Abortion is a highly controversial subject that has again come into the spotlight in South Africa due to the legalisation of abortion on demand in 1996. The results of various studies conducted since the Choice on Termination of Pregnancy Act 92 of 1996 was implemented, have indicated that abortion providers have met with a great deal of negativism and ostracism. This study focused on the implications of abortion work on nurses' social relationships with family, friends, colleagues and their communities. Recent literature was reviewed on the subject. The researcher however, found little information on this specific aspect of abortion. The study was conducted with abortion nurses from two government designated hospitals in the East London area responsible for abortion services. Thus, results cannot be generalised. This is a qualitative study that aimed at obtaining firsthand information regarding the personal experiences of abortion nurses. A non-probability sampling technique was used viz. criterion sampling. The Interview Guide Approach was used whereby in-depth, semi-structured interviewed were conducted with the guidance of a set of questions in the form of an Interview Schedule. The ten respondents were asked to share their recommendations as to possible measures that could address the challenges mentioned during their interviews. The researcher came to the conclusion that nurses' social relationships and lives are definitely impacted by abortion work. This impact is largely negative as the majority of respondents experience labelling, stigmatization and ostracism from family, friends, and their colleagues. Abortion nurses also experience a lack of social support, ambivalent feelings with regard to abortion, and a range of negative emotions ranging from stress and depression to frustration and anger. A number of repeat abortions are being done and there seems to be a general lack of contraception. The need exists for nurses to go to Value Clarification Workshops and also to get support in terms of compulsory, continuous, counselling. Separate wards should be set up for abortions whilst sex education should be included in school curriculums at both primary and secondary schools. Family planning and facts about the abortion process should also be included in these sex education programmes. Overall. the need exists for family planning initiatives to promote contraception and deter women from using abortion as a means of contraception. As this study reveals, conducting abortions has come at a great cost for the majority of nurses who lack social support and bear the brunt of anti-abortion sentiment expressed by significant others in their lives. The latter being the people who would normally be the one's they would turn to for help, counsel, support and assistance

Essa pesquisa analisou os sentidos do conceito de liberdade difundidos pelo Fórum da Liberdade de Porto Alegre no período de 1988 a 1993, isto é, durante as primeiras seis edições do encontro que é anual. Organizado pelo Instituto de Estudos Empresariais (IEE), instituição voltada à formação de lideranças empresariais, o Fórum revelou-se como um espaço privilegiado para a compreensão do neoliberalismo e do perfil relativamente novo de atuação de uma “elite orgânica” durante o período da Nova República (1985 – ). Por meio de aspectos teórico-metodológicos da História dos Conceitos alemã de Reinhart Koselleck e da História do Pensamento Político de Quentin Skinner, foi possível perceber a centralidade política do conceito em questão. “Liberdade” foi um instrumento indispensável para a tradução da necessidade econômica neoliberal e para a difusão de um estímulo de predisposição à luta política pelos discursos realizados no Fórum. Desse modo, o conceito de liberdade disseminado relacionou eventos e processos históricos coetâneos a uma projeção específica e limitada de futuro proposta pelo neoliberalismo, configurando-se em elemento discursivo indispensável para a imposição dessa expectativa. / This research has analyzed the meanings of the concept of liberty put forth by the Fórum da Liberdade of Porto Alegre in the period from 1988 to 1993, in other words, during the six firsts editions of that annual encounter. Organized by the Instituto de Estudos Empresariais (IEE), an institution dedicated to the formation of entrepreneurial leadership, the Fórum became a privileged space for the understanding of neoliberalism and the relatively new operational profile of an “organic elite” in the Brazilian New Republic. Using theoretical and methodological aspects from Reinhart Koselleck‟s Germanic Conceptual History and Quentin Skinner‟s History of Political Thought, it was possible to identify the political centrality of the studied concept. “Liberty” was an indispensable instrument for the translation of neoliberal economic needs and for the propagation of a stimulus to the predisposition for political struggle by the Fórum speeches. In this manner, the concept of freedom disseminated by the Fórum conected historical events and processes to a specific and limited projection of future, becoming an imperative discursive aspect for the impositition of this expectation.

