O presente estudo analisa o processo de definição das Diretrizes Operacionais para a Educação de Jovens e Adultos e a participação das agências do campo recontextualizador oficial. Esta pesquisa tratou de dois temas das Diretrizes: idade mínima para ingresso nos cursos e certificação para a EJA. Foi utilizado o conceito de classificação de Bernstein para descrever e analisar as relações entre agências do campo recontextualizador oficial abrangendo, também, o campo recontextualizador pedagógico e as posições dos representantes dessas agências acerca dos temas. O método da observação participante foi utilizado para a coleta de informações em cinco momentos, durante o mês de agosto de 2007 a outubro de 2008. Observou-se a trama de argumentos em cada encontro levando a quatro posições: favorável, contrária, não consensual ou ausência de posição com relação aos temas enfocados. O estudo revela um processo democrático de definição de normas que poderá proporcionar reflexão sobre políticas públicas para a Educação Básica. Os conceitos de modelo de competência e modelo de desempenho de Bernstein serviram para analisar o Exame Nacional de Certificação de Competências de Jovens e Adultos (ENCCEJA), demonstrando que não se trata de exame de competências, mas de verificação de desempenho dos participantes. / This study examines the process of defining the Operational Guidelines for the Education of Young People and Adult and the participation of agencies of the official recontextualizing field. It deals with two issues of the Guidelines: minimum age for admission in the courses and certification for the EJA. Bernstein's concept of classification was used to describe and analyze the relationships between agencies of the official recontextualizing field covering also the pedagogic recontextualizing field and presenting the positions of the representatives of those agencies about the issues. The participant observation method was used to collect information on five occasions during the month of August 2007, and from August to October 2008. The intersection of arguments was observed in each meeting identifying four positions: a favorable one; an opposing one; a no consensus one and a lack of position considering the focused issues. The study reveals a democratic process of defining norms witch will provide reflection over public policies for the Basic Education. Bernstein's concept of competence model and performance model were employed to analyze the National Certification Examination Skills in Education for Youth and Adults (ENCCEJA), demonstrating that it is not an examination of competence but a verification of the performance of the participants.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This is a comprehensive qualitative and quantitative study aimed to investigate how young people living in rural areas perceive the schooling experience, what are their professional expectations and how they verbalize their identities and individualizations. The study universe was composed of young individuals from rural areas in the last year of high school in urban schools of Poço Redondo and Nossa Senhora da Glória, cities of the sertão region of the state of Sergipe. Data collection began in 2015, in three schools, with the administration of a questionnaire, interviews and focal groups to a total sample of 80 young individuals from rural areas. Data analysis showed that parents encouraged their children to go to school and wanted them to pursue higher education studies, but even when they were not supported by their parents, these youngsters expressed their wish to go to college. For them, school is a gateway to a profession that will ensure a higher social status and higher income, and this cannot be obtained in agricultural activities. Regarding school and professional expectations, in Poço Redondo, although most youngsters confirmed their interest in attending university, they were more willing to get a job than the youngsters were from Nossa Senhora da Glória. Regarding their parents’ expectations, some youth said they did not agree with the careers their parents wanted them to follow, and others said they would choose their own professions, particularly girls of Nossa Senhora da Glória. Some of them were not sure of what they wanted to do because of the predominant scenario of poverty of rural families. Most of them loved the countryside, but could not decide whether to stay or move to urban areas. Those who wished to leave the countryside claimed they were looking for better