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Recent technological breakthroughs in natural language processing and artificial intelligence (AI) and the subsequent release of OpenAIs generative AI system, ChatGPT, have warranted much attention from researchers and the general public alike. Some with praise, foreseeing a brighter future for all, and some predicting the end of humanity. As AI agents become increasingly complex and gain the ability to deal with tradeoffs and become more autonomous, the problem of embedding human values into these AI agents becomes more pressing. Embedding human values is a crucial part of the development of aligned AI systems that act in accordance with human intents and desires. The black-box nature of large language models (LLMs) offers little insight into the mechanics of the AI agents' decision-making processes. For this reason, it is of great interest to explore what values an LLM might hold. This explorative study lets the most popular LLM chatbot today, ChatGPT answer a set of questions focusing on human values. The questions were adopted from the World Value Survey (WVS) and relate to current global values around different subjects, such as same-sex marriage, corruption and raising children. The results were compared to the latest data set (from 2022) from the WVS to show how close or far the values of ChatGPT are to the respondents' values across countries. The findings contribute to the broader understanding of the challenges and implications of developing AI systems that align with human values. Which is crucial in ensuring the systems trustworthiness and beneficial impact on society. The findings of this explorative study support that ChatGPT's values are influenced by the values prevalent in developed democracies, with a leaning towards progressive/liberal views. Results could also imply that ChatGPT may propose a neutral attitude towards questioning established systems and institutions, and emphasizing individual rights. / Nya tekniska genombrott inom naturlig språkbehandling och artificiell intelligens (AI) samt OpenAIs generativa AI-system, ChatGPT, har genererat mycket uppmärksamhet från både forskare inom fältet och från allmänheten. Vissa spår en ljusare framtid, medan andra siar om slutet för mänskligheten. Allteftersom “AI-agenter” blir mer komplexa utvecklar förmågan att göra avvägningar, och blir mer autonoma, blir problemet med att integrera mänskliga värden i dessa AI-agenter mer angeläget. Att integrera mänskliga värderingar är en avgörande del i utvecklingen av AI-system som agerar i enlighet med mänskliga avsikter och vilja. Vi saknar insyn i mekaniken för beslutsprocesser hos stora språkmodeller (eng: large language models, LLMs) och av denna anledning är det av stort intresse att utforska vilka värderingar en språkmodell uttrycker. Denna utforskande studie låter den, för närvarande, mest populära LLM-chatboten, ChatGPT, svara på en uppsättning av frågor som fokuserar på mänskliga värderingar. Frågorna har hämtats från World Value Survey (WVS) och relaterar till aktuella globala värderingar kring olika ämnen, såsom samkönade äktenskap, korruption och barnuppfostran. Resultaten jämfördes med den senaste datan (från 2022) från WVS för att visa hur nära eller långt värdena för ChatGPT ligger respondenterna från olika länders. Resultaten från denna studie bidrar till en bredare förståelse för utmaningarna och konsekvenserna av att utveckla AI-system som är i linje med mänskliga värderinga. Detta är en viktig aspekt för att kunna säkerställa systemens pålitlighet och positiva inverkan på samhället. Resultaten av denna explorativa studie stödjer att ChatGPT:s värderingar influeras av de värderingar som råder i utvecklade demokratier, med en tendens mot progressiva/liberala åsikter. Resultaten kan också antyda att ChatGPT kan ställa sig neutralt till ifrågasättandet av etablerade system och institutioner, samt betonar individuella rättigheter.

Recent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one’s group. The values and corresponding motivational forces guide an individual’s decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to assess an individual’s value hierarchy. While both of these surveys accurately measure an adult’s values, further research has indicated children possess individual values similarly to adults. As a result, the Picture Based Values Survey for Children was created in order to consider children’s values. The results from the children who took the Picture Based Values Survey For Children revealed that those children as a group acquired the same value hierarchy as adults. Since motivational forces determine an individual’s values, it would seem predictable that values might have an effect on a student’s level of motivation to succeed in the classroom. When a student’s motivational goals are met in the classroom, then they will become engaged in the lesson by aligning students’ values to the teaching methods incorporated in the lesson. This thesis therefore integrates prior research on children’s value development, the effects these values have on society and the classroom, and ways to exhibit values through discourse and teaching methods. Further, this seeks to apply this research in late childhood and early adolescence classrooms by examining the effects that may result from teachers exhibiting each of the ten universal values through their teaching methods through publicly shared videos.

