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En France et au Brésil, la restauration de la responsabilité pénale des personnes morales n’a pas été le résultat d’une demande de la doctrine ou la conséquence d’une revendication jurisprudentielle. En effet, dans ces deux pays, le rétablissement de cette responsabilité a eu lieu en raison d’un choix pragmatique réalisé par le législateur. En raison de ce choix pragmatique, l’instauration de la responsabilité des groupements n’a pas été précédée d’une réflexion théorique approfondie ni en France, ni au Brésil. De ce fait, même après l’entrée des personnes morales au sein du champ pénal, leur responsabilité a continué à poser problème. En effet, on avait du mal à saisir comment pourrait-on appliquer un droit pénal qui a été conçu pour être employé à l’égard des êtres humains à ce nouveau délinquant qui n’était pas une personne physique, mais qui était une personne morale. Dans le cadre de cette dissonance entre le droit pénal et la responsabilité des groupements, trois grands problèmes ont été soulevés en France et au Brésil en tant qu’obstacles à la responsabilité pénale des êtres collectifs. En premier lieu, l’incompatibilité entre l’élément matériel de l’infraction et la nature immatérielle des personnes morales. En deuxième lieu, l’inconciliabilité entre l’élément subjectif de l’infraction et les particularités des groupements. En troisième lieu, l’antagonisme entre la notion d’imputabilité et la nature désincarnée des êtres collectifs. Dans le but de résoudre ces trois grands problèmes, l’ordre juridique franco-brésilien a effectué un processus d’harmonisation au sujet de la responsabilité des groupements, lequel a été accompli afin de rendre cette responsabilité pleinement conciliable avec les théories et les concepts du droit pénal. Autant en France qu’au Brésil, cette harmonisation entre le droit pénal et la responsabilité des personnes morales a été réalisée en trois phases et elle a été mise en œuvre par le biais d’une dialectique double à la fois d’adaptation et de création. En réalité, tandis que certains concepts, comme les éléments matériel et subjectif de l’infraction, ont été adaptés à la nature désincarnée des êtres collectifs, d’autres concepts, comme la notion pragmatique d’imputabilité, ont été spécialement crées pour les personnes morales. Dans ce contexte, l’objectif de notre étude est celui de mettre en lumière ce processus d’harmonisation qui a eu lieu entre le droit pénal franco-brésilien et la responsabilité des groupements, afin d’expliquer de quelle manière ce processus d’harmonisation a pu rendre les théories et les concepts du droit pénal pleinement compatibles avec les particularités des personnes morales. / The criminal liability of the companies exists in French criminal law and in Brazilian criminal law. In these legal systems, it has raised a number of dogmatic problems. These dogmatic problems could be summarized in the following question: how could we adapt the theory of infraction and the theory of criminal responsibility to the peculiarities of the companies? This question is the central point of this work which seeks to analyze the movement of harmonization between criminal law and companies. In this analysis, our study was divided into two parts. In the first part, we will analyze the adaptation movement that was carried out by criminal law, in the sense of adapting some concepts to the intangible nature of the company. In the second part, we will examine the creation movement that was conducted by criminal law, in order to create new legal concepts, which were designed especially for the companies.

