3 pp. / REPLACES 182: MAKING THE BEST YOUTH BETTER: PIECING TOGETHER THE 4 ESSENTIAL ELEMENTS OF POSITIVE YOUTH / Youth development is the continual growth process in which all youth are invested in meeting their basic personal and social needs to feel safe, well cared for, valued, useful, and emotionally grounded. Scientists have long studied what youth need to be successful and contributing adults. The purpose of this set of fact sheets is to provide research based information to youth development professionals, volunteers and youth on the four essential elements of positive youth development.

3 pp. / REPLACES 182: MAKING THE BEST YOUTH BETTER: PIECING TOGETHER THE 4 ESSENTIAL ELEMENTS OF POSITIVE YOUTH / Youth development is the continual growth process in which all youth are invested in meeting their basic personal and social needs to feel safe, well cared for, valued, useful, and emotionally grounded. Scientists have long studied what youth need to be successful and contributing adults. The purpose of this set of fact sheets is to provide research based information to youth development professionals, volunteers and youth on the four essential elements of positive youth development.

3 pp. / REPLACES 182: MAKING THE BEST YOUTH BETTER: PIECING TOGETHER THE 4 ESSENTIAL ELEMENTS OF POSITIVE YOUTH / Youth development is the continual growth process in which all youth are invested in meeting their basic personal and social needs to feel safe, well cared for, valued, useful, and emotionally grounded. Scientists have long studied what youth need to be successful and contributing adults. The purpose of this set of fact sheets is to provide research based information to youth development professionals, volunteers and youth on the four essential elements of positive youth development.

3 pp. / REPLACES 182: MAKING THE BEST YOUTH BETTER: PIECING TOGETHER THE 4 ESSENTIAL ELEMENTS OF POSITIVE YOUTH / Youth development is the continual growth process in which all youth are invested in meeting their basic personal and social needs to feel safe, well cared for, valued, useful, and emotionally grounded. Scientists have long studied what youth need to be successful and contributing adults. The purpose of this set of fact sheets is to provide research based information to youth development professionals, volunteers and youth on the four essential elements of positive youth development.

O que pretendemos com esse trabalho é estabelecer um entendimento mais claro sobre o tratamento dado por Nietzsche para os temas do egoísmo e da dadivosidade. A questão se colocou a partir da leitura do canto Da Virtude Dadivosa, de Assim Falou Zaratustra. Nele, Nietzsche faz a exaltação de um egoísmo sadio e sagrado, que deve ser distinguido de um outro egoísmo, demasiado pobre, faminto, que sempre deseja furtar, o egoísmo dos doentes, o egoísmo doente. Ao egoísmo sadio é vinculada a busca por uma virtude que se predica dos atributos de um metal precioso, o ouro: Incomum é a virtude mais alta, e inútil, reluzente e de brilho suave, uma virtude dadivosa é a virtude mais alta. A ideia em princípio paradoxal de um egoísmo dadivoso foi o que ensejou nosso trabalho. Como conciliar egoísmo e doação? A resposta está no próprio Zaratustra: tornando-se dádiva. Encontramos aí uma primeira pista para a solução do nosso problema: a relação entre o egoísmo e o tornar-se ou, assumindo os termos que usaremos em nossa dissertação, entre o egoísmo e o vir a ser. Suspeitamos que o egoísmo sadio é o mesmo que o amor de si (suspeita autorizada pela etimologia do termo alemão Selbstsucht, que pode significar tanto um vício de si, quanto uma procura de si). Esse egoísmo deve ser condição para que alguém venha a ser dádiva. Verificaremos essa suspeita nos três capítulos planejados para a nossa dissertação: 1) Egoísmo do mercador e egoísmo refinado em Schopenhauer como educador; 2) Egoísmo sadio, egoísmo doente e a virtude dadivosa em Assim Falou Zaratustra; 3) Ecce Homo: da casuística do egoísmo ao amor fati. / Our aim with this work is to establish a clearer understanding of Nietzsche\'s approach to the themes of selfishness and generosity. The problem appeared in our reading of the chant The Bestowing Virtue, from Thus Spoke Zarathustra. There, Nietzsche praises a healthy and holy selfishness that has to be distinguished from another kind of selfishness, an all-too-poor, a hungry selfishness that always want to steal, that selfishness of the sick, the sick selfishness. To the holy selfishness is related the search for a virtue that predicates itself of the attributes of a rare and precious metal, the attributes of gold: The highest virtue is uncommon and useless, it is shining and mellow in lustre: the highest virtue is a bestowing virtue. The idea of a generous selfishness, paradoxical at first, gave rise to our work. How to reconcile selfishness and bestowal? The answer seems to be in Zarathustra: becoming a gift. There we found a fist clue to the resolution of our problem: the relation between selfishness and becoming. We suspect that the healthy selfishness is the same as care of the self (suspicion allowed by the etymology of the German noun Selbstsucht, which meaning can be either a lust for oneself, or a search for oneself). This selfishness seems to be a condition for one to become a gift. We will verify our hypotheses in the three chapters planned for our dissertation: 1) Egoism of the moneymaker and refined egoism in Schopenhauer as educator; 2) Healthy selfishness, sick selfishness and the bestowing virtue in Thus spoke Zarathustra; 3) Ecce Homo: from the casuistry of egoism to amor fati.

