group (H-22)
Questions 1-8
Student I
Number correct
Number correct
on pretest
on post-test
1
2
6
2
6
7
3
3
7
4
5
8
5
4
7
6
2
6
7
2
5
8
1
7
9
5
6
10
1
6
11
0
5
12
2
4
13
2
6
14
3
7
15
1
6
16
1
7
17
3
4
88
Raw Data:
College Discussion Group
Questions 1-8 (Continued)
Student #
Number correct
on pretest
Number correct
on post-test
18
1
5
19
3
7
20
1
7
21
3
3
22
5
7
1
89
Raw Data:
College Discussion Group
Question 9
Answers for part one and part two of the following questions
are given consecutively under the headings "pretest" and
"post-test."
9.
Student #
Pretest
Post-test
1
B,B
B,-
2
BIB
B,D
3
CIC
BIC
4
BIB
BID
5
C,C
BIC
6
C,B
B,C
7
BIC
B,D
8
CIC
CIC
9
BIC
B,D
10
B.D
B,D
11
CIC
B,C
12
C,A
BIC
13
BIC
B.D
14
CIC
BID
Raw Data:
College Discussion Group
Question 9 (Continued)
Pretest
Post-test
15
BtC
BtB
16
CtC
BtC
17
BtC
BtD
18
DtA
BtC
19
BtC
BtC
20
DtA
BtC
21
BtC
BtC
22
AtD
AlA
Pretest
Post-test
1
CIA
BI -
2
CIB
BID
3
CtA
BIB
4
CIA
CtA
5
CIA
CtB
6
CIB
CIA
7
BIB
BIB
Student #
10.
Student #
91
8
C,A
C,A
9
C,A
C,A
10
C,A
C,A
11
C,C
C,A
12
C,B
CIA
13
CIB
C.A
14
B,B
B,B
15
B,B
B,B
16
C,A
C,A
17
B,B
B,C
18
C,B
CIA
19
C,B
CIA
20
B,C
C,B
21
C,A
C,A
22
C,A
A.A
Pretest
Post-test
1
B,C
C,D
2
C,A
C.D
3
A,C
B,C
4
A,C
C,C
5
D,B
B,B
6
B,C
B.C
7
A,B
B,C
11.
Student #
.,
92
Raw Data:
College Discussion Group
Question 11 (Continued)
Student.
Pretest
Post-test
8
B,C
B,C
9
C,c
BtC
10
AtC
B.C
11
B.B
B.A
12
BtB
B.C
13
A.B
C.D
14
B.B
C.C
15
BtB
CtB
16
C.C
C.D
17
B.B
C.B
18
C.B
B.C
19
CtB
C.C
20
D.D
B.D
21
B.B
B.C
22
C.B
D.B
Pretest
Post-test
D.C
C.D
12.
Student •
1
93
Raw Data:
College Discussion Group
Question 12 (Continued)
Pretest
Post-test
2
AID
CID
3
BIB
AlB
4
CtA
CtB
5
AtC
AtB
6
AtB
AtB
7
BtC
AlB
8
AtB
AIC
9
BtB
A,B
10
B,B
A,B
11
A,B
A,B
12
AlB
AlB
13
A,B
D,B
14
AtC
A,B
15
AlB
BIB
16
DIB
DIC
17
AlB
A,B
18
DIC
AlB
19
B,C
DIB
20
DtD
CIA
21
B,B
A,B
22
C,B
D,D
Student I
,
94
1
!
Raw Data:
College Discussion Group
Question 13
13.
Student #
Pretest
Post-test
1
B.C
A.D
2
BIB
CIC
3
BIC
AIC
4
BID
BID
5
B.C
BIB
6
BIC
BIB
7
AlB
B.C
8
BIC
BIC
9
CIC
B.C
10
AIC
AIC
11
BIC
BIC
12
B,C
BIC
13
BIC
BIC
14
C.B
C.C
15
B,B
CIB
16
CIC
BIC
17
BIB
C,B
18
CIB
BIC
19
CIB
CIC
20
D,D
B,B
,
95
t
1
Raw Data:
College Discussion Group
Question 13 (Continued)
21
B.B
B.C
22
B.B
B.B
Raw Data:
College Discussion Group
Question 14
Answers for part one, part two, part three, and part four
are given consecutively under the headings ·pretest" and
"post-test."
14.
