Cette thèse de doctorat en civilisation nord-américaine propose d’étudier le rapport que les sociétés américaine, canadienne et québécoise entretiennent à l’égard de l’évolution de la famille de 1969 à 2005. La norme de la famille traditionnelle d’après-guerre ayant laissé place, à partir des années 1970, à une libéralisation des comportements sexuels et familiaux et à une nouvelle répartition du rôle des sexes, l’Amérique du Nord se trouve confrontée à une diversification des formes familiales. En observant à quel point ces évolutions sont intégrées dans les comportements sociodémographiques, acceptées dans les attitudes et dans les représentations de l’opinion publique, et prises en compte par les gouvernements, ce travail cherche à faire apparaître à l’aune de ces trois dimensions caractérisantes de la famille, les particularités culturelles et structurelles des États-Unis, du Canada et du Québec. La divergence dans le traitement de la question familiale par ces trois sociétés est symptomatique de fractures idéologiques plus profondes, qui vont à l’encontre de la théorie d’une uniformisation idéologique nord-américaine. La place centrale qu’occupe la religion aux États-Unis pousse l’opinion publique et les gouvernants américains à appréhender la famille à travers une interprétation morale, alors que les Canadiens et les Québécois en font une lecture plus sociale, et par conséquent nécessairement plus libérale. Libéré de l’influence de l’Eglise catholique par la Révolution tranquille, le Québec a un rôle moteur dans le progressisme familial canadien qui ne doit pas occulter la particularisation du reste du Canada dans sa distinction avec le conservatisme social étasunien. / This doctoral dissertation in North American studies aims to study the evolutions of the family between 1969 and 2005 and their impact on societies in the United States, Canada and Quebec. From the 1970s onwards, the disappearance of the traditional postwar family gave way to the liberalization of sexual and family behaviors and to a new distribution of sex roles, leading to a diversification of family structures in North America. Three defining features must be taken into account, in order to identify the distinctive cultural and structural characteristics of the United States, Canada and Quebec: how these evolutions have been integrated into sociodemographic behaviors, how public opinion has accepted them, in its attitudes and representations, and how governments have taken them into account. The divergent treatment of the family issue in these three societies reveals deeper ideological fractures, a conclusion which goes against the theory of an ideological standardization of North America. The central role religion plays in the United States entails a moral positioning of public opinion and political leaders with regards to the family, whereas Canadians and Quebeckers have a more social – and thus a more liberal – perception. Freed from the influence of the Roman Catholic Church since the Quiet Revolution, Quebec has played a leading role in Canada’s family progressivism; nevertheless, the distinctiveness of the rest of Canada, compared to American social conservatism, cannot be overshadowed.

The moral values forms man‘s moral position content and determinate his relationship with other values world. Its distinguish feature to exchange according to realizable humanity (transcendental, sociocentric or athropocentric). Problems of moral values close relate with human education, his valuable orientations development, so most important purpose of moral education is to help for person to search moral values and care its internalization, it is values realizing give meaning and go experience to its. However person couldn’t realize all moral values in development of moral education, because its complex is hardly embraced. That way it is adopting still some values and only some aspects. In age from fourteen to twenty one years in values internalization importance centre is cognitive factors. Therefore person cans deeply realizing values only in adolescence and in early youth. One from possible methods to grow moral values of pupils is the art, because it is one of most properly way to change moral perception of the individual and to develop his ability to make serious moral decisions. The art work‘s moral influence is conditioned various factors: the art work’s content (idea, subject) and form, its artistic value, artist’s intentions and spectator’s personal features. The religious stories taking up special place in structure of moral content of the art work, because the Religion express normative and emotional orientation to its subscribing reality. The Religion sort... [to full text]

Diploma thesis deals with the analysis of the book by Alasdair MacIntyre ?After virtue. A Study in Moral Theory ? in which the author discusses the crisis of moral values at the time of Modern Period. The main part of the thesis is devoted to this book and also the views of scholars from Classical times up to the early 20th century. The thesis is divided into five chapters. The first chapter deals with the thoughts of Alasdair MacIntyre, the second chapter discusses emotivism, the third chapter contains an essay on the topic of virtues and examines how values changed and develioped in society throught the ages. The fourth chapter questiones the Modern period and the crisis of values in this time. The fifth chapter is an essay about Friedrich Nietzsche.