The dominant construction of democracy on a global scale is in the liberal tradition. It is evident in the criteria which constitute democratic barometers in organisations like Freedom House, the International Monetary Fund, the United Nations and the World Trade Organisation. This study seeks to provide a third-order analysis of liberal democratic consolidation theory in order to highlight that its theoretical discourse and underlying structure is not necessarily compatible with the cultural values of the non-Western world using a critical discourse analysis. Democratic consolidation in the non-Western world may not necessarily mirror the theoretical model of liberal democratic consolidation. Given the hegemonic position of liberal democracy‘s criteria and its dominant discourse and role as a barometer of democracy, this study focuses on democratic consolidation in this tradition. It is primarily due to the perceived inability of non-Western states to consolidate their democracies in the liberal democratic tradition and by default, construct thriving liberal democracies. Present theories of liberal democratic consolidation theory deal with governmental, political organisational and societal aspects of liberal democracy. The level of change these theories propagate is all encompassing, and consequently one cannot merely study one aspect of liberal democratic consolidation theory, but needs to analyse the paradigm as a whole in order to explore its metatheoretical structure. It is in this light that the study conducts an appraisal of liberal democratic consolidation theory. The critique developed in this study is aimed at addressing a disparity that currently exists within contemporary consolidation of liberal democracy theory, namely a failure of producers of liberal democratic discourse to understand the philosophical and ideological undertone of liberal democratic consolidation‘s understructure. The study does not seek to conceptualise alternative criteria of democratic consolidation in the non-Western context, but focuses on liberal democratic consolidation theory, to demonstrate that its criteria is not necessarily an appropriate barometer to measure democracy in the non-Western world. / Political Sciences / D.Litt. et Phil. (African Politics)

Text in Afrikaans / In hierdie studie word gevra of vryheid nog 'n haalbare en nastrewenswaardige ideaal is aan die hand van Michel Foucault se werk Die vraag word ondersoek in die lig van die verskillende sienings van die subjek wat Foucault ontwikkel het, sowel as sy sienings oor mag en vryheid. Ter gevolgtrekking word bogenoemde vraag gekwalifiseerd bevestigend beantwoord, ook met verwysing na die Suid-Afrikaanse konteks, tydens en na Apartheid, en word kortliks gepoog om vryheid binne 'n Suid-Afrikaanse konteks te bedink. / In this study it is asked whether freedom is still an ideal that is attainable and worthy of pursuit with reference to the work of Michel Foucault. This question is investigated in the light of the different views of the subject which Foucault developed, as well as his views on power and freedom. In conclusion the abovementioned question is answered with qualified affirmation, also with regard to the South African context, during and after Apartheid, and a brief attempt is made to think freedom in a South African context. / Philosophy, Practical and Systematic Theology / M.A. (Wysbegeerte)

Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not ·'"spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebe!, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three) • Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of '"standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need. / Educational Studies / D. Ed. (History of Education)

This work deals with the different concepts of justice that are presented by works of John Rawls and Robert Nozick. Seeing that they are liberal authors, the first chapter is devoted to liberalism and its forms. Rawls is presented as a supporter of modern liberalism and Nozick is presented as a representative of classical liberalism, concretely libertarianism. The second chapter discusses how both authors describe natural state. The third chapter is devoted to it how Rawls and Nozick talk about conception of liberty. The following chapter describes and compares their theories of justice: justice as fairness and justice as entitlement. The fifth chapter deals with the final reflection on the theories of both authors. There are presented various reactions and interpretations of the mentioned theories. At the same time, there is shown considerable asset of Rawls?s Theory of Justice and Nozick?s Anarchy, State and Utopia which both influenced political-philosophical discussion.