Pretest
Post-test
1
A,A.A,-
B,A.B.A
2
B.B.B.B
A.B.A.B
3
A.A.-.B
A.A.A.B
4
A.A.B.B
A.-.A.B
5
A.A.A.B
A.A.A.B
6
A.B.A.B
A.A.A.B
7
A.A.A.B
A.A.A.C
8
A.B.A.B
A.A.A.B
Student •
9
A,B,-,D
A,B,A,B
96
Raw Data:
College Discussion Group
Question 14 (Continued)
10
B,A,B,B
B,A,B,B
11
A,A,A,C
A,A,A,B
12
B,B,B,-
A,A,A,B
13
A,B,B,C
B,A,B,B
14
A,B,A,B
A,A,A,B
15
A,A,A,B
B,A,B,-
16
B,A,B,A
B,B,B,A
17
-,A-,A
-.A.-.A
18
A.B,A.D
B.B.B.B
19
B,A,B,C
A.A.A.B
20
B.A.B.A
B.A.B.B
21
A.A,A.B
A,A,A,B
22
B,A.B,B
B.A,B,B
The answers to part one and part two of the following
question are given consecutively under the headings
"pretest" and "post-test."
15.
Student t
1
2
Pretest
Post-test
B.C
B.A
B,D
B,D
97
Raw Datal
College Discussion Group
Question 15 (Continued)
3
A,C
A,C
4
B,D
B,C
5
A,C
A,D
6
B,B
B,B
7
B,C
A,D
8
BIC
AIC
9
AIC
B,D
10
BIC
BIC
11
AlB
B,C
12
BIB
A,C
13
B,A
BID
14
AlB
BID
15
-I-
B,A
16
BIC
AIC
17
BIA
BIB
18
BIA
BIC
19
BIC
BIC
20
BI -
BIC
21
AlA
AIC
22
B,B
BIB
98
16.
Pretest
Post-test
1
B
B
2
B
B
3
B
B
4
B
B
5
B
B
6
B
B
7
B
B
8
B
B
9
B
B
10
B
B
11
B
B
12
B
B
13
B
B
14
B
B
15
B
B
16
B
B
17
B
B
18
B
B
19
B
B
20
B
B
21
A
B
22
B
B
Student_#
99
17.
Student #
Pretest
Post-test
1
B
B
2
B
B
3
B
A
4
B
B
5
B
B
6
B'
B
7
B
B
8
B
B
9
B
B
10
B
B
11
B
12
B
B
13
B
B
14
B
15
B
B
16
B
B
]7
B
B
18
B
B
19
B
B
20
B
B
21
B
B
22
B
B
~
l
~
100
,"i.:
18.
Student #
Pretest
Post-test
1
A
A
2
A
A
3
A
A
4
B
A
5
B
A
6
A
A
7
A
A
8
B
A
9
A
A
10
A
A
11
A
12
A
A
13
A
A
14
A
A
15
A
A
16
A
A
17
A
A
18
A
A
19
A
A
20
A
A
21
B
A
22
A
A
)
Appendix F
102
Raw Data
High School Discussion Group (N-14)
Questions 1-8
Student #
Pretest
Post-test
1
2
6
2
4
5
3
5
4
4
2
3
5
5
7
6
3
4
7
3
6
8
3
4
9
3
4
10
1
3
11
1
3
12
3
2
13
4
5
14
4
1
103
Raw Data:
High School Discussion Group
Question 9
Pretest
Post-test
1
At A
BtC
2
BtD
CtC
3
CtD
CtA
4
-t A
Ct -
S
Bt -
BtD
6
BtC
BtD
7
BtD
BtD
8
CtB
BtD
9
AtD
BtD
10
BtC
BtD
11
BtC
BtD
12
CtA
BtD
13
CtB
CtC
14
CtA
CtD
Pretest
Post-test
1
BtC
CtA
2
CtA
CtA
3
At A
BtA
Student #
10.
Student #
4
-,e
D,-
,
104
I
Raw Data:
High School Discussion Group
Question 10 (Continued)
Student ,
Pretest
Post-test
S
C.A
C.A
6
C.B
C.D
7
C.C
C.A
8
B.A
C.A
9
C.D
C.A
10
C.A
C.A
11
C.B
C.A
12
B.C
C.A
13
B.A
C.A
14
B.C
C.A
11.
Student ,
Pretest
Post-test
1
B.B
C.C
2
B.B
B.C
3
B.A
B.D
4
-.A
D.-
S
A.D
C.D
6
D.A
D.A
B, -A
BIB
7
105
Raw Data:
High School Discussion Group
Question 11 (Continued)
Pretest
Post-test
8
e.A
D.B
9
D.A
A.e
10
D.B
e.e
11
D.B
e.e
12
B.A
B.e
13
D.A
B.e
14
e.A
B.e
Pretest
Post-test
1
A.e
D.e
2
A.B
e.B
3
A.A
A.A
4
-.e
D.-
S
A.-
D.A
6
e.D
A.D
7
e.D
A.B
8
-.e
e.D
9
D,A
B,D
Student t
12.