Cette thèse étudie plusieurs sujets dans la théorie microéconomique, en mettant l’accent sur l’intégration du contrôle de l’information dans la conception des mécanismes, la vérification de la robustesse des mécanismes et la création d’une base pour une prise de décision collective incohérente. Ce travail permet d’optimiser la transmission et l’acquisition de l’information dans les communications organisationnelles, la publicité et la conception de politiques. Il met également en lumière la façon dont les décisions de groupe inconsistantes découlent de l’hétérogénéité des membres du groupe et propose des moyens de restaurer l’efficacité. La thèse comprend trois chapitres, chacun étant autonome et pouvant être lu séparément. Le premier chapitre étudie un environnement de conception de mécanisme dans lequel le principal a le contrôle sur les informations des agents concernant un état pertinent. Le principal s’engage à une politique de divulgation d’informations où chaque agent observe un signal privé, tandis que le principal n’observe directement ni l’état vrai ni le profil du signal. Les exemples incluent (1)l’évaluation si un nouveau produit correspond aux préférences des consommateurs grâce à leurs commentaires sur les essais de produits échantillon, et (2)la collecte de renseignements en autorisant les enquêteurs à recueillir divers aspects de l’information. J’établis l’optimalité d’une politique de divulgation individuellement non informative et révélatrice, où (i)chaque agent n’obtient aucune nouvelle information sur l’état après avoir observé la réalisation de son propre signal, mais (ii)le principal peut néanmoins déduire l’état réel des rapports des agents sur leurs signaux. En outre, cette politique de divulgation optimale admet une mise en œuvre simple et intuitive (comme certains types d’expériences en aveugle, ou des restrictions sur l’accès à certaines informations) sous des hypothèses supplémentaires. Si l’attention est limitée aux paramètres linéaires, je caractérise une classe d’environnements (y compris ceux qui satisfont aux conditions de régularité standard dans la conception des mécanismes) où un résultat d’équivalence est maintenu entre la divulgation privée et la divulgation publique. Le deuxième chapitre, co-écrit avec Takuro Yamashita, est motivé par Chung et Ely (2007) qui établissent les fondements maxmin et bayésien des mécanismes de stratégie dominante dans les environnements d’enchères `a valeur privée. Nous montrons d’abord que les résultats de fondation similaires pour les mécanismes ex post restent vrais même avec des valeurs interdépendantes si l’interdépendance n’est que cardinale. Inversement, si l’environnement présente une interdépendance ordinale, ce qui est typiquement le cas avec les environnements multidimensionnels, alors en général, les mécanismes ex post n’ont pas de fondement. C’est-à-dire qu’il existe un mécanisme non ex post qui réalise des recettes attendues strictement plus élevées que le mécanisme ex post optimal, quelles que soient les croyances élevées des agents. Le troisième chapitre montre que l’incohérence dynamique dans la prise de décision collective peut provenir de l’hétérogénéité des options extérieures des membres du groupe (c.-à -d. Coûts d’opportunité que les individus doivent payer pour rejoindre le groupe) même si les individus partagent le même temps exponentiel préférence. Ce modèle d’incohérence dynamique endogène facilite l’analyse des conséquences sur le bien-être, puisque les préférences individuelles en fonction du temps permettent une mesure bien définie du bien-être social. Nous caractérisons en outre la politique de divulgation d’informations bayésienne-persuasion optimale, qui prend la forme de règles révélatrices supérieures, pour atténuer la distorsion du bien-être causée par des décisions collectives incohérentes. Notre cadre s’avère très adaptable à divers contextes, tels que la fourniture d’équipements publics et l’affectation au travail d’équipe. / This thesis investigates several topics in Microeconomic Theory, with a focus on incorporating information control into mechanism design, checking the robustness of mechanisms, and providing a foundation for inconsistent collective decision-making. This work helps to optimize information transmission and acquisition in organizational communications, advertisement and policy design. It also sheds light on how inconsistent group decisions derive from heterogeneity in group members, and proposes ways to restore efficiency. The thesis consists of three chapters, each of which is self-contained and can be read separately. The first chapter studies a mechanism design environment where the principal has control over the agents’ information about a payoff-relevant state. The principal commits to an information disclosure policy where each agent observes a private signal, while the principal directly observes neither the true state nor the signal profile. Examples include (1) assessing whether a new product matches consumers’ preferences through their feedback on sample product trials, and (2) gathering intelligence by authorizing investigators to collect various aspects of information. I establish optimality of individually uninformative and aggregately revealing disclosure policy, where (i) each agent obtains no new information about the state after observing any realization of his own signal, but (ii) the principal can nevertheless infer the true state from the agents’ reports about their signals. Furthermore, this optimal disclosure policy admits simple and intuitive