Submitted by Estagiário SPT BMHS (spt@fgv.br) on 2013-08-08T14:52:16Z No. of bitstreams: 1 Nickolas Marcon - A Conduta Ética na Defesa da Concorrência .pdf: 189211 bytes, checksum: 45d64c4c0355517417ae8454816a1d30 (MD5) / Approved for entry into archive by Estagiário SPT BMHS (spt@fgv.br) on 2013-08-08T14:52:29Z (GMT) No. of bitstreams: 1 Nickolas Marcon - A Conduta Ética na Defesa da Concorrência .pdf: 189211 bytes, checksum: 45d64c4c0355517417ae8454816a1d30 (MD5) / Approved for entry into archive by Estagiário SPT BMHS (spt@fgv.br) on 2013-08-08T14:52:54Z (GMT) No. of bitstreams: 1 Nickolas Marcon - A Conduta Ética na Defesa da Concorrência .pdf: 189211 bytes, checksum: 45d64c4c0355517417ae8454816a1d30 (MD5) / Made available in DSpace on 2013-08-08T14:53:02Z (GMT). No. of bitstreams: 1 Nickolas Marcon - A Conduta Ética na Defesa da Concorrência .pdf: 189211 bytes, checksum: 45d64c4c0355517417ae8454816a1d30 (MD5) Previous issue date: 2008-07 / O presente estudo analisa a absorção dos conceitos de defesa da concorrência na ética pessoal de executivos das áreas comerciais de uma grande empresa monopolista. A estratégia que visa à defesa da concorrência é revista para o caso de uma empresa dominante de mercado, cujos planos de marketing devem prever as limitações impostas pela lei, adotando ações para diminuir o risco de infrações. O pressuposto básico da pesquisa é o de que o comprometimento com as práticas de conduta para defesa da concorrência deve estar disseminado entre os valores éticos dos funcionários e, sobretudo, dos gestores, minimizando o risco de problemas criados por decisões tomadas sob pressão, sem tempo hábil para consultas às áreas jurídicas. As conseqüências de atitudes equivocadas dos executivos que atuam diretamente nas áreas de comercialização motivaram a realização de uma pesquisa para estudar a disseminação desses valores morais entre a força de trabalho de uma empresa monopolista. Os conflitos morais esperados entre a busca pela rentabilidade e aumento da participação no mercado versus as atitudes contenciosas de práticas comerciais agressivas foram examinados sob a ótica da sua inspiração filosófica. As convicções éticas entre os gestores de áreas cujas atuações são potencialmente sensíveis às sanções previstas nas normas de conduta antitruste vigentes no país foram pesquisadas através de entrevistas qualitativas semi-estruturadas. O resultado final comprova que os conceitos de defesa da concorrência estão bem sedimentados na ética pessoal dos gestores da empresa pesquisada, minimizando o risco de ações que gerem infrações à legislação do tema. Como resultados secundários da pesquisa, foram obtidos dados que poderão auxiliar em outras análises complementares ligando a presença de valores éticos de boa conduta concorrencial ao cargo exercido na empresa, tempo de experiência e ganhos monetários percebidos. Outra sugestão para estudos futuros seria a extensão da pesquisa para análise da eficiência de programas semelhantes em outras empresas. / The present study analyzes the absorption of the concepts of free market defense in the executive’s moral values of the commercial areas of a great monopolist company. The strategic view to the free market defense is reviewed for the case of a dominant market company, whose marketing plans must foresee the limitations imposed by the antitrust law, having adopted action to lower law infractions risk. The basic assumption of the study was that the compromise with the behavior for free market defense must be spread in the ethical values of the employees and, over all, the managers, minimizing the risk of problems created by decisions taken under pressure, without skillful time for consultations to the legal areas. The consequences of wrong attitudes of the managers who directly act in the commercial areas motivated the accomplishment of a research to study the dissemination of these moral values in the employees of a monopolist company. The moral conflicts expected between the search for the economic results and, on the other side, the commercial usage of litigious attitudes were examined under the optics of its philosophical inspiration. The ethical values of the managers of areas whose performances are potentially sensible to the sanctions foreseen in the effective antitrust behavior in the country were searched by means of half-structuralized qualitative interviews. The final result shows that the competition protection concepts are solid into the staff of managers ethics of the company investigated, minimizing the risk of actions that could generate law violations. Secondary results were data that can help in another complementary research linking the presence of free market defense ethical values with the organization position, professional experience and monetary earnings. Another suggestion for future studies would be the extension of the research to analyze the efficiency of similar programs in other companies.