This thesis presents a model of institutional values transmission through cross-case analysis of values education undertaken in three UK secondary schools. Since the early 1980s a significant amount of research has been carried out on cultural transmission and the transmission of values, though it has focused on intergenerational transmission within families and the interaction between the school and the family in terms of converging and diverging values and worldviews. Very little work has been done on the process of transmission of values in schools or other organisations that is evidence-based. An increasing number of governments and organisations, as well as schools, are beginning to invest seriously in values education programmes, but whether the idea of values education is theoretically coherent is still disputed. Through an evaluation of the philosophical, psychological and sociological literature on values and employing phenomenological and semiotic analyses, a theory of values as transmissible entities is developed, which is then extended to a general concept of values transmission using the twin terms invocation and evocation, to denote modes of bringing value concepts to the awareness of an audience and of generating group cohesion through a shared experience linked to particular values, respectively, these terms themselves emerging from the theory of values. Through data collection, analysis and modelling of values education in three schools – a state comprehensive, a faith school and an independent – a plausible mechanism for institutional values transmission is developed. This mechanism integrates two partial models: a permeation-authority inculcation model of transmission flow with a resistance-transformation model of moral autonomy. At its heart it envisages a systemically robust cycle of institutional values discourse, institutional cultural expectations and the generation of a sense of community shored up by individual commitment. A two tier qualitative approach is used in this research, having both an inductive, theory generating phase of field research, data capture and analysis, and a deductive, hypothesis-led confirmatory phase. The inductive phase uses a case study format and cross-case analysis, providing data for analysis and for testing a set of hypotheses in the deductive phase. The development of a mechanism for institutional values transmission is carried out using an institutional model of the schools as a data collection and analytical instrument, based on three structural aspects: an authority hierarchy; an interiority/exteriority duality in the institutional lived-experience; and a system hierarchy. Multiple data collection and analytic methods are employed in each case study, in order to build up a ‘three-dimensional’ picture of the transmission of values in each school. Both comparative and iterative cross-case analyses are carried out. The findings emerging from the case studies suggest the following tentative conclusions: schools have varying degrees of awareness of the values that they impart, although all consider values education to be an important part of what they do and to impact on student performance and behaviour; while there is some explicit values-oriented pedagogy, most teaching of values is implicit; schools with greater ethnic diversity have more challenges to build a cohesive community, as this is at odds with the ‘spontaneous sociality’ of the pupils; there is a broad convergence on the same values found most widely distributed throughout schools across the widest range possible with respect to forms of governance, educational philosophy and demography. The findings carry a number of pedagogical implications: general support is found for explicit values education programmes and the linking between behavioural standards and academic achievement; the importance of the development of a ‘moral community’ around the ethos of the school and the creation of opportunities for multiple belonging is highlighted; and resistance to institutional authority structures is explored for its significant potential for transformation to an acceptance of institutional values.

Thesis is concerned with the transmission of values and norms in the family. The goal is to quantify the level of transmission of values between children and parents. The second step is to identify what impact on transmission of value in the family has education of parents and parenting style, which apply to a child during adolescence. Underpinning the findings is the analysis of data file "Cultural and value orientations 2008", which is unique in that it includes real families (parents and their adult children). Attention is focused on the values for different levels of generality (the value frameworks, value orientations, attitudes and norms) and education in the family as a source of values. Analysis shows a high degree of agreement between parents and their children in the sphere of values. As the main variables that affect the transmission of values were identified education of parents and parenting style.

Bibliografický záznam FEDORKOVÁ, Marta. Parent-child relationship as a factor in the genesis of trust: An analysis of intergenerational transmission of generalized trust on the case of Husák's children. Praha, 2013. 78 s. Diplomová práce (Mgr.) Univerzita Karlova, Fakulta sociálních věd, Institut sociologických studií. Vedoucí diplomové práce Mgr. Jiří Remr, Ph.D., MBA Abstract This thesis extends the developing research on the sources of generalized trust by analyzing how the character of the parent-child relationship influences its formation and transfer - an aspect of trust genesis not previously addressed in the Czech context. Using data from a unique survey Distinctions and Values 2008, we explore the heterogeneity in the parental influence on trust on the case of Czech 30- year-olds and their parents. We first delimit the concept of generalized trust, presenting its most relevant current conceptualizations as well as a review of the current state of knowledge on its origins and transmission. Using Bengston's model of intergenerational transmission of values as our framework, we then in the second part of the paper look into the degree of similarity between parents and their offspring in terms of their willingness to trust others, and use logistic ordinal regression to examine how it is influenced by a...