implementation (such as certain types of blinded experiments, or restrictions on access to certain information) under additional assumptions. If attention is restricted to linear settings, I characterize a class of environments (including those satisfying the standard regularity conditions in mechanism design) where an equivalence result holds between private disclosure and public disclosure.The second chapter, co-authored with Takuro Yamashita, is motivated by Chung and Ely (2007), who establish maxmin and Bayesian foundations for dominant-strategy mechanisms in private-value auction environments. We first show that similar foundation results for ex post mechanisms hold true even with interdependent values if the interdependence is only cardinal. Conversely, if the environment exhibits ordinal interdependence, which is typically the case with multi-dimensional environments, then in general, ex post mechanisms do not have foundation. That is, there exists a non-ex-post mechanism that achieves strictly higher expected revenue than the optimal ex post mechanism, regardless of the agents’ high-order beliefs. The third chapter shows that dynamic inconsistency in collective decision-making can derive from heterogeneity in group members’ outside options (i.e. opportunity costs that individuals have to pay in order to join the group), even if individuals share the same exponentially discounting time preference. This model of endogenous dynamic inconsistency facilitatesthe analysis of welfare consequences, since time-consistent individual preferences allow for a well-defined measurement of social welfare. We further characterize the optimal Bayesian persuasion information disclosure policy, which takes the form of upper revealing rules, to alleviate the welfare distortion caused by inconsistent collective decisions. Our framework proves to be highly adaptable to various contexts, including provision of public facilities and assignment on team work.

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The purpose of the study was to determine whether selected participants in collective bargaining between Indiana school boards and exclusive representative teacher organizations agree on selected elements as facilitators for reaching agreement.A list of 21 elements was identified through the cooperation of the Director of Mediation and Conciliation and six mediators of the Indiana Education Employment Relations Board. The 21 elements were included in a survey instrument with instructions asking that each element be rated on a five point Likert-type scale ranging from Critical Importance to No Importance.The survey instrument was sent to teacher and board team representatives in 72 Indiana reorganized school corporations. Half of the selected school corporations had not experienced impasse during the two-year period of time immediately preceding the study, and half ofthe selected school corporations had experienced impasse two or more times during the same time period.A two-way analysis of variance was used to test three null hypotheses for each of the 21 elements. The hypotheses were tested to determine if significant differences existed in responses by (1) team position, teacher or board, (2) impasse experience, multiple impasse or impasse absence school corporation, and (3) interaction of team position with impasse experience.Findings of the study support the following conclusions concerning impasse absence and multiple impasse reorganized school corporations in Indiana:1. Teacher and board representatives share common views concerning the importance of selected elements. A list of 13 such elements was identified.2. Negotiation participants in impasse absence and multiple impasse school corporations share common views concerning the importance of selected elements. A list of 15 such elements was identified.3. The relationship of perceptions of teacher and board representatives from impasse absence school corporations do not differ from the relationship of perceptions of teacher and board representatives from multiple impasse school corporations on selected elements. A list of 19 such elements was identified.Nine elements having no team position, impasse experience, or interaction differences were identified. All respondent groups attached at least Moderate Importance to 20 of the 21 elements, with one group of teacher representatives rating one element between Little Importance and Moderate Importance.Application of the findings were extended for observations beyond the scope of the original research. The following represent a few such observations:Collective bargaining participants in some school corporations could improve the local collective bargaining climate by recognizing the importance of elements identified in the study. Elements perceived differently by respective groups and elements of common agreement can identify areas for consideration.Elements viewed as important by participants regardless of team position or impasse experience should be carefully examined at the school corporation level. An attempt should be made to utilize the elements, where applicable, to expedite the completion of a satisfactory agreement.Differences in perception associated with impasse experience may identify areas of critical importance to the peaceful resolution of negotiations. Six such areas were identified in the study.Differences in perception between teacher and board representatives should be recognized and considered to facilitate agreement. Eight such perception differences were identified in the study.