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-08T23:34:16Z No. of bitstreams: 1 DISSERTACAO_01_02_2016 - REVISADA PELA JAKE 30-3-16-CORRIGIDA CALU PÓS DEFESA (3).pdf: 875871 bytes, checksum: f5ff9341d8118cda4f5b7e5e2c6c4a3d (MD5) / Made available in DSpace on 2016-09-08T23:34:16Z (GMT). No. of bitstreams: 1 DISSERTACAO_01_02_2016 - REVISADA PELA JAKE 30-3-16-CORRIGIDA CALU PÓS DEFESA (3).pdf: 875871 bytes, checksum: f5ff9341d8118cda4f5b7e5e2c6c4a3d (MD5) Previous issue date: 2016-02-25 / This dissertation (Master of Education) was presented and argued at Master in Education from University of the Western São Paulo – Concentration Area: Educational Institution and Educator Formation (UNOESTE). The harmonic coexistence in the scholar relations, in front of the conflicts that are presented in the educational landscape, it’s important to a healthy school climate. Thus, it has been observed initiatives by the schools, although sometimes unsystematics, of democratic coexistence projects that require improvement and insertion of new moral practices. And, as objective, this research sought analyse an experience of values learning with teachers and discuss moral dilemmas (LIND) with students of the Fundamental Teaching II how possibilities of development of the moral autonomy. The theoretical frameworks used were: Jean Piaget, Lawrence Kohlberg and Georg Lind, in what refers the moral development and Josep Maria Puig referred to moral practices. It was realized according to the qualitative descriptive approach of phenomenological nature of the intrinsic study case. The methodological procedures involved the data collecting, using the semistructured data interview to three teachers of the Fundamental Teaching II (6º and 7º years); of the Live Values Project of a school of the state network of a São Paulo country city; of the dilemma discussion with the students and their respective teacher of the 6º year of the Fundamental Teaching II; 05 students of the Fundamental Teaching II chosen by raffle to interview after dilemma and documental analysis. The interpretation and discussion of the data were worked by means of the Content Analysis. The answers collected were separated in categories and subcategories. The results signal that, although still exists some resistance and fear by some professionals in involving themselves in projects and practices directed to a value education, it could be observe that, from that they are part of the school culture, projects with transversal themes that contemplate the building values and other moral practices, as the dilemma discussion, are possible and may favor the moral autonomy development and a favorable school climate, a more democratic coexistence, in which prevails the respect, the cooperation and the justice. We hope this research serves how basis to other studies about the development of values education projects and the utilization of moral practices as the dilemma discussion how forms of contribution to the development of the moral autonomy, of the argumentative skill and of the essential values practice to the interpersonal relations, expanding the discussions here started / Esta dissertação foi apresentada e defendida no Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador (UNOESTE). A convivência harmônica nas relações escolares, diante dos conflitos que se apresentam no cenário educacional, é importante para um clima escolar saudável. Assim, tem-se observado iniciativas por parte das escolas, embora às vezes assistemáticas, de projetos de convivência democrática que requerem aperfeiçoamento e inserção de novas práticas morais. E, como objetivo, esta pesquisa procurou analisar uma experiência de educação em valores com professores e discutir dilemas morais (LIND) com alunos do Ensino Fundamental II como possibilidades de desenvolvimento da autonomia moral. Os referenciais teóricos utilizados foram: Jean Piaget, Lawrence Kohlberg e Georg Lind, no que se refere ao desenvolvimento moral e Josep Maria Puig referente às práticas morais. Realizada segundo a abordagem qualitativa descritiva, de natureza fenomenológica do tipo Estudo de Caso intrínseco. Os procedimentos metodológicos envolveram a recolha de dados, utilizando-se de entrevistas com roteiro semiestruturado para 03 professores do Ensino Fundamental II (6º e 7º anos) do Projeto Viver Valores de uma escola da rede estadual de uma cidade do interior paulista; da discussão de um dilema com os alunos e seu respectivo professor do 6º ano do Ensino Fundamental II; 05 alunos do Ensino Fundamental II escolhidos por sorteio para entrevista pós dilema e análise documental. A interpretação e discussão dos dados foram trabalhadas por meio da Análise de Conteúdo. As respostas recolhidas foram separadas por categorias e subcategorias. Os resultados sinalizam que, embora ainda exista certa resistência e receio por parte de alguns profissionais em se envolverem em projetos e práticas direcionadas a uma educação em valores, pode-se observar que, desde que façam parte da cultura escolar, projetos com temas transversais que contemplem a construção de valores e outras práticas morais, como a discussão de dilemas, são possíveis e podem favorecer a autonomia moral e um clima escolar favorável a uma convivência mais democrática, na qual prevaleça o respeito, a cooperação e a justiça. Esperamos que esta pesquisa sirva de base para outros estudos sobre projetos de Educação em Valores e a utilização de práticas morais como a discussão de dilemas como formas de contribuição para o desenvolvimento da autonomia moral, da habilidade argumentativa e da prática de valores essenciais para as relações interpessoais, ampliando as discussões aqui iniciadas.

