A escola é um local de constante transmissão de princípios e regras morais aos alunos e a formação do respeito acontece em todas as relações estabelecidas em seu interior. Os professores são aqueles que estão mais diretamente ligados aos jovens, mas na escola há outras funções com grande influência sobre o ensino e que são pouco estudadas. Na presente pesquisa buscou-se investigar a visão dos coordenadores pedagógicos de Ensino Fundamental I e II de escolas públicas e particulares sobre o respeito na escola. Para isso foram entrevistados 20 coordenadores sendo 10 de escolas públicas e 10 de escolas particulares. A entrevista continha duas partes: uma semidirigida, com perguntas norteadoras, e a outra era composta de três pequenas histórias-problema com alternativas de ações. Os resultados demonstraram que para os coordenadores é muito difícil trabalhar com os professores, que seriam seu foco de atenção e atuação. Há uma discrepância significativa entre os que os coordenadores dizem fazer e o que pensam que os professores fazem em ambas as redes, sendo estes últimos vistos como mais autoritários pelos coordenadores nas escolas públicas. Há situações de desrespeito em diversas esferas e, apesar de terem dificuldade de se lembrar, também acontecem situações de respeito. Os alunos são o maior foco de atenção dos coordenadores o que dificulta ainda mais o seu trabalho com os professores. Percebeu-se também uma tensão entre nas relações entre esses dois profissionais. Pode-se constatar que a formação moral nas escolas ainda acontece de forma pouco planejada e que há pouco espaço para a cooperação e o diálogo entre os adultos, algo que parece se estender nas relações adultos x crianças, principalmente nos órgãos públicos / The school is a place where all moral principles and rules are transmitted to the students constantly. Learning how to respect happens in all relationships established within it. Teachers are those who are most directly linked to students. School has another skills with great influence on education which are poorly studied. This research has investigated the view of educational coordinators about the respect at school. Coordinators from Elementary I and II were interviewed in 20 different schools. Half in public schools and the other half in private schools. The research happened in two parts. First one with guiding questions and the second one were composed by three problem situations with different actions. The results showed how difficult it is for the coordinators to work with the teachers, who should be their focus of attention and action. There is a significant gap between what the coordinators do and what they think the teachers do at the school, even at the public or the private school. The public school teachers are seen by the coordinators as the most authoritarian ones. There are a lot of disrespectful situations. Although they find hard to remember, it also occurs situations of respect. The students are the major focus of the attention of the coordinator which makes even harder the work with the teachers. We also noticed a tension in between these two professionals in their relationships. It is evident that the moral education at school is still so poorly planned. There is a small space for cooperation and dialogue between the adults. It is something that seems to extend through relationships between adult x children, especially in public schools

No description available.

No description available.