O que pretendemos com esse trabalho é estabelecer um entendimento mais claro sobre o tratamento dado por Nietzsche para os temas do egoísmo e da dadivosidade. A questão se colocou a partir da leitura do canto Da Virtude Dadivosa, de Assim Falou Zaratustra. Nele, Nietzsche faz a exaltação de um egoísmo sadio e sagrado, que deve ser distinguido de um outro egoísmo, demasiado pobre, faminto, que sempre deseja furtar, o egoísmo dos doentes, o egoísmo doente. Ao egoísmo sadio é vinculada a busca por uma virtude que se predica dos atributos de um metal precioso, o ouro: Incomum é a virtude mais alta, e inútil, reluzente e de brilho suave, uma virtude dadivosa é a virtude mais alta. A ideia em princípio paradoxal de um egoísmo dadivoso foi o que ensejou nosso trabalho. Como conciliar egoísmo e doação? A resposta está no próprio Zaratustra: tornando-se dádiva. Encontramos aí uma primeira pista para a solução do nosso problema: a relação entre o egoísmo e o tornar-se ou, assumindo os termos que usaremos em nossa dissertação, entre o egoísmo e o vir a ser. Suspeitamos que o egoísmo sadio é o mesmo que o amor de si (suspeita autorizada pela etimologia do termo alemão Selbstsucht, que pode significar tanto um vício de si, quanto uma procura de si). Esse egoísmo deve ser condição para que alguém venha a ser dádiva. Verificaremos essa suspeita nos três capítulos planejados para a nossa dissertação: 1) Egoísmo do mercador e egoísmo refinado em Schopenhauer como educador; 2) Egoísmo sadio, egoísmo doente e a virtude dadivosa em Assim Falou Zaratustra; 3) Ecce Homo: da casuística do egoísmo ao amor fati. / Our aim with this work is to establish a clearer understanding of Nietzsche\'s approach to the themes of selfishness and generosity. The problem appeared in our reading of the chant The Bestowing Virtue, from Thus Spoke Zarathustra. There, Nietzsche praises a healthy and holy selfishness that has to be distinguished from another kind of selfishness, an all-too-poor, a hungry selfishness that always want to steal, that selfishness of the sick, the sick selfishness. To the holy selfishness is related the search for a virtue that predicates itself of the attributes of a rare and precious metal, the attributes of gold: The highest virtue is uncommon and useless, it is shining and mellow in lustre: the highest virtue is a bestowing virtue. The idea of a generous selfishness, paradoxical at first, gave rise to our work. How to reconcile selfishness and bestowal? The answer seems to be in Zarathustra: becoming a gift. There we found a fist clue to the resolution of our problem: the relation between selfishness and becoming. We suspect that the healthy selfishness is the same as care of the self (suspicion allowed by the etymology of the German noun Selbstsucht, which meaning can be either a lust for oneself, or a search for oneself). This selfishness seems to be a condition for one to become a gift. We will verify our hypotheses in the three chapters planned for our dissertation: 1) Egoism of the moneymaker and refined egoism in Schopenhauer as educator; 2) Healthy selfishness, sick selfishness and the bestowing virtue in Thus spoke Zarathustra; 3) Ecce Homo: from the casuistry of egoism to amor fati.

No description available.

Thesis (Ph. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iii, 192 p. Includes abstract. Includes bibliographical references (p. 182-192).