living conditions and for a job in the city. However, leaving does not mean rejecting the rural environment and staying does not imply becoming a farmer, since none of the participants spontaneously indicated an interest in this profession. Asked whether they would like to be farmers, most of the girls answered “no”, in a slightly lower percentage than those who attended the school of Nossa Senhora da Glória. The boys who attended the school of Poço Redondo had diverging opinions, while most students at the school of Nossa Senhora da Glória did not want to be farmers. The rural environment of the sertão region of Sergipe has changed a lot. Most young people are strongly identified with rural production, but attending urban high schools has changed their minds. Many of them perceived the sertanejos as individuals who live on farming and are always facing extreme climactic conditions such as droughts. Regarding their expectations of the future, based on their parents’ lives, none of the subjects suggested their lives would be worse than their parents’ lives and most expect to have better life conditions than their parents. Asked whether they knew exactly what they wanted, the subjects were careful and many said plans are useless, although most suggested they wished to become entrepreneurs. Thus, the subjects apparently tended to passive individualization, using tactics to construct their careers. / Esta é uma pesquisa qualiquantitativa e compreensiva cujo objetivo foi investigar o sentido que jovens rurais dão à experiência de escolarização, que expectativas profissionais estão construindo e seus discursos sobre identidades e individualizações. O universo de estudo foi constituído de jovens rurais estudantes do último ano do ensino médio regular em escolas urbanas de Poço Redondo e Nossa Senhora da Glória, municípios do sertão sergipano. No ano letivo 2015, realizou-se a coleta de dados por meio de questionário, entrevistas e grupos focais a um total de 80 jovens rurais. Da análise das informações obtidas conclui-se que: os pais apoiam seus filhos para que vão à escola e almejam que cursem faculdade; mas, mesmo se não apoiados, os jovens demonstram a pretensão de continuar os estudos em nível superior. Consideram a escola como uma passagem para uma profissão que lhes conceda status e renda melhores do que na agricultura. Quanto às expectativas escolares e profissionais, em Poço Redondo, ainda que a maioria confirme interesse em cursar universidade, suas expectativas de começar a trabalhar são mais altas do que as dos jovens de Nossa Senhora da Glória. Em relação à profissão desejada pelos pais, alguns jovens não se mostraram de acordo e outra parte indicou que escolheria a profissão que quisesse; com ênfase para as moças de Nossa Senhora da Glória, demonstrando atitudes relacionadas ao conceito de individualização. Parte se mostra em situação de incerteza, pois o cenário predominante é de famílias em situação de pobreza, fato que dificulta as expectativas de cursar o nível superior. Um percentual elevado gosta do campo, porém, fica dividido entre sair e ficar. Os que pensam em sair alegam a busca de melhoria de vida e a oportunidade de emprego urbano; entretanto, sair não significa rejeição ao meio rural e permanecer não significa ser agricultor, já que nenhum jovem espontaneamente indicou aspirar essa profissão. Quando perguntados se gostariam de ser agricultores, a maioria das moças respondeu “não”, com percentual um pouco menor das que estudam em Nossa Senhora da Glória. Quanto aos rapazes, os de Poço Redondo encontram-se divididos, ao passo que os de Nossa Senhora da Glória a maioria não quer ser agricultor. O meio rural do sertão sergipano tem mudado muito e já não absorve apenas o aspecto do trabalho agrícola. A maioria dos jovens tem referências de identidade da produção rural, mas o fato de cursarem o ensino médio em escolas urbanas resultou em mudanças. Boa parte possui a concepção que sertanejo é exclusivamente aquele que enfrenta as secas e tira seu sustento da agricultura. Acerca das expectativas diante do futuro, tendo como referência a vida dos pais, nenhum deles indicou que terá uma vida pior e a maioria espera ter uma vida melhor que a dos progenitores. Quanto a saber exatamente o que querem, foram bastante moderados e não foram poucos os que afirmaram ser inútil fazer projetos, embora a maioria tenha indicado que gostaria de empreender. Assim, parecem mais se aplicar a uma individualização passiva, construindo suas trajetórias a partir de táticas.