The purpose of the study was to ascertain the factors and conditions which have contributed to harmonious and cooperative negotiations leading to a mutually acceptable agreement as perceived by school board negotiators, teacher organization negotiators and superintendents in selected Indiana school corporations. Study participants included thirty school superintendents, nine school board negotiators that were not superintendents and thirty teacher organization representatives.An interview guide was developed through information secured from an examination of factors and conditions leading to mutually acceptable agreements found in the literature and research dealing with collective bargaining in the educational setting. A separate survey response instrument, entitled Components of Harmonious and Cooperative Negotiations, was developed for use by study participants. Data from interviews and surveys were organized and analyzed by comparing and contrasting responses of participants with the opinions expressed by authorities in the public and private sectors.The null hypothesis to be dealt with in the analysis of the Components of Harmonious and Cooperative Negotiations stated that there was to be no statistically significant difference in the mean value of responses of school board negotiators and of teacher negotiators relative to each of the eleven components.Statistical treatment of the survey data presented the means and standard deviation and the results of a T-test for each of the eleven Components of Harmonious and Cooperative Negotiations. Each of the eleven questions was analyzed by sequential use of the T-statistic for comparing means of two independent groups. A two-tailed approach was used. For each of the eleven components, the null hypothesis was tested. Means and standard deviations for school board and teacher negotiator responses revealed the differences in mean score responses of the two groups of negotiators. The commonly-used .05 level of confidence was arbitrarily chosen as the level of statistical significance.Based on a review of literature and related research, the study, interviews with public school education, and personal experiences related to the study, the following conclusions were drawn:1. An atmosphere and genuine spirit of cooperation is a highly desirable factor in the establishment and maintenance of harmonious and cooperative negotiations.2. Trust is a key factor in securing and maintaining harmonious and cooperative negotiations.3. Increased delegation and responsibility for negotiations from rank and file teachers to negotiating teams has become commonplace.4. The maturity of the collective bargaining relationship and the overall quality of day to day relationships between administrators and teachers will greatly influence the amount and quality of teacher input in the decision making process of the school corporation.5. The composition of the bargaining team reflects the overall attitudes and posture toward bargaining of the school board, administration, and teachers.6. Bargaining teams must be allowed sufficient authority to make tentative decisions for respective constituencies.7. Power is a necessary entity in collective bargaining.8. Ground rules, as a factor in conducting harmonious and cooperative negotiations, diminish in light of good faith bargaining and gentlemanly agreements relative to procedures for negotiations.9. Communication between teachers and the school administration is an essential factor in the final outcome of negotiations.10. Carefully reading, interpreting and observing the intent of the contract 'Language results are factors of day to day administration of the contract resulting in more harmonious and cooperative negotiations.11. Indiana Public Law 217 contains the necessary ingredients for negotiations to be conducted without revision at this time.12. Negotiations proceed best when rigid proceduresand strict protocol are held to a minimum.13. Negotiations between the school administration and teachers are conducted more harmoniously and cooperatively and with less pressure when the direct participation of the Indiana State Teachers Association, the American Federation of Teachers and the National Education Association is minimized.14. A realistic view of harmonious and cooperative relations between the school administration and teachers calls for earned respect, honesty, integrity and an obvious concern by each side for the other. There is absolutely no substitute for high level professional and ethical relations in all matters between the school administration and teachers.