Toute économie ainsi que toute science a pour mission d’atteindre un certain progrès dans son domaine. Or si nous pouvons tous être d’accord sur ce point, nous ne partageons pas forcément la même définition du progrès. Pour élucider cette divergence de compréhension, nous avons pris le parti d’adhérer à une distinction entre éthique et morale : là où tout ordre moral consiste à ordonner les éléments d’un cadre déterminé pour une fin donnée, une posture éthique consiste à adopter et à adapter un principe faisant autorité pour découvrir un environnement alors inconnu. Nous avançons alors que le domaine de l’économie ainsi que toute idée de progrès ne peuvent être rattachés qu’à un ordre moral et non à une posture éthique. Pour illustrer ces propos, nous menons une réflexion sur la question de l’identité, notion certes vide et idéologique mais qui permet tout de même, couplée avec la distinction entre éthique et morale, de nous concentrer notamment sur les notions d’Etat, de personne ou encore de pouvoir. Ces réflexions nous éclairent sur certains fondements de l’économie et sur la philosophie utilitariste, philosophie avant tout liée au langage et de ce fait à la notion d’identité une fois encore ; utilitarisme et économie seraient en un sens déterministes, nous permettant d’accéder à un bonheur identifiable et vers lequel nous pourrions progresser. Ainsi nous avançons que le progrès ne peut qu’être conçu à partir d’un ordre moral et qu’il faille plutôt rechercher un certain équilibre pour que la dimension éthique puisse être elle aussi cultivée, au même titre que la catallaxie puisse être encouragée au côté de l’économie. / Every economics or science has to reach some progress in its field. But, if we can agree on this point, we do not necessarily share the same definition of progress. To clarify this divergence of understanding, we have chosen to distinguish between ethics and morals: if a moral order permits to order elements in a determined frame for a specific goal, an ethical posture means to adopt and to adapt an authoritative principle for the discovery of an unknown environment. We advance that the economic field and the idea of progress can only be associated with a moral order and not with an ethical posture. To illustrate that, we conduct a reflection about identity, which is an empty and ideological notion but which allows us, along the distinction between ethics and morals, to focus especially on notions like State, person or power. These reflections can enlighten us about some foundations of economics and utilitarianism which is a philosophy deeply related to language and then with the notion of identity once again; utilitarianism and economics are in a certain way playing a defining role, allowing us to reach a well-being which we can identify and to which we can progress. Thereby, we are advancing that the progress can only be conceived from a moral order and that we should search a kind of equilibrium to let the ethical dimension be cultivated, as well as to encourage catallaxy outre economics.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Made available in DSpace on 2016-06-02T19:39:36Z (GMT). No. of bitstreams: 1 5253.pdf: 13474966 bytes, checksum: 2d8727bab5956aee93e286aab7210922 (MD5) Previous issue date: 2013-02-28 / Brazil faces challenges today regarding education in general and particularly with regard to education in prisons, once lived moment of effervescence in the construction of public policies to meet the legal provisions outlined by the National Guidelines for provision of education in prisons, approved in 2010. Given this scenario, discuss some issues about school education in this repressive environment, governed by strict rules and standards, is an important contribution towards uncovering ways and possibilities to cope with the demands put to the implementation of DNs. The state of São Paulo has over the years presented a unique situation with regard to school education in Brazilian prisons, with regard to professionals who work in classrooms, with the figure called the monitor attached, as this craft has been exercised in literacy and basic education for licensed teachers and gazetted for the teaching profession. The legal provision approved created a series of impasses, since it determines that education in prisons is commitment of the state and the Department of Education has made efforts to comply with this legal requirement. It is in this context that this research now falls - this is a study conducted in the Penitentiary of Assis/SP, with the objective to identify and understand how educators in a situation of deprivation of liberty, working in São Paulo prison system, their mean teaching experience, compared to the particularities of the prison context and the condition in which they are imprisoned. The research, qualitative in nature, was used as methodological tools for data collection, mixing, observation of the school recorded in field diaries, informal conversations and interviews with six teachers at the Penitentiary of Assis/SP. The data collected in the months of april/2012 june/2012 were organized into three foci of analysis: the role of schools and education in the view of educators, the sense of teaching among the bars and wellness lecturer in prison. Data analysis based on theoretical frameworks of Enrique Dussel, Ernani Maria Fiori, Paulo Freire and researchers the Hispanic compromised with the social inclusion and school education in prisons, showed that living in imprisonment contributes for the establishment of the dialogue relationship between educator and students, as they both share the same living conditions in prison. It was possible to identify the meaning assigned by study participants with regard to teaching practice has a close relationship with a feeling of well-being generated in school, interfering positively in the teaching and learning of students. Data analysis also indicated that teaching behind bars mark the lives of these educators with regard to the construction of teachers' identities, the acquisition of new knowledge, the change of conceptions and attitudes, improving their relationships within and outside walls, returning them self-esteem, since the school can be understood as a differentiated space prerogatives prison because there is no interaction and mutual respect. / O Brasil enfrenta nos dias de hoje desafios em relação à educação de maneira geral e especialmente, no que diz respeito à educação em prisões, uma vez que vive momento de efervescência na construção de políticas públicas para atender ao dispositivo legal traçado pelas Diretrizes Nacionais para a oferta de educação nas unidades prisionais, aprovadas no ano de 2010. Diante desse cenário, discutir algumas questões sobre a educação escolar nesse ambiente repressivo, regido por normas e regras rígidas, é uma contribuição importante no sentido de desvelar caminhos e possibilidades para o enfrentamento das demandas postas para a implementação das DNs. O estado de São Paulo tem ao longo dos anos, apresentado uma situação singular em relação à educação escolar nas prisões brasileiras, no que se refere ao profissional que atua nas salas de aula, contando com a figura do chamado monitor preso, uma vez que tal ofício não tem sido exercido na alfabetização e no ensino fundamental, por professores licenciados e concursados para o exercício da docência. O dispositivo legal aprovado criou uma série de impasses, uma vez que determina que a educação escolar nas prisões é compromisso do estado e a Secretaria da Educação tem envidado esforços para cumprir com essa exigência legal. É no contexto desse momento que esta investigação se insere trata-se de estudo realizado na Penitenciária de Assis/SP, com o objetivo de identificar e compreender como os educadores em situação de privação de liberdade, que atuam no sistema prisional paulista, significam sua experiência docente, frente às particularidades do contexto prisional e da condição de aprisionados em que se encontram. A pesquisa, de natureza qualitativa, utilizou como recursos metodológicos para a coleta de dados, o convívio, a observação do espaço escolar registrada em diários de campo, as conversas informais e as entrevistas com seis educadores da Penitenciária de Assis/SP. Os dados coletados nos meses de abril/2012 a junho/2012 foram organizados em três focos de análise: o papel da escola e da educação na visão dos educadores, o sentido da docência entre as grades e o bem-estar docente na prisão. A análise dos dados, com base em referenciais teóricos de Enrique Dussel, Ernani Maria Fiori, Paulo Freire e de pesquisadores/as latinoamericanos comprometidos/as com a inclusão social e com a educação escolar em prisões, evidenciam que o convívio no aprisionamento contribui para o estabelecimento da relação dialógica entre educador e educandos, visto que ambos partilham das mesmas condições de sobrevivência no cárcere. Foi possível identificar que o sentido atribuído pelos participantes do estudo no que se refere à prática docente possui estreita relação com um sentimento de bem-estar gerado na escola, interferindo positivamente no processo de ensino e aprendizagem dos educandos. A análise dos dados indicou também, que a docência entre as grades marca a vida desses educadores no que diz respeito à construção da identidade de professores, à aquisição de novos saberes, à mudança de concepções e de posturas, aprimorando seus relacionamentos dentro e fora das muralhas, devolvendo a eles a autoestima, uma vez que a escola pode ser compreendida como um espaço diferenciado das prerrogativas carcerárias, pois ali há interação e respeito mútuo.