Orientador: Maria Coleta F. A. de Oliveira / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-13T05:46:12Z (GMT). No. of bitstreams: 1 Vieira_JoiceMelo_D.pdf: 1263074 bytes, checksum: de552ec197c3aad33e2e5818b19691ff (MD5) Previous issue date: 2009 / Resumo: A transição para a vida adulta é um momento crítico do curso de vida dos sujeitos. É uma fase que se caracteriza por importantes mudanças de status, que assinalam de diferentes formas a passagem da condição de dependente à condição de independente. Do ponto de vista sócio-demográfico, as mudanças de status mais importantes são: a conversão do indivíduo de estudante em trabalhador, de membro dependente de um domicílio em chefe de domicílio, de solteiro em pessoa em união, de filho (a) em pai ou mãe. O principal objetivo é descrever e analisar o processo de transição para a vida adulta no Estado de São Paulo em dois momentos de alargamento da coorte jovem, 1970 e 2000. Tanto em um quanto em outro se observam as chamadas ondas jovens, apesar da diferença nos cenários sócio-demográficos no país e no Estado de São Paulo. Busca-se uma apreensão integrada da passagem para a vida adulta, refletindo sobre como fatores de ordem econômica e institucional podem influenciar motivações e decisões acerca de eventos da trajetória de vida dos indivíduos. As fontes de dados utilizadas foram os censos demográficos de 1970 e 2000. Do ponto de vista metodológico, a principal inovação consiste na aplicação da análise de entropia de coortes sintéticas. Com ela é possível mensurar a (des) padronização do curso da vida, além de descrever o ritmo da passagem para a vida adulta ao longo das idades consideradas jovens. Com vistas a explorar algumas dimensões da vida juvenil no Estado de São Paulo, são utilizadas as informações da Pesquisa de Condições de Vida de 2006. A principal contribuição deste estudo consiste em explorar os diferenciais encontrados no tempo de transição para a vida adulta. Determinadas características sóciodemográficas dos sujeitos - como o sexo, a situação de domicílio, a cor/raça e a camada de renda - estão claramente associadas ao tempo de juventude e ao ritmo das transições. A duração da transição, se mais curta ou mais longa, muda de acordo com essas variáveis sócio-demográficas. Uma questão pertinente é em que medida esta diversidade no processo de transição para a vida adulta é produto de desigualdades sociais e, concomitantemente, reprodutora dessas mesmas desigualdades. / Abstract: The transition to adulthood is a critical moment in the individuals' life courses. This stage is characterized by important status changes, which may be responsible for different roots in the passage from a dependent towards an independent condition. From a sociodemographic perspective, the more important status changes are that from a student to a working condition, from a dependent to a head of a household, from a single to a married status, and from the condition of a child to that of a mother or a father. Those are the dimensions selected for the analysis of the process of transition to adulthood in the State of São Paulo, focusing on two points in time, 1970 and 2000. These where moments in which young waves have occurred, due to demographic factors affecting age structures, especially fertility changes in the past. Young cohorts have increased in volume at both moments, facing different sociodemographic contexts at the time. The aim of this analysis is to develop an integrated approach of demographic factors as well as economic and institutional ones, in a way that the timing of the transitions can be described and individuals' motivations and decisions can be understood. The main data sources used are de demographic censuses of 1970 and 2000. In addition, data from the Survey of Life Conditions (PCV) of 2006 were also used. From the methodological point of view, the principal innovation of this study is the application of the analysis of entropy of synthetic cohorts to the Brazilian census data. Entropy measures give an image of the process of standardization / de-standardization of life courses, and make it possible to describe the pace of the transition to adulthood across time. The contribution of this doctoral thesis is to revel differences in the timing of the transitions and exploring their meaning in the context were they occur. The variables taken for this endeavor are sex, household position, color/race, and income level. A shorter or longer transition depends on these sociodemographic characteristics. The results show that differentials in the pace of transition to adulthood are both a result of and an influential factor on social inequality. / Doutorado / Doutor em Demografia

Les Harry Potter, depuis le début de leur publication en 1997, n’ont cessé de susciter un engouement international avec leur version originale anglaise tout comme avec leurs traductions. Leur auteur, l’écrivain britannique, J.K.Rowling, se voit depuis lors félicitée pour sa créativité et notamment pour son inventivité langagière. Celle-ci (dans les six premiers volumes) est le sujet de la présente recherche ainsi que sa trad-aptation en langues étrangères et tout particulièrement en français ainsi qu’en néerlandais. Œuvre littéraire pour la jeunesse à l’origine, ces livres ont néanmoins conquis un lectorat plus large pour devenir des cross-over books. Ce développement trouve une justification dans l’expression du récit et non seulement dans la diégèse. Cette recherche tente d’analyser les multiples facettes des langages utilisés et/ ou inventés, d’une part, et démontre qu’il est possible de parler de l’élaboration d’un idiolecte