Este trabalho teve como objetivo investigar o lugar da brincadeira nas atividades das crianças indígenas Parakanã e descrevê-las no contexto do modo de vida desses índios. Os índios Parakanã ainda mantêm muitas de suas tradições culturais, tais como, a língua, o preparo da farinha, a pintura corporal, as reuniões diárias (tekatawa) para solução de problemas da aldeia, a caça e os festejos. A população é predominantemente jovem e o espaçamento de nascimentos é de aproximadamente dois anos e meio. Foram observadas 29 crianças indígenas Parakanã (16 F e 13 M), de quatro a 12 anos, da aldeia Paranowaona, sudeste do estado do Pará. O método de observação utilizado foi sujeito focal com sessões de cinco minutos. O número médio de sessões para cada criança foi 11. As crianças foram subdivididas nas classes etárias konomia (quatro a seis anos) e otyaro (sete a doze anos), conforme categoria de idade dos próprios índios. Os resultados indicaram que: a) as crianças passam a maior parte do seu tempo brincando; b) meninas trabalham mais que meninos; c) a brincadeira simbólica e a de construção ocorrem com maior freqüência entre as crianças mais jovens e posteriormente começam a surgir os jogos de regras; d) crianças brincam com companheiros do mesmo sexo e grupo etário; e) as brincadeiras simbólicas são representações muito próximas das atividades dos adultos. De uma maneira geral, as crianças Parakanã passam a maior parte do seu tempo brincando em seu próprio mundo. A partir de dois ou três anos, começam a brincar em grupo sem supervisão de adultos. Elas não só representam a vida adulta que observam livre e abundantemente, mas parecem recriá-la, como se fosse uma cultura peculiar, específica: a cultura da brincadeira. / This study aims to investigate the role of play in the activities of Parakanã Indian children, as well as to describe their play using the context and the way of life of these Indians. The Parakanã Indians preserve many of their cultural traditions, such as their language, the preparation of manioc flour, body painting, daily meetings (tekatawa) to deliberate on the village’s problems, game hunting and festive celebrations. Their population is predominantly young and births occur approximately with a two-and-a-half-year gap between them. Twenty-nine Parakanã children (16 F and 13 M) from 4 to 12 years of age and from the Paranowaona village, located in the southeast region of Pará State, were observed. The focal sample method was applied with 5-minute sessions. The average number of sessions for each child was 11. The children were subdivided in age classes, namely: konomia (four to six years old), otyaro (seven to twelve years old), according to the Indians’ own age categorization. The results point out that a) children spend most of their time playing; b) girls work more than boys; c) the symbolic, as well as the construction play occur more often among young children and games with rules start to emerge subsequently; d) children play with same-sex and age-class peers; e) their symbolic play is a very close representation of the adults’ activities. In general, Parakanã children play most of the time and in their own world. From two to three years old they start playing in groups, without any adult supervision. They not only depict the adult life that they observe freely and abundantly, but also recreate it as if it were a very peculiar and specific culture: the culture of playing.

Este trabalho teve como objetivo investigar o lugar da brincadeira nas atividades das crianças indígenas Parakanã e descrevê-las no contexto do modo de vida desses índios. Os índios Parakanã ainda mantêm muitas de suas tradições culturais, tais como, a língua, o preparo da farinha, a pintura corporal, as reuniões diárias (tekatawa) para solução de problemas da aldeia, a caça e os festejos. A população é predominantemente jovem e o espaçamento de nascimentos é de aproximadamente dois anos e meio. Foram observadas 29 crianças indígenas Parakanã (16 F e 13 M), de quatro a 12 anos, da aldeia Paranowaona, sudeste do estado do Pará. O método de observação utilizado foi sujeito focal com sessões de cinco minutos. O número médio de sessões para cada criança foi 11. As crianças foram subdivididas nas classes etárias konomia (quatro a seis anos) e otyaro (sete a doze anos), conforme categoria de idade dos próprios índios. Os resultados indicaram que: a) as crianças passam a maior parte do seu tempo brincando; b) meninas trabalham mais que meninos; c) a brincadeira simbólica e a de construção ocorrem com maior freqüência entre as crianças mais jovens e posteriormente começam a surgir os jogos de regras; d) crianças brincam com companheiros do mesmo sexo e grupo etário; e) as brincadeiras simbólicas são representações muito próximas das atividades dos adultos. De uma maneira geral, as crianças Parakanã passam a maior parte do seu tempo brincando em seu próprio mundo. A partir de dois ou três anos, começam a brincar em grupo sem supervisão de adultos. Elas não só representam a vida adulta que observam livre e abundantemente, mas parecem recriá-la, como se fosse uma cultura peculiar, específica: a cultura da brincadeira. / This study aims to investigate the role of play in the activities of Parakanã Indian children, as well as to describe their play using the context and the way of life of these Indians. The Parakanã Indians preserve many of their cultural traditions, such as their language, the preparation of manioc flour, body painting, daily meetings (tekatawa) to deliberate on the village’s problems, game hunting and festive celebrations. Their population is predominantly young and births occur approximately with a two-and-a-half-year gap between them. Twenty-nine Parakanã children (16 F and 13 M) from 4 to 12 years of age and from the Paranowaona village, located in the southeast region of Pará State, were observed. The focal sample method was applied with 5-minute sessions. The average number of sessions for each child was 11. The children were subdivided in age classes, namely: konomia (four to six years old), otyaro (seven to twelve years old), according to the Indians’ own age categorization. The results point out that a) children spend most of their time playing; b) girls work more than boys; c) the symbolic, as well as the construction play occur more often among young children and games with rules start to emerge subsequently; d) children play with same-sex and age-class peers; e) their symbolic play is a very close representation of the adults’ activities. In general, Parakanã children play most of the time and in their own world. From two to three years old they start playing in groups, without any adult supervision. They not only depict the adult life that they observe freely and abundantly, but also recreate it as if it were a very peculiar and specific culture: the culture of playing.