1 ABSTRACT The diploma thesis deals with the possibility of using Jaroslav Foglar's work in dramatic education at elementary school.The aim of the diploma thesis is to verify the influence of methods and techniques of dramatic education through Jaroslav Foglar's texts in the form of value charts and attitudes in the life of pupils of the 5th year of primary school.How dramatic education helps with methods and techniques - first fordeepest adoption of Jaroslav Foglar's work, and second - to increase understanding and adoption of given values and attitudes.The theoretical part focuses on the personality and work of Jaroslav Foglar and his timeless message. It focuses on the concept of drama education, its aims, principles, forms, methods and techniques. At the same time, it focuses on the analysis of the work in terms of dramatic education. In the practical part of the diploma thesis, three thematic units focusing on the moral qualities of the human being, using methods and techniques of dramatic education, are elaborated on the basis of books and short stories by Jaroslav Foglar. For the experiment, two classes of the fifth year grade of elementary school were selected. In one class - test, the units were realized using methods and techniques of dramatic education. In the second class - normal, only reading...

This study describes and analyses lay training programmes at Mindolo Ecumenical Foundation (MEF) with emphasis on: Women's Training; Conference, Research and Development; and Youth Leadership. Mindolo is seen as an expression of the church's presence in society and a symbol of hope, peace and reconciliation. Lay training programmes at Mindolo aim at equipping Christians to act as 'leaven', salt and 'light' in society. The values and morals of the African people could be the basis of such teaching. The study discusses how the term 'laity' has negative implications such as regarding the laity as non-competent or specialist because they are not priests or theologians. It illustrates that although the majority of Christians are women, leadership in the church is dominated by men. The study illustrates how critical it is for Mindolo to evaluate its original vision in light of current challenges and promises. / Christian Spirituality, Church History and Missiology / MA (Religious Studies)

Si les risques corporels sont inhérents à la pratique du rugby, ils justifient les nombreuses craintes des enseignants d’éducation physique et sportive, et ce d’autant plus que les statistiques font état d’une blessure grave (fracture – entorse) toutes les cinquante neuf minutes lors de la pratique fédérale (50% des blessures se produisent lors de la situation de jeu la plus fréquente en rugby : le plaquage). La problématique de l’enseignement du rugby en milieu scolaire consiste donc à présenter des situations de référence en prise directe avec les invariants culturels de l’activité et conjuguant un haut niveau de dangerosité – source d’élévation du niveau de civilité des élèves, et des conditions de sécurité optimales. C’est au travers d’un modèle d’enseignement socio-culturel, reposant sur des techniques corporelles spécifiques que nous pensons répondre à cette problématique. L’enseignant dispose de cinq étapes d’analyse de l’APS au service de la transposition didactique (passage de l’objet culturel à l’objet d’enseignement) : analyse culturelle (histoire et évolution socio-culturelle), analyse réglementaire (règles du jeu, fonction et évolution), analyse éducative (potentiel éducatif du rugby), analyse tactico-technique et stratégique (systématique du jeu) et analyse technique (enjeux des gestes sportifs : performance, sécurité, valeurs). Les techniques corporelles sportives scolaires se différencient des techniques corporelles sportives fédérales par le niveau de civilité exigé (la nature de l’agressivité tolérée correspond à la combativité). Les techniques corporelles du rugby scolaire développent ainsi des valeurs telles que le respect, la solidarité et la responsabilité. / Physical risk is inherent to the practice of rugby and justifies the very real fear of sport and physical education teachers, a fear which is further justified by the statistics. Every fifty-nine minutes in games at a federal level there is a serious injury (for example fractures and sprains). Fifty percent of these injuries happen during the most frequent phase of a rugby game: the tackle. The challenge for teaching rugby in a school environment is therefore to create educational situations which combine the cultural elements of the activity with the high danger level, thus elevating students’ civil awareness, in the safest possible conditions. It is through a socio-cultural teaching model, based on specific physical techniques, that we will reply to this question.A sport and physical education teacher has five steps of a teaching sequence in order to transfer the content to be taught. The five steps of this transferral of content (moving away from an object of cultural significance to an object of teaching significance) include: a cultural analysis (history and socio-cultural evolution), an analysis of the rules (their function and how they have evolved over time), an educational analysis (the educational potential of rugby), a systematic analysis of the game of rugby (techniques, tactics and strategies) and a technical analysis (the importance of sportsmanship : performance, safety, values).The physical sporting techniques used within a school environment can be differentiated from the physical sporting techniques used at a federal level by the level of civility required (the level and nature of aggressiveness tolerated is relative to the level of competitiveness demonstrated). In this way the physical techniques used in school rugby allow the development of values such as respect, solidarity and responsibility.