spécifique littéraire - le rowlinguisme - en étudiant les références culturelles intrinsèques au langage dans une première partie, puis la texture sonore et les traits humoristiques dans une deuxième partie (jeux sur les sons et sur les mots, descriptions visuelles et auditives, idiolectes) avant d’aborder l’étude des passages de styles, et donc de formes, différentes. Ces trois axes sont envisagés aussi bien pour le texte d’origine que pour les versions étrangères mentionnées ci-dessus. Or, la traduction est le sujet de la dernière partie plus spécifiquement aussi bien en partant des observations lexicales portant sur le texte de J.K. Rowling que sur les pratiques économiques et professionnelles (traductologie, édition, lectorat, ré-écriture) des traducteurs. D’autre part, il s’agit aussi de tirer une conclusion quant au résultat, à savoir qu’il fut plus aisé pour le traducteur néerlandais (avec une langue germanique) que pour celui français d’œuvrer du fait des ressources linguistiques disponibles. / Ever since the Harry Potter books started being published, they have triggered much enthusiasm around the world be it in their original English version or in translation. Their British author, J.K. Rowling has been praised for her creativity, and especially for her linguistic inventiveness. The latter – in the first six volumes – is the subject of the present dissertation and so is its trad-aptation into foreign languages – more precisely into French and Dutch. Originally literary works for young people, these books, however, have reached a wider readership, thus becoming cross-over books. This development can be justified by the way the story is expressed – and not only on account of the diegesis itself. This research tries to analyse the various features of the languages which are used and/or invented, on the one hand, and demonstrates that one can refer to the conception of a specific literary idiolect – rowlinguism – studying the cultural references within the language itself in a first part, then the phonological quality and the humour of the text in a second part (plays on sounds and words, visual and oral descriptions, idiolects) before tackling the analysis of passages with different styles and forms. These three aspects are considered both as far as the original text is concerned as well as the foreign versions mentioned above. Indeed, translation is the very subject of the last part, based on both lexical observations on J.K. Rowling’s text and on economical and professional practices (translating, publishing, reading, re-writing). On the other hand, therefore, a conclusion had to be drawn concerning the result, namely it has been easier to translate into Dutch – a Germanic language - than into French – a Latin language – due to available linguistic resources

La problématique soulevée par la délinquance juvénile, loin de se limiter au pré-carré des professionnels du droit, s’est imposée en véritable débat de société. Cet engouement est le fruit de l’évolution de la délinquance des mineurs, qui a tendance à croître, impliquant des auteurs plus jeunes.En réponse à ce phénomène, le législateur a opéré un tournant sécuritaire en 2002, marquant le point de départ du durcissement des dispositions relatives aux mineurs délinquants, notamment celles applicables à ceux âgés de seize à dix-huit ans. Il en découle un rapprochement du droit pénal des mineurs de celui des majeurs, malgré l’affirmation, la même année, par le Conseil constitutionnel d’un principe fondamental reconnu par les lois de la république qui consacre la spécificité du droit pénal des mineurs. Toutefois, il convient de s’interroger sur la portée de ce rapprochement textuel, qui est peu, voire pas mis en œuvre en pratique. Cette question se pose avec d’autant plus d’acuité depuis le changement de politique pénale impulsé en 2012 par le nouveau garde des Sceaux, qui est d’ailleurs à l’initiative d’un projet de réforme de l’ordonnance de 1945, qui entend réaffirmer la primauté de l’éducatif sur le répressif / Juvenile delinquency problem, far from being the sole issue of law professionals, has become a widely debated topic throughout the entire society. Such interest in the issue takes its roots in the delinquency's evolution, broadly on the rise, with ever younger criminals. Given the phenomenon, the lawmaker has moved towards a harsher approach in 2002, and the various laws have been toughening since then, especially those concerning young people aged between 16 and 18 year old. The consequence is that the body of law applicable to young people looks increasingly similar to that one applicable to adults, despite the solemn statement issued by the Constitutional Council the same year. This statement explains that there is a ground principle deduced from the laws of the Republic, recognizing the specificity of juvenile delinquency laws. It is however interesting to reflect on the true scope of this formal closening, which seems to happen to little or no avail. The issue is even more relevant with the changes in the criminal justice approach advocated by the new secretary of Justice since 2012, who is currently initiating a reform on the body of law applicable to young people, aiming at favoring education over repression