Student t
106
Raw Data:
High School Discussion Group
Question 12 (Continued)
Pretest
Post-test
10
CoB
A.B
11
A,B
C.C
12
A,D
A.C
13
D.C
D.D
14
B.D
C.B
Pretest
Post-test
1
B.B
B.B
2
B.B
B.D
3
B.A
B.D
4
- .A
A, -
5
A.D
C.D
6
B.A
B.C
7
B.A
B.A
8
-.A
D.C
9
D.A
A.D
10
B.C
CoB
11
B.C
B,A
12
B,C
A,B
Student •
13.
Student •
I!
107
Raw Data:
College Discussion Group
Question 13 (Continued)
13.
Pretest
Post-test
13
B.A
D.B
14
B.A
e.B
Pretest
Post-test
1
A.A.B.e
A.B.A.B
2
A.A.A.B
A.A.A.B
3
A.A.A.A
A.A.A.A
4
-.-.-.D
B.A.-.-
S
B.A.B.A
B.B.B.A
6
A.A.A.A
A.A.A.A
7
A,B.A,B
A.A,A,B
8
A,A,A,D
B.-.-,A
9
A.A,A.D
B.A.A.A
10
B,A,B,B
A.B,A.A
11
A.A.A.A
A.A,A.B
12
A,A.A,D
B.A,B,A
13
B,B.B.B
B,B,B,B
Student #
14.
Student I
108
1
, .
Raw Data:
High School Discussion Group
Question 14 (Continued)
Pretest
Post-test
B.-.-.D
A.B.A.B
Pretest
Post-test
1
A.B
A.B
2
A.B
A.D
3
A.A
A.A
4
-.B
A.-
5
B.D
A.D
6
B.A
B.D
7
B.C
B.A
8
A.D
B.D
9
B.A
B.D
10
B.C
A.C
11
A.A
A.D
12
B.C
B.D
13
A.C
A.D
14
A,A
A,-D
Student •
14
15.
Student •
,
109
,
!
16.
Student #
Pretest
1
Post-test
B
2
A
A
3
A
A
4
A
B
5
B
B
6
A
B
7
B
B
8
B
9
A
B
10
B
B
11
B
B
12
B
B
13
B
B
14
B
B
Pretest
Post-test
17.
Student #
1
B
2
B
B
3
A
A
4
A
B
110
Raw Data:
High School Discussion Group
Question 17 (Continued)
Student •
Pretest
Post-test
5
B
B
6
B
A
7
B
B
8
B
B
9
B
B
10
B
B
11
B
B
12
B
B
13
B
B
14
B
B
Pretest
Post-test
1
B
A
2
A
A
3
B
B
4
B
A
5
A
A
18.
Student •
III
Raw Data:
High School Discussion Group
Question 18 (Continued)
Student ,
Pretest
Post-test
6
A
A
7
A
A
8
B
A
9
B
A
10
A
A
11
B
B
12
A
A
13
B
B
14
A
A
1
112:
•1
Raw Data
High School Decision-Making Model (N a 21)
Questions 1-8
Student I
Nuaber correct
Number correct
on pretest
on post-test
1
4
4
2
4
4
3
3
5
4
1
2
5
4
6
6
3
4
7
3
5
8
3
5
9
2
5
10
2
3
11
5
5
12
2
3
13
5
7
14
2
6
15
5
6
16
4"
8
I
113
Raw Data:
High School Decision-Making Model
Questions 1-8 (Continued)
Student #
Number correct
Number correct
on pretest
on post-test
17
3
2
18
2
2
19
5
1
20
5
5
21
3
5
9.
Student ,
Pretest
Post-test
1
BtC
BtC
2
CtC
CtC
3
BtC
BtD
4
CtB
BtA
5
BtC
CtC
6
S.C
C.C
7
C.A
C~C
8
CtD
C.A
9
B,D
B,D
10
B,B
C,B
,
114
•
9
B.D
B.D
10
B.B
CtB
11
C.B
BtD
Raw Data:
High School Decision-Making Model
Question 9 (Continued)
Student I
Pretest
Post-test
11
C,B
" I"""
B,D
12
A.A
BtC
13
- •-
B.D
14
B.C
B.D
15
C.A
B.C
16
B.D
B,D
17
C.A
CtC
18
B.-
C,B
19
A,A
C.D
20
C,-
C,C
21
C.B
B.D
10.
Student #
Pretest
Post-test
1
C.D
C,A
2
B,C
C,C
3
B,B
C,A
4
C,B
C,A
115
B.B
Raw Data:
e.A
High School .Decision-.Making Model
Question 10 (eontinued)
Student #
Pretest
Post-test
5
B,B
C,A
6
e.D
e.A
7
B.e
e.A
8
B.A
e.A
9
e.A
e.D
10
B.B
e.-
11
e.B
e.A
12
e.D
etA
13
etB
e.e
14
etB
etB
15
e.A
etA
16
etA
C.B
17
e.A
etA
18
-.B
BtA
19
etA
etA
20
AtD
B.B
21
etB
etA
1
116
,
11.