abstract: A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students. A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support. The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups. / Dissertation/Thesis / Doctoral Dissertation Engineering Education Systems and Design 2020

No cenário atual dos negócios, todo trabalhador é pressionado a ser flexível para conjugar relacionamentos diferenciados, seja com distintos empregadores, supervisores, ou colegas. O sonho de estabilidade profissional em uma única empresa cede lugar às inquietudes dos novos modelos de trabalho autônomo. Os vínculos são diferenciados, as regras são ambíguas. Os indivíduos são pressionados a cuidar de si mesmos e de sua obra. Tais condições impõem novos desafios para a gestão de pessoas, como se observa no desenvolvimento do compromisso e na gestão das identidades. Nesse cenário surge o conceito de contrato psicológico como elemento estratégico da estabilidade individual em ambientes turbulentos e instáveis. O presente projeto é dedicado ao estudo dos contratos psicológicos como ferramenta de desenvolvimento pessoal e de gestão. Embora estudado, há mais de duas décadas, o conceito contrato psicológico continua ambíguo, carecendo de limites epistemológicos, ao mesmo tempo que reconhecido como elemento presente nas relações entre empregados, empregadores e empresas. A pesquisa aqui descrita é uma investigação que teve por alvo a compreensão dos contratos psicológicos ao estudar profissionais de uma instituição educacional que atuam como autônomos, ou passaram da condição de autônomo para a condição de empregados e de seus empregadores. A meta principal deste estudo foi produzir dados empíricos para comprovar a existência de vínculos que podem ser reconhecidos como contratos, identificar os conteúdos das trocas existentes nos mesmos e apreender situações de quebra e desrespeito a tais vínculos. Foram estudados 10 (dez) sujeitos através de entrevistas para que se pudesse captar os elementos de troca, a finalidade destas e os problemas implicados no vínculo e em sua possível ruptura. Os resultados evidenciaram o reconhecimento de vínculos estáveis que atuam sobre os diversos sistemas subjetivos individuais e a relação destes com os próprios sistemas. Os contratos psicológicos parecem existir e têm funções diversas. Afirmações sobre os mesmos requerem estudos mais aprofundados e mais amplos / Within the present day business scenario, workers are required to be flexible in order to cope with an increasing variety of relationships with different employers, supervisors, or colleagues. The dream of professional stability in one only enterprise yields to the dynamics of contractors work. In the latter, bonds are differentiated and the rules ambiguous. Individuals are required to care themselves, their and outcomes. These conditions impose new challenges to the management of people, as this can be easily seen in the field of commitment and in the management of identities. Within that context the concept of psychological contracts comes up as strategic as well as useful tool for individual stability under turbulent and unstable conditions. This research project aims at studying psychological contracts as tools for personal and managerial development. Notwithstanding more than two decades of research and scrutiny, the concept of psychological contracts goes on ambiguous, lacking epistemological boundaries, at the same time which its existence is recognized in the social interactions among employees, employers and enterprises. This research carries out an investigation the target of which was the understanding of psychological contracts as observed in the employees of an educational institution. They were either contractors or professionals who migrated from the condition of contractor to the one of employee. The main target of this study was the production of empirical data through which the bonds between professionals and the enterprise could be exposed to be scrutinized as contracts, to be scanned in the tradeoffs produced along the interaction and to be analyzed in the consequences of their breaking and deviances. Ten professionals were studied through interviews. The latter was chosen on the grounds of its capacity to expose the trade off and its elements, the end which guided them, the problems implied in the bonds among the professionals and the effects of ruptures of those bonds. The results gave evidence about the contract sort of bonds and their stability. The contract emerges as a moderator of the several subjective systems in the search for stability of the social context. The study allowed the conclusion that the contracts are real bonds and have several functions, but any assertion about them requires more studies both deeper and wider ones