Submitted by SILVIO VIEIRA DE MIRANDA null (aitiarasilvio@gmail.com) on 2018-04-04T19:36:19Z No. of bitstreams: 1 Dissertação Silvio - Entrega Final trinta e um março.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-04-05T12:26:22Z (GMT) No. of bitstreams: 1 miranda_sv_me.bauru.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5) / Made available in DSpace on 2018-04-05T12:26:22Z (GMT). No. of bitstreams: 1 miranda_sv_me.bauru.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5) Previous issue date: 2018-02-07 / O desenvolvimento do juízo moral na criança é o foco da nossa pesquisa. Para Piaget a essência de toda moralidade deve ser procurada no respeito que o indivíduo adquire pelas regras. O objetivo do nosso trabalho é procurar identificar e analisar o papel da generosidade como componente do desenvolvimento moral nos anos iniciais do ensino fundamental em uma escola Waldorf. Como objetivos específicos observamos e coletamos dados onde expressões de generosidade entre os alunos e entre esses e os professores ocorreram. A pesquisa foi realizada numa escola Waldorf, razão pela qual apresentamos os principais aspectos da Pedagogia Waldorf e em particular da escola onde a mesma ocorreu. Como embasamento teórico principal adotamos a teoria do desenvolvimento do juízo moral de Jean Piaget (1932). A pesquisa que apresentamos é de abordagem qualitativa, não se preocupando com representatividades numéricas, mas com o aprofundamento da compreensão de um determinado fenômeno, a saber: a expressão da generosidade em uma escola Waldorf. Foram participantes da pesquisa alunos dos três primeiros anos do ensino fundamental, entre 06 a 08 anos, de ambos os sexos. Também participaram os pais dos referidos alunos (pai ou mãe), num total de 30 pais de um total de 90 alunos, configurando 30% da totalidade. Participaram, ainda, 03 professores de classe1 , 01 de Língua Inglesa, 01 de música e 01 de trabalhos manuais. Os resultados demonstram que para os pais o desenvolvimento moral dos filhos é de extrema importância, que a generosidade está presente nas relações sociais das crianças no cotidiano escolar, nos ambientes livres ou nas atividades promovidas pelos professores, e que os professores conhecem o significado da generosidade e que as estimulam por intermédio das suas atividades. Como produto final da dissertação, elaboramos um livro, no qual apresentaremos atividades didáticas que demonstram o exercício da generosidade na práxis docente de uma escola Waldorf. / The development of moral judgment in the child is the focus of our research. For Piaget the essence of all morality must be sought in the respect that the individual acquires by the rules. The purpose of our work is to identify and analyze the role of generosity as a component of moral development in the early years of elementary school in a Waldorf school. As specific objectives we observed and collected data where expressions of generosity between students and between students and teachers occurred. The research was conducted at a Waldorf school, which is why we present the main aspects of Waldorf Education and in particular the school where it occurred. As the main theoretical basis we adopt the moral development theory of Jean Piaget (1932). The research we present is qualitative approach, not worrying about numerical representativities, but with the deepening of the understanding of a certain phenomenon, namely: the expression of generosity in a Waldorf school. Students of the first three years of elementary school, between 06 and 08 years old, of both sexes were participants of the research. The parents of these students (father or mother) also participated in a total of 30 parents out of a total of 90 students, making up 30% of the total. There were also 03 class teachers2 , 01 of English Language, 01 of music and 01 of manual works. The results show that for parents the moral development of children is of the utmost importance, that generosity is present in children's social relations in daily school life, in free environments or in the activities promoted by teachers, and that teachers know the meaning of generosity and that stimulate them through their activities. As the final product of the dissertation, we elaborated a book, in which we will present didactic activities that demonstrate the exercise of generosity in the teaching praxis of a Waldorf school. Keywords: Moral Development; Generosity; Waldorf School.

Nursing faculty are charged with the responsibility of being stewards of the profession by ensuring that today’s nursing graduates are cultivated to practice as competent, safe, and caring nurses of tomorrow, as well as to foster future nurse scientists, researchers, and educators. The profession of nursing is facing an ever-increasing shortage of nursing faculty as well as a registered nurse shortage, which in turn reinforces the urgency for increasing the number of qualified nursing faculty and faculty retention. An investigation of professional generosity among nursing faculty in academia may help to understand workplace nursing relationships within academia and offer insight into healthy nursing faculty relationships and promote faculty retention. Understanding the experience of professional generosity can add much value to the profession of nursing, particularly among nursing faculty within academia. The researcher of this qualitative study used a phenomenological method designed to illuminate the lived experience of professional generosity among nursing faculty in academia. Van Manen’s phenomenological research method of the six activities was used to examine the participants’ experiences, describe each experience as it appeared, and attempted to understand its interpreted meaning. Eight full-time, tenured nursing faculty members with an earned PhD, EdD, or nursing research doctorate were interviewed about their experiences of giving or receiving professional generosity or kindness while working in academia. The researcher analyzed the transcripts of the study participants’ interviews and found four essential themes that shed light on these nursing faculty’s experiences of professional generosity in academia: (1) I Feel Valued, (2) Core Relationships, (3) Reciprocity, and (4) Growing our Profession through Connectedness.