Pretest
Post-test
1
BIB
BtC
2
Ale
BtC
3
BIA
BIC
4
BtB
DIB
5
BtC
BtC
6
BIC
BIC
7
etA
BIC
8
DtC
DtB
9
BtC
BtC
10
BIB
BIB
11
BtB
BID
12
DIA
BIB
13
BIB
BIC
14
BIB
BIC
15
BIC
D.C
16
etA
BtB
17
AlA
DIB
18
Bt -
BIA
19
BtA
BIB
20
AtB
CIB
21
A,B
B,D
Student •
117
12.
Pretest
Post-test
1
D.D
e.D
2
A.B
e.B
3
A.D
A.A
4
A.D
e.B
5
A.B
A.B
6
A.e
A.B
7
A.e
A,B
8
B.A
C.B
9
A.e
A,e
10
A.e
A,B
11
D.B
B,e
12
A,D
A,A
13
A,B
A,B
14
A,B
A,B
15
A,B
e.B
16
A,B
A,e
17
B,D
A,e
18
B,-
A,A
19
A,D
A,e
20
A,B
B,B
Student #
21
B,D
A,A
,
118
I
13.
Student #
Pretest
Post-test
1
A.A
B.e
2
B.e
B.e
3
D.A
B.e
4
B.A
D.B
5
B.e
B.e
6
D.e
B.D
7
B.B
B.e
8
e.B
D.A
9
B.e
B.D
10
B.B
B.B
11
A.A
e.e
12
e.A
D.e
13
B.B
B.e
14
B.B
B.A
15
B.B
B.e
16
B.B
A.e
17
A.A
B.B
18
B.-
A.A
19
A.A
B.B
20
A.B
e.B
21
A,A
B,D
119
14.
Student #
Pretest
Post-test
1
-.-.A.A
B.B.B.B
2
A.A.A.e
A.B.A.B
3
A.B.A.e
B.A.B.e
4
A.A.A.e
B.A.B.A
5
A.A.A.B
A.A.A.B
6
A.A,A,B
A,B,A,A
7
A,A,A,e
A,-,A,B
8
A,A,A,A
B,A,B,B
9
B,A,B,A
B,A,B,e
10
A,-,A,B
-,A,-,B
11
B,A,B,B
-,A,-,e
12
B,A,B,D
B,A,B,A
13
A,A,A,e
A,B,A,B
14
A,B,A,B
-,-,-,B
15
A,A,B,B
B,A,B,A
16
A,A,A,B
A,A,A,B
17
A,A,A,B
A,A.A,B
18
-,B,-.-
A,A.A,B
19
A,B,A,e
A,B,A,B
20
A,A,A,B
B,A,B,B
21
A,B,A,B
A,A,A,B
120
A.B.A,B
A.A.A.B
Pretest
Post-test
1
B.C
B.D
2
A.C
A.A
3
A.A
A.D
4
A.D
B.A
5
A.A
B,C
6
A.D
A.B
7
B.B
B,D
8
B.D
B.A
9
B.D
B,D
10
A,B
B,B
11
B.A
A,D
12
B,C
A,C
13
A.C
B,D
14
B,C
B,D
15
A,D
B.D
16
B.D
B.D
17
A.C
A,e
18
-.B
A.C
19
A.D
A.D
20
A.D
A,A
21
A,D
B,C
21
15.
Student #
121
16.
Pretest
Post-test
1
B
B
2
B
B
3
B
B
4
A
B
5
A
B
6
B
B
7
B
B
8
A
B
9
B
B
10
A
A
11
B
A
12
B
B
13
A
B
14
A
A
15
B
B
16
B
B
17
A
B
18
B
B
19
A
A
20
A
A
B
B
Student #
21
122
17.
Pretest
Post-test
1
B
B
2
B
B
3
B
B
4
B
B
5
B
B
6
B
B
7
B
B
8
B
B
9
B
B
10
B
B
11
B
B
12
B
B
13
B
B
14
B
B
15
B
B
16
B
B
17
A
B
18
B
A
19
B
B
20
A
B
21
B
B
Student t
123
18.
Pretest
Post-test
1
A
A
2
A
A
3
A
A
4
B
A
5
B
B
6
B
A
7
B
B
8
A
A
9
A
A
10
A
B
11
A
A
12
A
A
13
A
A
14
B
B
15
A
A
16
A
A
17
A
A
18
B
A
19
B
A
20
B
A
21
A
A
Student #