No cenário atual dos negócios, todo trabalhador é pressionado a ser flexível para conjugar relacionamentos diferenciados, seja com distintos empregadores, supervisores, ou colegas. O sonho de estabilidade profissional em uma única empresa cede lugar às inquietudes dos novos modelos de trabalho autônomo. Os vínculos são diferenciados, as regras são ambíguas. Os indivíduos são pressionados a cuidar de si mesmos e de sua obra. Tais condições impõem novos desafios para a gestão de pessoas, como se observa no desenvolvimento do compromisso e na gestão das identidades. Nesse cenário surge o conceito de contrato psicológico como elemento estratégico da estabilidade individual em ambientes turbulentos e instáveis. O presente projeto é dedicado ao estudo dos contratos psicológicos como ferramenta de desenvolvimento pessoal e de gestão. Embora estudado, há mais de duas décadas, o conceito contrato psicológico continua ambíguo, carecendo de limites epistemológicos, ao mesmo tempo que reconhecido como elemento presente nas relações entre empregados, empregadores e empresas. A pesquisa aqui descrita é uma investigação que teve por alvo a compreensão dos contratos psicológicos ao estudar profissionais de uma instituição educacional que atuam como autônomos, ou passaram da condição de autônomo para a condição de empregados e de seus empregadores. A meta principal deste estudo foi produzir dados empíricos para comprovar a existência de vínculos que podem ser reconhecidos como contratos, identificar os conteúdos das trocas existentes nos mesmos e apreender situações de quebra e desrespeito a tais vínculos. Foram estudados 10 (dez) sujeitos através de entrevistas para que se pudesse captar os elementos de troca, a finalidade destas e os problemas implicados no vínculo e em sua possível ruptura. Os resultados evidenciaram o reconhecimento de vínculos estáveis que atuam sobre os diversos sistemas subjetivos individuais e a relação destes com os próprios sistemas. Os contratos psicológicos parecem existir e têm funções diversas. Afirmações sobre os mesmos requerem estudos mais aprofundados e mais amplos / Within the present day business scenario, workers are required to be flexible in order to cope with an increasing variety of relationships with different employers, supervisors, or colleagues. The dream of professional stability in one only enterprise yields to the dynamics of contractors work. In the latter, bonds are differentiated and the rules ambiguous. Individuals are required to care themselves, their and outcomes. These conditions impose new challenges to the management of people, as this can be easily seen in the field of commitment and in the management of identities. Within that context the concept of psychological contracts comes up as strategic as well as useful tool for individual stability under turbulent and unstable conditions. This research project aims at studying psychological contracts as tools for personal and managerial development. Notwithstanding more than two decades of research and scrutiny, the concept of psychological contracts goes on ambiguous, lacking epistemological boundaries, at the same time which its existence is recognized in the social interactions among employees, employers and enterprises. This research carries out an investigation the target of which was the understanding of psychological contracts as observed in the employees of an educational institution. They were either contractors or professionals who migrated from the condition of contractor to the one of employee. The main target of this study was the production of empirical data through which the bonds between professionals and the enterprise could be exposed to be scrutinized as contracts, to be scanned in the tradeoffs produced along the interaction and to be analyzed in the consequences of their breaking and deviances. Ten professionals were studied through interviews. The latter was chosen on the grounds of its capacity to expose the trade off and its elements, the end which guided them, the problems implied in the bonds among the professionals and the effects of ruptures of those bonds. The results gave evidence about the contract sort of bonds and their stability. The contract emerges as a moderator of the several subjective systems in the search for stability of the social context. The study allowed the conclusion that the contracts are real bonds and have several functions, but any assertion about them requires more studies both deeper and wider ones