L’injustice au travail engendre des émotions négatives chez les employés, ces émotions influencent les résultats du travail. Cette recherche vise à mettre en évidence cette perspective en utilisant deux approches théoriques alternatives de l’injustice au travail : La justice organisationnelle et le déséquilibre effort-récompense ainsi que leurs conséquences sur les deux différents échantillons. Basé sur une étude transversale, ce travail compare la justice organisationnelle et le déséquilibre effort-récompense en examinant les perceptions de l’injustice par les employés et leurs relations aux rendements au travail au Pakistan (N=583) et en France (N=241). En plus, nous examinons les effets modérateurs des valeurs humaines sur la relation entre l’injustice au travail et le rendement. Cependant, les résultats de l'analyse de la régression hiérarchique révèlent que les deux modèles théoriques de l’injustice (la justice organisationnelle et le déséquilibre effort-récompense) étaient positivement liés à l'épuisement lié au travail et à l'intention de départ, et négativement liés à l'engagement organisationnel, et au comportement au travail. Nous avons démontré que les valeurs humaines et la sensibilité à l’équité modèrent la relation entre l’injustice et les conséquences du stress dans les deux échantillons. Nous avons aussi abordé notre contribution à la littérature existante, les multiples implications managériales et les pistes de recherches. / Unfairness at work often causes in inducing negative emotions among employees that influence their work outcomes or strains. In this research, we seek to advance this perspective by using two alternative theoretical models of unfairness at work: organizational (in)justice and effort-reward imbalance and its consequences on two different samples of employees. Based on cross-sectional two different samples this study offered a comparison between organizational (in)justice and effort-reward imbalance in examining employees' unfair perceptions and their relationships to work outcomes in Pakistan (N=583) and in France (N=241).Further, this research examined the moderating effects of personal human values and equity sensitivity between the relationships of unfairness at work and outcomes. However, results of hierarchical regression analysis revealed that both theoretical models of unfairness (organizational (in)justice and effort-reward imbalance) were positively related to job-burnout, turnover intention whereas negatively related to organizational commitment, employees’ performance, and employees in role behavior. We also found that personal human values and equity sensitivity moderated the relationship between unfairness and stress outcomes in both samples. Contribution towards the existing literature, managerial implications, and future research direction was also discussed.

Made available in DSpace on 2014-12-17T14:36:44Z (GMT). No. of bitstreams: 1 ValeriaMSSG_DISSERT.pdf: 2034765 bytes, checksum: cd7c2bd18dd5305c9b9f2fe56b011d96 (MD5) Previous issue date: 2012-09-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present dissertation tells a proposal of based pedagogical intervention in the use of practical corporal cooperatives during lessons of physical education in intention to create situations that allow to educating to reflect on the violence and its consequences in the social relations in the school. For in such a way, we leave from the following question of study: which perspectives of the physical education to contribute to minimize the aggressive and violent attitudes of the pupils in the school? Centered in the objective to reflect on the aggressiveness, the violence and bullying in the school, the light of a theoretical recital and in the perspectives of contribution of practical the corporal cooperatives for the reduction of its effect in the pertaining to school environment, in particular in the lessons of physical education, we search among others to involve the pupils in activities that stimulated the expression of human values as solidarity, respect and cooperation. In this intention, we opt to a ethnographic study for the possibility of next interaction between investigator and the investigated one. Our research is directly on to the social aspects that involve the problems of the society in a general way, in the attempt to diminish the