Research Question: Anger is believed to be a powerful motivator of group mobilization. The objective of this dissertation is to examine the role of anger in assisting individuals to overcome the collective action problem. Theory: I utilize Intergroup Emotional Theory in order to build and test hypotheses on when and how anger will lead to mobilization. Methods: I test my hypotheses through four experiments. Experiment 1 examines how individual level anger impacts mobilization. In Experiment 2, I implement a test to induce anger towards an out-group. In Experiment 3, I then examine how anger towards an out-group impacts mobilization under the contexts of threat and competition. In Experiment 4, I look at different threatening contexts and how anger towards an out-group, limited information, and discrimination all work together to impact mobilization. Results: In Experiment 1, I found that when an angry subject is asked to take action in a task unrelated to that anger, the subject fails to mobilize. In Experiment 2, I built and tested two experimental manipulations of out-group anger and was successful in inducing anger directed towards an out-group. Having successfully induced out-group anger, Experiment 3 then demonstrated that out-group anger increases mobilization under competition, but not under threat. The mobilizing effects of out-group anger was limited under threat because subjects also felt angry towards their own in-group. Lastly, I reexamine different variations of threat on mobilization. I attempt to reduce increases in in-group anger by limiting information and discriminating against the angry group, but as I stack the deck against the angry group, they responded by mobilizing less. Conclusions: The potential for anger to mobilize may be contingent upon the level of out-group and in-group anger within a group. These findings collectively shed light on how out-group anger can either facilitate action or lead to inaction.

The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District. It also was designed to discover other possible connections between teacher demographic variables and collective efficacy. The research study for leadership was based on the leadership work of Kouzes and Posner and the survey they created, the Leadership Practices Inventory (LPI). The collective efficacy piece was based on the work of Roger Goddard and his work on the collective efficacy survey for school personnel. Leadership effectiveness had a low positive correlation on collective efficacy. All five practices also had a low positive correlation on collective efficacy. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice had the highest correlation on collective efficacy. Each of the practices had breaks at the 30th and 70th percentile groups based on Kouzes and Posner’s norming group of approximately 18,000 participants. Schools scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges. Schools scoring in the below the 30th percentile group in the Encourage Others to Act practice were statistically significantly different than those scoring in the middle or upper groups as well. There were no other practices showing significant differences in their respective groups. Most length of employment variables showed a low correlation on leadership effectiveness and collective efficacy. Length of employment in Katy ISD had a moderate negative correlation on leadership effectiveness. The researchers categorize schools as schools with high or low collective efficacy based on the teacher comments. High collective efficacy schools commented that they worked as teams and had administrative support. Lower collective efficacy schools mentioned administrative constraints, home life issues, lower administrative support, and lower discipline. The schools were categorized as positive leadership mentioned administrative support, encouragement, and principals who listened. In more negative leadership schools, teachers commented about communication problems and minimal rewards.

The primary purpose of this study was to investigate the collective efficacy of teachers at Heritage Middle School in the East Central Independent School District in San Antonio, Texas, and to determine the relationship between selected demographic variables and the teachers' collective efficacy. The variables included teachers' ethnicity, gender, years of teaching at Heritage Middle School in the East Central Independent School District, total years of teaching, and highest degree earned. The researcher used the collective efficacy survey short form instrument developed by Roger D. Goddard to assess the campus's collective efficacy survey. Answers to the following questions were sought in this study. The first question studied was, "What is the perceived collective efficacy as reported by teachers at Heritage Middle School, East Central Independent School District in San Antonio, Texas?" The results of the study indicated that the teachers who participated in the study all mildly agreed that they had the ability to make all the students at Heritage Middle School successful. The second question studied was, "What is the relationship between selected demographic variables and the perceptions of the teachers regarding collective efficacy at Heritage Middle School, East Central Independent School District in San Antonio, Texas?" The results indicated that there were no statistically significant differences between the variables of gender, ethnicity, length of time in the classroom, length of time in the district, and length of time in the profession and the teachers' collective efficacy. During the 10 years that the Heritage Middle School has been in operation, there have been six different principals resulting in six different approaches to the management of the school. No research was found that explains how a school's collective efficacy is affected when there are numerous administrative changes. Further research that examines the relationship between stability of leadership and collective efficacy of teachers is needed.