隨著資訊與通訊科技的快速發展與廣泛應用，網際網路日益普及，使得民眾在日常生活中諸多事務越來越依靠網路，進而帶來數位化的生活模式及互動型態，近年來，社群網站、即時通訊軟體等社交平台的大量出現，使得許多民眾開始利用網路來拓展其人際關係與管理其友誼網絡。此外，過去在探討網路使用與人際互動的文獻中，鮮少針對網路使用者所處的國家文化與環境背景加以分析，然而，人類所從事的行為會受到其生存的環境脈絡與文化價值觀所影響。以此為前提，本研究的主要目的在於檢視網路使用對人際互動的影響，以及探討不同文化環境下的民眾對於起網路使用行為有何差異。 　　本研究經由文獻檢閱，整理出網路使用行為與友誼網絡發展的相關文獻，以及國家文化的相關概念與構面，包括文化差異與人際關係的關聯性、國家文化與網路使用行為的關係等理論。本研究的分析方法為次級資料分析，資料蒐集自世界網路計畫之社會調查，分析中國與美國當前網路發展與使用行為的現況與趨勢，接著利用階層邏輯迴歸分析，比較不同國家文化環境下，民眾網路使用與人際互動之關聯性。 　　整體結果顯示，網路使用動機可以分為工具性、社交性及娛樂性三種類型，其中社交性網路使用動機對於人際互動具有正向顯著相關，意即網路使用與社交網絡的興起，提供民眾更多進行互動的平台與管道，增強了人際互動的聯繫;此外，在國家文化的影響因素下，根據分析結果，發現當國家文化屬於東方文化時，其社交性網路使動機為對於人際互動會產生較強烈的影響，換言之，國家文化作為調節變相對於網路使用行為與人際互動間確實會產生不一樣的效應。 / With the rapid development of information and communication technology, people are getting more and more rely on the Internet in daily life, which contribute to the digital lifestyle and interactive patterns. In recent years, large numbers of Online Socializing Platform, such as community sites, instant messenger, etcare making people begin to use the Internet to expand their relationships and manage their friendship network. In the past, the literatures on the use of Internet and interpersonal interaction were rarely analyzed for the national culture and environmental background of Internet users. However, the behavior of human beings will be affected by the context and cultural values that they live on. In this premise, the main objective of this study is to examine the impact of Internet use on interpersonal interaction and to explore the differences in behavior between people from different cultural environment. 　The study, with literature review, has sorted out the internet using behaviors and friendship network development of the relevant literature, as well as the relevant concepts of national culture and aspect, including the relationship between cultural differences and interpersonal relationships, the relationship between national culture and internet using behaviors. The method of this study is secondary data analysis, data were collected from the survey of World Internet Project. Class-based logistic regression analysis was then proceeded to to discuss correlation between internet using behaviors and interpersonal interaction with the comparison of cultures from different countries. 　Overall results show that Internet use motivation can be divided into three types, including instrumental motivation, social motivation and entertaining motivation. While social motivation has significant positive correlation on interpersonal interaction, it means the use of the network and the rise of social networks provide people with more interactive platform and pipeline, and enhance the interpersonal interaction. Based on the analytical results, when the national culture belongs to the oriental culture, social motivation will have a stronger impact on interpersonal interaction under the influence of national culture. In other words, national culture as a moderator variable has different effects on internet using behaviors and interpersonal interaction.

This study explores the phenomenon of serial murder from the perspective of narrative psychology. Using a case study approach and a grounded theory analytical process this qualitative study utilised the narrative concept of the imago to explore the motivation and development of those who commit serial murder in South Africa. The aim is increase our theoretical understanding of serial murder in directions that support offender profiling. Semi-structured interviews with two South African men who committed serial murder were undertaken and analysed alongside archival data. Their imagoes formed the focus of the analysis. This analysis included a consideration of how the individual’s motivations and developmental patterns were reflected in their crime scenes. This study demonstrated that imagoes play a significant role in the motives for offending, and development of offence behaviours, in men who commit serial murder. The imagoes help create motives; then embody these motives by encouraging and justifying certain types of behaviour in the individual. Interactions between imagoes were particularly significant in this regard. The dominant imago associated with the individual’s self was also associated with the development of a behavioural template for offending, and was thus especially significant in embodying motive. The development of offending was further encouraged by the separation between imagoes involved in offending and those that are not. However differences between the case studies were also observed, such as the extent to which imagoes develop in interaction with others and the roles played by their imagoes in the developmental narrative of their offending. These findings shed novel theoretical light on the study of serial murder in South Africa. It suggests directions for research into the role of narrative and culture in offending, and for the study of the imago as an embodied mode of interpersonal interaction. It also offers opportunities for research aiming to support offender profiling, and proposes a possible synthesis of competing conceptions of serial murder. / Thesis (PhD)--University of Pretoria, 2010. / Psychology / unrestricted