A dissertação trata do estudo acerca dos direitos fundamentais do empregado, sob a ótica do direito fundamental à intimidade e à vida privada nas relações de emprego. Discute-se sobre a problemática gerada em torno do poder diretivo do empregador quando utiliza de métodos abusivos no controle da atividade laboral do empregado. Procura-se elucidar esses limites de controle, utilizando-se para tanto do direito comparado, da análise jurisprudencial e dos posicionamentos doutrinários. Em torno do tema proposto fala-se sobre o respeito e consideração ao princípio da dignidade da pessoa humana no trabalho, bem como da importância do princípio da proporcionalidade, sendo que neste último sugere-se sua possível aplicação nos casos em concreto, pelos intérpretes e aplicadores do direito na hipótese de haver colisão de direitos. Como parte exemplificativa do trabalho questiona-se a monitoração no âmbito das relações laborais e, aborda-se, também, a questão do teletrabalho. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T16:22:29Z No. of bitstreams: 1 Dissertacao Fernando Valduga.pdf: 341942 bytes, checksum: f85ad115f5dd64bc151574ec54934bde (MD5) / Made available in DSpace on 2014-05-30T16:22:29Z (GMT). No. of bitstreams: 1 Dissertacao Fernando Valduga.pdf: 341942 bytes, checksum: f85ad115f5dd64bc151574ec54934bde (MD5) / The dissertation deals with the study about fundamental rights of the employee, from the perspective of the fundamental right to intimacy and privacy in employment relations. It discusses on the problems generated around the power steering when the employer uses abusive methods to control the employee´s work activity. It seeks to elucidate these control limits, using for both comparative law, jurisprudence and the analysis of doctrinal positions. Around the proposed theme speaks out about respect and consideration to the principle of human dignity at work and the importance of the principle of proportionality, while the latter suggest their possible application in concrete cases, the interpreters and law enforcers in case of collision of rights there. As part of examples of work questions the monitoring in industrial relations, and one addresses also the issue of teleworking.