decurrent problems of aggression situations, that they happen in one definitive municipal school of the city of Natal/RN, the sample being constituted of pupils of 6? year of Basic Education. It analyzes the practical situations lived deeply by the pupils had revealed efficient to minimize the aggressive attitudes in the pertaining to school space, as well as it opens perspectives so that the educators deal better with such attitudes, using to advantage them to educate the pupils in the direction to stimulate the good relations. We believe that with this research, to be able to of course share with other schools our experiences in the attempt of resolution of similar problems regarding thematic of the aggressiveness, respecting the specificity of each school in particular / A presente disserta??o relata uma proposta de interven??o pedag?gica embasada na utiliza??o de pr?ticas corporais cooperativas durante aulas de educa??o f?sica, no intuito de criar situa??es que permitam ao educando refletir sobre a viol?ncia e suas consequ?ncias nas rela??es sociais na escola. Para tanto, partimos da seguinte quest?o de estudo: quais as perspectivas de a educa??o f?sica contribuir para minimizar as atitudes agressivas e violentas dos alunos na escola? Centrado no objetivo de refletir sobre a agressividade, a viol?ncia e o bullying na escola, ? luz de uma fundamenta??o te?rica e nas perspectivas de contribui??o das pr?ticas corporais cooperativas para a diminui??o dos seus efeitos no ambiente escolar, em particular nas aulas de educa??o f?sica, buscamos envolver os alunos em atividades que estimulavam a express?o de valores humanos, como solidariedade, respeito e coopera??o, entre outros. Nesse intuito, optamos por um estudo etnogr?fico, devido ? possibilidade de intera??o pr?xima entre investigador e investigado. Nossa pesquisa est? diretamente ligada aos aspectos sociais que envolvem os problemas da sociedade de uma maneira geral, na tentativa de diminuir os problemas decorrentes de situa??es de agress?o que acontecem numa determinada escola municipal da cidade de Natal/RN, sendo a amostra constitu?da por alunos do 6? ano do Ensino Fundamental. A an?lise das situa??es pr?ticas vivenciadas pelos alunos mostrou-se eficaz para minimizar as atitudes agressivas no espa?o escolar, bem como abrem perspectivas para que os educadores lidem melhor com tais atitudes, aproveitando-as para educar os alunos no sentido de estimular as boas rela??es. Acreditamos, com esta pesquisa, podermos compartilhar com outras escolas nossas experi?ncias, na tentativa de resolu??o de problemas semelhantes a respeito da tem?tica da agressividade, respeitando naturalmente a especificidade de cada escola em particular

The thesis deals with a problem whether it is ethical to end one´s own life. It reflects various situations where life is at stake, such as suicide, self-killing, martyrdom and euthanasia. The thesis is structured to reflect individual phenomena. In the same time, it opines about suicide problems from a point of view of social work and it describes how an individual with suicidal tendencies can be helped.

This study explored the phenomena of pre-adolescents growing up in an informal settlement and explored how needs and wants influenced their value and moral formation. The research was located within the specific context of a qualitative interpretivist study. A phenomenological research design was used to highlight how these young people construct their personal identities rooted in their unique value and moral structures. The criteria used to choose the participants included pre-adolescents between the ages of 10 and 14 who lived alone without parental care or who were left alone for long periods during the day. The selected participants were young people who were daily exposed to adverse conditions and who had to make real life choices. Data on how these pre-adolescents viewed their situation were collected using stick figures, collages, drawings and observations, followed by in-depth individual and focus group interviews and discussions on moral dilemmas. The aim of interviewing the young people personally was to explore their own views of the realities of their lived experiences and how they perceived the world around them. From the empirical evidence and the theories studied a number of significant themes emerged that indicated