<p>Diss. Stockholm : Handelshögskolan, 2008 Sammanfattning jämte 5 uppsatser</p>

Η συγκεκριμένη μελέτη, διερευνά εκτενώς τις αξίες στα Νεοελληνικά αναγνώσματα εξαταξίου Γυμνασίου περιόδου 1940-1950, το θεματικό και ιδεολογικό περιεχόμενο τους, σε μια ιδιαίτερη ιστορικό-πολιτική φάση της πολεμικής και μεταπολεμικής Ελλάδας. Η έρευνα έδειξε ότι ανάλογα με τις πολιτικές και θρησκευτικές συνθήκες στα Νεοελληνικά αναγνώσματα έμπαιναν κείμενα που αποσκοπούσαν στην προαγωγή των σκοπών που επεδίωκε η πολιτική κατάσταση. Η εσωτερίκευση αξιών ήταν επιλεκτική για να υπηρετηθούν οι εκάστοτε σκοποί της εξουσίας. Αξίες που βοηθούν στη πολιτικοποίηση όχι στη κομματικοποίηση δεν προωθούνται σε αυτά τα κείμενα. Παρατηρούμε ότι το σύστημα αξιών της περιόδου αυτής είναι μια σύνθεση εθνικών, θρησκευτικών και ηθικών αξιών. Ο κεντρικός θεματικός πυρήνας των κειμένων παραμένει σχετικά σταθερός, με βασικό άξονα προσανατολισμού την πατρίδα, τους Ελληνικούς τόπους, τη φύση, τη θρησκεία και την οικογένεια. Το αξιολογικό περιεχόμενο στα αναγνωστικά της περιόδου αυτής επικεντρώνεται στην προβολή κυρίως εθνικών, θρησκευτικών και ηθικών αξιών. Εμφανίζει περισσότερο έναν εθνοκεντρικό, παραδοσιακό και συντηρητικό προσανατολισμό αξιών, που ανταποκρίνεται στη συντηρητική υφή της κυρίαρχης ιδεολογίας της εποχής εκείνης, και μεταβάλλεται σε μια συστηματική προσπάθεια κατήχησης και δογματικού διαποτισμού. Όλες οι αξίες συνεργάζονται και αλληλοσυμπληρώνονται, και τελικά αποτελούν ένα ενιαίο ιδεολογικό σύστημα αξιών, συμβατό με την ιδεολογία του εκπαιδευτικού συστήματος, που ηγεμονεύεται από την κυρίαρχη ιδεολογία του πολιτικοκοινωνικού συστήματος. / This study explores at length the values in Modern Greek Literature readings six-grade secondary Gymnasium period 1940-1950, the thematic and ideological content in a particular historical-political phase of the war and the post-war Greece. The investigations showed that depending on the political and religious conditions the texts had aimed at promoting the objectives pursued by the political situation. Thus was selective internalization of values to serve the respective objects of power. Values that help politicization rather than political parties are not promoted in these texts. Notice that the value system of this period is a synthesis of national, religious - moral values. Central core theme of the text remains relatively stable, with the main orientation axis of the homeland, the Greek places, nature, religion and family. The evaluative content to readers of this period show mainly focuses on national religious and moral values. It displays a more ethnocentric, traditional and conservative orientation of values, which correspond to conservative texture of the dominant ideology of the time, and changes in a systematic effort indoctrination and dogmatic indoctrination. Altogether the values complement each other, and ultimately form a single ideological value system, compatible with the ideology of the educational system, which overmaster by the dominant ideology of social and political system.