The objective of the research is two-fold. Firstly, the research aims to arrive at a meaningful estimate of child labour in South Africa, and secondly, to establish a link between child labour and scholastic retardation. To establish an understanding of the turf, I take the reader through a detailed analysis of why children work, where they work and whom they work for. The study looks at the problems that have defined child labour for many decades and the steps taken both internationally and locally to enhance the efforts for its elimination. It looks at how, internationally, the campaign against child labour has shifted from children engaged in economic activity, to children engaged in hazardous work and the Worst Forms of child labour, which involves the economic exploitation of children by adults, through child prostitution, pornography, elicit trade, armed conflict etc. The definitional problems that have plagued the estimation of child labour in South Africa are reviewed, and I suggest specific approaches to measurement and estimation of child labour in future. I discuss the pertinent issues that need to be addressed to define child labour in South Africa, and I use the 1999 Survey of Activities of Young People (SAYP) to develop a conceptual framework of estimating child labour in South Africa. This is against the backdrop of the apparent disagreement between the main role-players, on the estimated levels of child labour in the country. I apply my model to the SAYP data set, and I estimate child labour by isolating all children in hazardous work, either by working conditions or environment, effect to child’s health and child’s schooling or by the number of hours for which they worked. I am very aware and mindful of the overwhelming need for children to work, among many South African households, simply for household sustenance. I therefore use the concept of long-hour cut offs, for different age groups of children to clearly establish the difference between ‘unacceptable’ child labour and ‘acceptable’ child work. To obtain the second objective of the study - establishing a link between scholastic progression and child labour, I focus on children who were attending school at the time of the survey, in the households under investigation; and, I choose to use the ‘grade-specific scholastic retardation rate’ as the appropriate measure of scholastic progression. By introducing gender as one of the determinants, I construct nine, different but not necessarily mutually exclusive groups of children with apparent variation in the intensity of the child labour characteristic. Then, among the children in each of the nine groups, I calculate grade-specific scholastic retardation rates (SRR) for children who were enrolled in grades 1 to 6 at the time of the survey. I am then able to graphically compare the SRR for the nine different groups, and graphically demonstrate that there is a link between child labour and scholastic retardation. The results of the research show that children in child labour tend to be more scholastically retarded than those who are not engaged in child labour, and that child labour seems to have more adverse effects on boys than girls enrolled in the same grades. / Dissertation (MA (Demography))--University of Pretoria, 2006. / Sociology / unrestricted

Diploma thesis "Position of the magazine Mladý svět in Czechoslovakia during the seventies and eighties" deals with the magazine for young people called Mladý svět. It gives a brief summary of its creation and development during the sixties and focuses on the period of seventies and eighties. It explains political and social situation of that period in Czechoslovakia, especially in area of mass media, and it particulary works with content of the magazine. It analysis the number and content of its columns, the way they were interpreted and development of these characteristics during the given period. It follows topics of the articles and its relation to readers of the magazine and communist regime and its institutions. It deals with the audience of Mladý svět and especially with its reactions and feedback it provided. Than it focuses on the censorship and the way the magazine was controlled, on the given regulations and imposed penalties. It attempts to explain reasons why Mladý svět become phenomenon of its era and why it had so unique position within similar mass media products.

The purpose of this thesis is to perform a critical discourse analysis on the upper secondary school act aiming to map which discourses that are being reproduced concerning unaccompanied youths, as well as the motivation behind the creation of the law. Furthermore, the purpose is to investigate the consequences of the discourses produced for unaccompanied youths’ rights claims. Faircloughs discursive model of three levels was used to review the proposition. This was complemented by an analysis of the result in relation to the Copenhagen school of securitization as well as Elena Namlis perspective on human rights. The review revealed that the dominating discourse in the upper secondary school act depicts the unaccompanied youths as foreign and potential threats. The law is motivated by the need to compensate for the Migration boards’ long processing time for their application of asylum upon arrival. It is said that this specific group ended up in an misfortuned situation. It is also explained that the law will trigger the youths to integrate through the demand of them needing to finish high school and find a job within 6 months in order to get asylum. However, this thesis also shows that the government is not fully ready to compensate for this misfortune as the demands, qualification to be available for this law, and security control of youths are implemented. Those obsticles are motivated by the view of the youths as existential threats and could be viewed as a sign of securitization of unaccompanied youths. What follows is them having a more difficult path of reaching their rights of asylum.

Inledning: Studier visar att antalet ADHD-diagnosticerade barn och ungdomar successivt har ökat. Det finns i dagsläget få studier om hur barn/ungdomar upplever sin utredning, behandling och samlade vård. Detsamma gäller underlag för att bedöma delaktighetens eventuella effekter på behandlingen, samt vad som kan främja delaktigheten. Det behövs således ökad kunskap om hur barn och tonåringar med ADHD upplever vård och stöd, samt sina möjligheter till att vara delaktiga däri. Frågeställningar: *Hur upplever tonåringar de insatser som givits till dem och deras familjer efter genomgången ADHD-utredning? *Vilken betydelse har insatserna haft för den enskilda tonåringens självbild och dennes del i olika system, samt tankar om sin framtid? *Har den unge känt sig delaktig i de insatser som erbjudits och har hen upplevt att det gått att påverka insatserna? Metod: Kvalitativ undersökningsmetod med tematisk analys av sex semistrukturerade intervjuer. Resultat: Det är viktigt för ungdomarna att känna sig förstådda och delaktiga, vilket även påverkar självbild och upplevelsen av insatser. Skolsituationen och det stöd som skolan ger har betydelse för tonåringens förutsättningar. Respondenterna har inte upplevt svårigheter med att berätta om sin diagnos för andra. Diskussion: Delaktighet, egen motivation och upplevelsen att bli förstådda och respekterade utifrån sina styrkor och behov framstår som viktiga för respondenterna. / Introduction: Studies show that the number of ADHD-diagnosed children and adolescents has gradually increased. Currently there are few studies on how children/adolescents experience their assessment, treatment and overall care. The same applies for assessing the possible effects of the participation in treatment as well as factors that can promote the participation. Thus, there is a need for increased knowledge of how children and adolescents with ADHD experience care and support, as well as their opportunities to participate in it. Research questions: * How do teenagers experience the intervention given to them and their families after the review of the ADHD-assessment? * What significance do the intervention have on the individual's self-image and its part in different systems, as well as thoughts about the future? * Has the young person felt involved in the interventions and felt that it is possible to influence the interventions? Method: Qualitative survey methodology with thematic analysis of six semistructured interviews. Results: It is important for young people to be understood and involved, which also affects self-esteem and experience of interventions. The school situation and the support given by the school are important for the teenager's condition. Respondents have not experienced difficulties telling others about their diagnosis. Discussion: Participation, own motivation and experience to be understood and respected on the basis of their strengths and needs appear to be important for the respondents.

Several studies shows that the dominant norms of masculinity are a hinder for boys to perform in school and a hinder for men to choose female-dominated occupations. Moreover, selecting a career can be a complex decision for young adult men´s to choose a female-dominated higher education - and this dilemma has been a topic of much reports and research. However, there is still a lack of understanding regarding the influence of social capital on young people as they transition to higher education. Not many studies have been made on the male student´s experience of the impact of social capital on their gender-breaking higher education choices.Therefore the aim of this study is to understand which social capital and social network relations are of importance to young male students´ gender-breaking higher education choices. Furthermore, this study aims to examine the conditions that have broadened the informants' motive to choose a higher education.A qualitative method with semi-structured interviews was used to answer the purpose of this essay and the method of choice for analysis were social networks analysis of ego-net, which is a method on studying social relations. The result is being analyzed by using a conceptional model based on Lent el. al (1994) Social Cognitive Careers Theory, Pierre Bourdieu’s (1986) Theory of social capital and Ego-net (Crossley et. al 2015).The results of this study show that social background and gender have a limited significance in relation to the informants' gender-breaking choice of higher education and career path. There are various motives that have encouraged and motivated the informants' gender-breaking choices. Three different motives appears that has affected their gender-breaking educational and professional choices; (I) Making a difference (II) Security in working-life and (III) Skills and knowledge seeking. These motives challenge notions of gender as well as other aspects of an “ideal” job and career for men.The study concludes that the informants' gender-breaking higher education choices have been preceded by a process of different types of events in the transition to working life, as well as connections and networking with other individuals in the adult life who have influenced their career and decision-making. It is found that social capital and heterogeneous network has a significant role for the informant’ gender-breaking education and careers choices - e.g. male role models, inspirers such as professionals in primay and secondary education and colleagues in the world of work, who have contributed to changing their stereotypical notions of female-dominated professions, new preferences and altruistic goals such as helping others, themselves and their future.