[pt] A sociedade brasileira é marcada por grandes desigualdades sociais e os investimentos em educação são apontados como importante estratégia para a transformação dessa realidade. A educação está na pauta de inúmeros programas sociais e frequentemente apresenta-se para as famílias de menor renda como um dos investimentos mais importantes a serem feitos nos filhos na busca de melhores oportunidades de trabalho e de ascensão social. Recentemente, houve grandes avanços nas políticas sociais de inclusão no ensino superior. Devido à ampliação do acesso às universidades brasileiras, cada vez mais os jovens de perfil socioeconômico filantrópico estão sendo inseridos no ensino superior. No presente estudo, foi investigada a percepção do jovem universitário de perfil filantrópico sobre o papel da família no seu projeto educacional por meio de uma pesquisa de campo exploratória com a realização de entrevistas com roteiro semiestruturado com oito alunos universitários de graduação, com perfil socioeconômico filantrópico. As entrevistas foram analisadas por meio do método de análise de conteúdo proposto por Bardin (2011) e do discurso dos sujeitos emergiram sete categorias de análise: educação como valor familiar; influências no projeto educacional; o diploma da família; percepção dos jovens sobre programas sociais; obstáculos e desafios durante a graduação; rede de apoio como suporte e ampliação dos horizontes. Como resultados, destacou-se a forte influência dos valores transmitidos pelas famílias, especialmente do valor da educação, no delineamento de um projeto educacional e na consequente escolha pelo ingresso no ensino superior. Os dados sugerem que, apesar de o projeto educacional ser uma escolha autônoma e individual, as conquistas realizadas por esses jovens são sentidas como conquistas coletivas das famílias. Os programas sociais de inserção receberam avaliação positiva dos participantes, que apontaram ainda uma necessidade de expansão do acesso aos mesmos. Quanto às principais dificuldades ao longo da trajetória acadêmica, foram destacadas as longas distâncias entre residência e universidade, dificuldades na transição do ensino médio para o ensino superior e os custos de manutenção e permanência na universidade. Os dados indicaram que, no enfrentamento das dificuldades, os sujeitos contam com suas redes de apoio, incluindo pais, amigos e apoio institucional. A experiência de cursar o ensino superior traz ainda, além da formação acadêmica superior, alguns outros significados para os jovens, como a abertura de novos horizontes, retribuição para a família e o lugar de exemplo perante a comunidade de origem. / [en] Brazilian society is marked by great social inequalities and the investments in education are pointed out as an important strategy to transforming this reality. Education is at the top of the agenda of many social programs and it is often regarded as one of the most important investments to be made on their children by low income families when it comes to pursuing better job opportunities as well as ascending on social status. Recently, there have been substantial advances in social policies which aim to enlarge the access to higher education. Since the access to Brazilian universities is on the increase, more and more philanthropic socioeconomic profile students are being admitted into higher education. In this study, we investigated the perspective of these youngsters on the role of the family in their educational project. Such investigation was carried out through an explanatory field research, which consisted in a semi-structured interview with eight undergraduate students with philanthropic profile. The interviews were analyzed according to the content analysis method, as proposed by Bardin (2011). Seven categories emerged from the subjects’ narratives: education as a family value; influences in the educational project; the family diploma; the students perception of social programs; obstacles and challenges during graduation; support networks to expanding horizons. Thus, the strong influence of family values, especially the value of education, in the shaping of an education project and its consequent choice in entering university stood out. Data suggest that, even though this project is an individual and autonomous choice, these students achievements are felt like collective accomplishments of their families. The participants evaluated inclusion social programs positively and they also highlighted the need to expanding the access to such programs. As to the main difficulties faced during their academic course, they underlined the long distances from their homes to university campus, the hardship in the transition from high school to higher education and financial permanence of scholarship students. The data indicated that when it comes to facing such difficulties, the subjects could count on support networks, including not only their parents and friends, but also institutional support. In addition to achieving higher education, taking an undergraduate course brings some other important meanings to these young students, for instance, the opening of new horizons, the possibility of rewarding their families and becoming a role model to their communities.

Zur Verbesserung der Störsicherheit bei der digitalen Signalübertragung wird eine Hysterese in die Übertragungskennlinie des Gatters eingefügt. Der Einfluss der Höhe der beiden Schwellwerte auf die Anzahl der auftretenden Fehler wird mittels eines Rechnerprogrammes untersucht. Ein Zufallsgenerator erzeugt Signale in verschiedenen Höhen und Breiten, die sich den ungestörten Signalen überlagern. Es erfolgt eine Umsetzung einer integrierten Schaltung auf einem TTL Master. Die Schaltung wird mittels eines eigens entwickelten Netzwerkanalyseprgrammes berechnet. Messergebnisse werden mitgeteilt. / To enhance the noise immunity of digital signal transmission, a hysteresis is introduced to the transfer characteristic of integrated digital circuit. The influence of height of the two threshold values to the number of occurring errors is examined by a computer program. A random number generator generates signals of different heights and widths, which are superimposed on the undisturbed signals. There is an implementation of an integrated circuit on a TTL master. The DC performane is calculated by means of a specially developed circuit analysis program. Measurement results are presented.