a strong need for emotional and social support, besides their obvious material needs. The major themes were (1) family and community, (2) emotional needs, (3) financial and material needs, (4) protection and security, (5) moral choices and needs, (6) education and (7) religion. The findings of the study revealed that individuals progress through various stages of moral growth and development as they grow from childhood to adulthood, and that children are not born with an innate moral or value system. These have to be taught through the process of socialisation whereby they learn social values, morals, attitudes and expectations as these are communicated from one person to another. The findings also showed that these young people are able to act in a caring, concerned, altruistic and resilient manner, just as much as they are able to act in a destructive manner. These young people are as able to do good just as they are able to do bad things. They have a strong sense of moral rightness and wrongness and the values that underpin morality. It showed that even when their basic human needs are unmet they can still make choices that reflect good moral values. They have the capacity to transcend themselves and to make radical change in their personal lives and in turn contribute to the well being of a better society. Since this was an exploratory study of specific marginalised young people in a particular environment which focused more on pre-adolescents’ espoused theory and how they would act if faced by moral dilemmas, it suggests the need for further exploration and research on the theory in action by studying the reasons why preadolescents engage in at-risk behaviour. SEPEDI : Thuto ye e hlohlomiša ponagalo e kgolô ya baswa bofalalelong bjo e sego bja tlwaelo, gomme ya hlohletša ka moo dinyakwa le dihlokwa di tutueditšego popego ya metheo le setho. Nyakišišo ye e ile ya ela khwalithi ya seo se nyakišiswago tlhoko. Go somišitšwe moakanyetšo wa phatišišoponagalo go tšweletša ka fao baswa ba bopago boitšhupo bjo bo letšego popegong ya mehola le boitshwaro bja bona. Kêlo ye e šomišitšwego e aparetše baswa gare ga mengwaga ye 10 go iša go 14; bao ba phelago ba le tee, go se na tlhokomelo ya batswadi goba bao ba tlogelwago ba le tee nako ye telele mosegare. Batšeakarolo be e le baswa bao ba bego ba lebanwe ke maemo a šoro gomme ba swanetse go ikethela tsela. Data ya ka moo baswa bao ba lebelelago maemo a bona, e ile ya kgoboketšwa go šomišwa diphata, dibopego tšeo di gomareditšwego, dithalwa le temogo ye e latelwago ke poledišano le mongwe le mongwe, goba sehlopha ka ga mathata a boitshwaro. Maikemišetšo a poledisano le baswa ke go nyakišiša dikgopolo tša bona ka ga bonnete bja maitemogelo, le ka moo ba bonago lefase. Go tšwa bohlatseng bja boitekelo bjo, le go teori tše di nyakišitšwego, go bonagetše nyakego ya thekgo ya khuduego le leago, gape le tša dinyakwa tša bophelo. Dintlhakgolo di bile (1) lapa le tikologoleago (2) dinyakwa tša moya (3) dinyakwa tša tšhelele le didirišwa (4) tšhireletšo le potego (go lotega) (5) boitshwaro le dihlokwa (6) thuto (7) bodumedi. Dikhwetšo tša thuto ye di utollotše gore mongwe le mongwe o tšwelela dikgatong tše mmalwa tša kgolô ya boitshwaro le tšweletšopele ge ba ntše ba gola go tšwa bjaneng go ya bogolong; le gore bana ga ba belegwe ba na le mokgwa wa maitshwaro wa tlhago. Tšeo di rutwa ka tsela ya phedišano; ka fao ba ithute kagišano, maitshwaro bjale ka ge di hlagiswa ke batho ba bangwe. Khumano e laeditse gape gore baswa ba kgona go hlokomela, ba amege, ba be le phanô, gape ba itshware ka tsela ye e sa swanelago. Baswa ba kgono dira botse, ba fetoge ba dire bobe. Ba na le moya wa setho le moya wa tshenyo; gape le theô ye e laetšago maitshwaro a botse. E bontšhitse le gore, le ge dinyakwa tša bona di sa kgotšofatswe, ba kgono kgetha ba laetše maitshwaro a mabotse. Ba na le maatla a go feta mathateng, ba fetole maphelo a bona gomme ba be le kabelo go kaonafatša tikologoleago. Ka ge se e bego e le fela thutotlhotlhomišo ya baswa bao ba lego mellwaneng ya bophelo tikologong e itšego, gomme ya ikamanya fela go teori ya baswa le ka moo batla itshwarago, ge ba lebanwe le mathata a setho, e laetša nyako ya tlhotlhomišo e tseneletšego, e tšwelago pele ka nyakišišo ya teori ye ka go ithuta mabaka ao a dirago maitshwaro a. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted