In this project I have explored the situation for unaccompanied refugees in the ages 15-22 years. Being seen as part of a homogenous group was something that the girls described as frustrating and prohibiting. They, as all youths, have a need to talk about them selves, on their own terms. My design proposal is an exercise for students and teachers in high school where you are given an arena in the class room to talk about your self, your values and the norms in society. By choosing a role model and create something to wear, challenge the preconceived ideas of what is expected, create positive forward looking conversations and an opportunity to give a glimpse of who you are.  I have looked at the relations between the individual, the unaccompanied refuge girl, and the people working in the Swedish welfare system. With the help of materiality I have explored the notion of individuality, personal space and respect.  How to challenge societal norms, prejudice and expand the idea of what is possible? / I detta projekt har jag undersökt situationen för ensamkommande flyktingtjejer i åldrarna 15-22 år. Tjejerna gav uttryck för att det var begränsande och frustrerande att bli sedd som en del av en homogen grupp. De, liksom alla ungdomar, har ett behov av att få prata om sig själva på sina egna villkor.   Projektet resulterade i ett designförslag i form av en övning för alla studenter och lärare på högstadiet som skapar ett utrymme för att prata om värderingar och de normer vi har i samhället. Genom att välja en förebild och att skapa något att bära, kan man i klassrummet utmana förutfattade meningar om vad som förväntas av en, skapa positiva framåtsyftande samtal och ge de personer som finns runt dig i vardagen en liten skymt av vem du är. Jag undersökt relationerna mellan de ensamkommande tjejernana och personer som jobbar i välfärdssystemet. Med hjälp av materialitet har jag utforskat begreppen individualitet, att ta plats och respekt. Hur kan vi utmana våra fördomar, rådande normer och vidga tanken på vad som är möjligt?

A igualdade é um tema que interessa aos Direitos Humanos e às diversas áreas do conhecimento. Não podemos pensar a igualdade por um viés poético (como um ideal ou uma utopia) ou hipócrita (interpretado com máscaras e sem observar a realidade social). Os seres humanos têm igual valor e igual dignidade, pois, possuem traços comuns e sobre esta igualdade não podemos duvidar. Contudo, não há como negar a existência das desigualdades, diferenças e distinções por fatores econômicos, sociais, culturais e meritocráticos. Reconhecer a diversidade e as peculiaridades de cada ser humano como algo positivo é primordial para afastar a discriminação negativa. Padrões preconcebidos geram discriminação e preconceito, assim como comparações entre seres humanos e entre leis e normas também geram padrões, modelos, dogmas e paradigmas que distorcem o sistema jurídico e as inter-relações entre indivíduos e grupos. O direito a ser diferente por se sentir diferente e único, e ser o que verdadeiramente é e pensa (e que não deseja viver sob a égide de uma igualdade hipócrita e poética, que gera mais preconceito e que não vê a realidade), nasce e se fundamenta através do direito ao respeito e às escolhas, que nos é retirado pelo desejo normativo e pelo interesse dos ditos iguais. Pertencer ou não a um grupo, deve ser um direito e uma escolha de cada ser humano. Impor pertencimento é o que, muitas vezes, o Direito deseja, mas não enxergar que há seres que não querem ou não se enquadram em nenhum critério de qualquer grupo, é que não podemos aceitar. Não é possível pensar ainda em um direito à indiferença, ou seja, o afastamento do reconhecimento do diferente acreditando em uma igualdade universal sem observar as peculiaridades, singularidades e a própria diversidade. Esta é a ilusão de um igualitarismo universalista que gera sofrimento por sufocar os anseios e as escolhas de cada ser. O desejo por maquiar a realidade e ter apenas aparência para ser visível e aceito socialmente, gera conflitos e distorções na própria identidade. O autoconhecimento, a autoestima e o autorrespeito são fundamentais para estabelecer uma identidade forte e protegida de qualquer tentativa ou imposição de um comportamento social que retire a liberdade de ser e o livre arbítrio. Os contrastes econômicos e sociais são fatores que influenciam todo o estudo sobre igualdade e diferença e a hipocrisia de suas definições. Precisamos ter a mesma igualdade de oportunidades e de condições. Não podemos acreditar mais que as normas advindas pelo princípio da igualdade, foram feitas para serem efetivadas e exercidas. O Direito, seu discurso, o positivismo e as consequentes hipocrisias jurídicas e poesias na lei, devem ser repensados com urgência. Contorcionismos interpretativos sobre a igualdade e diferença não geram efetividade, não garantem os direitos fundamentais constitucionais e nem reforçam os princípios e mandamentos de Direitos Humanos. Exercer a cidadania e efetivar a democracia é respeitar as escolhas e o direito de cada um, seja como indivíduo ou grupo; é reconhecer as diferenças e possibilitar a conquista e exercício de direitos por todos. / Equality is a theme that concerns Human Rights as well as various other areas of knowledge. We cannot think about equality with poetic bias (treating equality as an ideal or utopia) nor can we think about it with hypocritical bias (equality interpreted in a veiled manner, without taking social realities into account). All human beings have equal value, equal dignity and therefore, share common traits. We cannot deny this equality. However, there is no way of denying the existence of inequalities, differences and distinctions through economic, social, cultural and meritocratic factors. Recognizing the diversity and peculiarities of each individual human being as something positive is paramount, as a means of moving away from negative discrimination. Preconceived standard lead to discrimination and prejudice, as do comparisons between laws and standard, and human beings, as this also creates patterns, models, dogmas and paradigms that distort the legal system and the inter-relationships between individuals and groups. The right to be different by feeling different and unique, and being what you truly are and believe (and not living under the aegis of a hypocritical and poetic equality, which creates more prejudice and does not face reality), is borne from and based on the right to respect and the right to have choices, which is withdrawn by the normative desire and interest of the so-called \"equals\". Belonging or not belonging to a group should be a right and choice for every human being. Very often, the Law seeks to impose a sense of belonging on the people, but we cannot accept that it does not see that there are human beings who do not want to or do not fall into any criteria of any group. It is still not possible to think of a right to indifference, i.e., the withdrawal of the recognition of what is different believing in a universal equality without observing peculiarities, singularities and diversity itself. This is the illusion of a universalistic egalitarianism which leads to suffering by stifling the aspirations and choices of each person. The desire to conceal reality and only have the appearance of being socially visible and socially accepted creates conflicts and distortions in their own identity. Self-knowledge, self-esteem and self-respect are fundamental to establishing a strong identity and protecting any attempt or imposition of a social behavior that removes freedom of being and of free will. Economic and social contrasts are factors that influence the entire study of equality and difference and the hypocrisy of its definitions. We need to have the same equality of opportunities and conditions. We cannot go on believing that the standard derived from the Principle of Equality were made to be enforced and exercised. The Law, its speech, positivism and the consequent legal hypocrisies and poeticisms in the law, should be rethought with urgency. The Interpretative Contortionisms on equality and difference do not lead to effectiveness, do not guarantee constitutional and fundamental rights, nor do they reinforce the principles and commandments of Human Rights. To exercise citizenship and implement democracy means to respect the choices and rights of each person, either as an individual or group which means recognizing differences as a means of making the conquest and the exercise of rights, something for everyone.

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

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-10-02T14:13:47Z No. of bitstreams: 1 Edezio Muniz de Oliveira_.pdf: 631781 bytes, checksum: 232f6c9d290593bd065608b4d7deefc4 (MD5) / Made available in DSpace on 2017-10-02T14:13:47Z (GMT). No. of bitstreams: 1 Edezio Muniz de Oliveira_.pdf: 631781 bytes, checksum: 232f6c9d290593bd065608b4d7deefc4 (MD5) Previous issue date: 2017-07-12 / Nenhuma / Esta dissertação de mestrado tem como objetivo estudar o sistema moral kantiano com início e ênfase na liberdade como fundamento da moral e sua aplicação às decisões jurídicas na resolução de conflitos no caso concreto. Esse estudo da liberdade tem início com a análise da terceira antinomia na Crítica da Razão Pura, onde Kant demonstra que além da causalidade pela natureza, existe também a causalidade pela liberdade como característica dos seres racionais em poderem iniciar uma sequência de efeitos independentemente de uma causa anterior. Na continuação, estudou-se alguns conceitos necessários ao entendimento da moral como: boa vontade, dever, respeito, possibilidade da fundamentação da moral, imperativo categórico e fato da razão. Esse estudo foi concluído com a verificação da possibilidade de aplicação desses ensinamentos ao direito e à justiça, principalmente no que diz respeito às decisões judiciais. Para a consecução desses objetivos, foram feitas pesquisas nas obras de Kant e nas obras e artigos de seus comentadores além de algumas doutrinas de cunho estritamente jurídico, mas com enfoque na aplicação da moral de forma a trazer justiça às decisões de maneira a se questionar sobre a possibilidade de os juízes poderem ou não utilizar-se da discricionariedade quando dos julgamentos em um caso concreto como forma de se trazer justiça às decisões e verificando-se também a compatibilidade dessas decisões em relação à moral kantiana. / This dissertation aims to study the Kantian moral system with beginning and emphasis on freedom as the foundation of morality and its application to legal decisions in the resolution of conflicts in the concrete case. This study of freedom begins with the analysis of the third antinomy in the Critique of Pure Reason, where Kant demonstrates that beyond causality by nature there is also causality by freedom as characteristic of rational beings in that they can initiate a sequence of effects independently of a cause previous. In the continuation, some concepts necessary to the understanding of the moral like: good will, duty, respect, possibility of the foundation of the moral, categorical imperative and fact of the reason were studied. This study was concluded with the verification of the possibility of applying these teachings to law and justice, especially with regard to judicial decisions. In order to achieve these objectives, research was done on the works of Kant and on the works and articles of his commentators, as well as some strictly legal doctrines, but with a focus on the application of morals in order to bring justice to decisions in order to question The possibility of judges being able to use discretion when judgments in a concrete case as a way to bring justice to decisions and also to verify the compatibility of these decisions in relation to Kantian morality.

Lean is a popular approach for improving operational efficiencies in an organisation through the reduction of wasteful activities. Entities of every size and description today are implementing Lean techniques to maximise customer value, operational effectiveness and organisational profits. Organisations enter into the Lean world with high hopes of reducing costs and product and/or service lead time and increasing on time delivery and quality. Unfortunately, success stories in Lean are infrequent. Taiichi Ohno, an architect of the Toyota Production System, upon which Lean was founded, stressed the importance of Respect for People as a requirement for successfully implementing Lean methodologies. While a great deal of the academic literature has focused on the positive benefits that Lean techniques and methodologies provide for the organisation, little research can be found on the notion of Respect for People. It would appear that many practitioners and researchers do not subscribe to Taiichi Ohno's theory that the operational benefits of Lean cannot be realised without a supporting organisational culture of Respect for People. Instead, there is evidence in the literature that Lean methodologies negatively impact employees tasked with implementing and sustaining Lean, suggesting that, from the employee perspective, Lean can be mean. Employing an interpretive phenomenological approach and using a semi-structured interview method within a single case company, Respect for People was found to be much more than a tautology. It was instead a complex notion implicitly linked in the minds of employees to their understanding of what Lean is. A framework of core concepts and associated dimensions were identified for the phenomena of Lean and Respect for People. From the employee perspective, Lean did not have to be mean. By developing a deeper understanding of the employee experience of both Lean and Respect for People, organisations could better position themselves to enhance Lean implementations with a shared cultural understanding of what Lean and Respect for People means for its employees.

Respect is a value whose importance in contemporary criminal justice many would endorse in principle. It is well-established that every person, by virtue of his or her humanity, has a claim to respect that need not be negotiated and cannot be forfeited. As the principal means by which to recognise a person's intrinsic worth, respect is attitudinal but also requires a degree of expressive action. The core claim of the thesis is that at two defining points in the criminal process - policing and imprisonment - there is an overwhelming preoccupation with instrumental outcomes, with the result that respect is understood reductively and, at best, as a weak side-constraint on the pursuit of those outcomes. The thesis takes the form of a sustained critique of the respect deficit in policing and imprisonment. It is especially concerned with the ways in which both institutions are merely constrained and not characterised by respect. Respect shows great flexibility as a concept of critical enquiry, in particular, in its striking capacity to sharpen our critique of a diverse range of policies and practices. It swiftly emerges, for example, that both institutions appeal to the word 'respect' - relying on its inclusive ethos in official documentation when it is expedient to do so - but rarely and only superficially address the prior question of what it is to respect and be respected. Despite much criminological activity on the 'democratic design' of these institutions in recent decades, respect is more akin to a slogan than a foundational value of criminal justice practice. Yet respect is not only of analytic merit. It is also a matter of material significance. The dominant institutional approach to respect would prove difficult to correct, sustained as it is by intuitive understandings, convenient fictions and a preoccupation with outcomes. With a sense of modest realism, the thesis concludes by considering how best to embed respect in policing and imprisonment, anticipating the challenges - as well as the advances that could be made - in inscribing respectful relations between state and subject.

This thesis determines and examines the obstacles to Saudi women's right to work in terms of religious and cultural barriers and limited access to higher education through an analysis of Sharia sources, Saudi domestic law and international human rights treaties pertaining to Saudi women's right to work in the Kingdom of Saudi Arabia. It also delineates the provisions for women's right to work in Sharia and Saudi domestic law in the public and private sectors. The thesis also examines the reservations that the Kingdom of Saudi Arabia has entered into, and some of the international human rights treaties it has ratified, with a particular focus on the application of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). It also examines Saudi Arabia's obligations under International Labour Organization (ILO) Conventions. In the context of Saudi domestic law, it identifies obstacles that underlie Saudi Arabia's decision not to ratify the International Covenant on Economic, Social and Cultural Rights (ICESCR); it examines the arguments for the Kingdom of Saudi Arabia signing up to the ICESCR; and it examines Saudi Arabia's obligations to respect, protect and fulfil women's right to work under CEDAW. The protection of women's right to work under customary international law, by its sources will be explored. This section will look through customary international law elements; whether or not women's right to work is protected. Finally, the thesis provides recommendations for action which can be taken by the Kingdom of Saudi Arabia to provide Saudi women with equal rights to work. It also makes recommendations concerning ratified and pending international human rights treaties which have the capacity to protect Saudi women's right to work.

Orientador: Raul Aragão Martins / Banca: Ângela Mara de Barros Lara / Banca: Adriano Rodrigues Ruiz / Banca: Rita Melissa Lepre / Banca: Nelson Pedro da Silva / Resumo: A presente pesquisa tem por objetivo compreender qual o papel da raiva na constituição da noção de respeito pela criança. Tomando por base resultados obtidos em um primeiro trabalho, O desenvolvimento da noção de respeito pela criança da Educação Infantil, o qual também teve como foco a questão da constituição do respeito e sua relação com experiências de amor e medo vividas por quem está aprendendo a respeitar. Compreendendo, a partir deste primeiro trabalho, a vigência desta questão, buscamos aprofundar o compreendido acerca desta constituição enquanto processo, a qual envolve, além das experiências citadas, notadamente a raiva. A partir de descobertas realizadas por Jean Piaget no campo da moral, pesquisamos junto às crianças acerca do que assinalaria o aparecimento deste fenômeno, ou seja, a raiva na constituição do respeito. A pesquisa foi desenvolvida em uma E.M. de São José do Rio Preto/SP, utilizando como instrumento de coleta de dados a Entrevista Clínica Piagetiana, realizada com 19 crianças entre quatro e seis anos de idade, com o auxílio de uma estória narrada e ilustrada, um questionário previamente elaborado, expressões faciais traduzindo seis tipos de emoções, e expressões faciais variando da contrariedade inegável ao mais amplo sorriso de satisfação. O acompanhamento às crianças foi feito durante três anos, e as entrevistas, realizadas três vezes. Como resultados dos dados compilados, ficou claro que as crianças têm noção de que devem respeitar, reconhecem uma ordem, gostam da professora mas têm dificuldade de absorverem o impacto que a raiva da ordem traz consigo. / Abstract: The present research aims at understanding the role of anger related to the formation of the idea of respect by the child. We made use of the results obtained in our first work: O desenvolvimento da noção de respeito pela criança da Educação Infantil [The development of the idea of respect by nursery school students]. We found out that the development of the idea of respect in the child was associated with experiences of love and fear while they are learning to respect. Taking into consideration this aspect, we decided to refine our study about this process, more precisely, to understand anger whilst a process. Making use of Jean Piaget's theory of moral judgment, we observed children's attitudes in order to establish the moment when the anger and the development of respect appeared. The research was carried out in a nursery school in São José do Rio Preto - São Paulo - Brazil, we observed 19 children age 4-6; to collect data, we made use of Clinical Interview derived from Piagetian investigations. We also made use of an illustrated story, a previously prepared questionnaire, facial expressions displaying six kinds of emotions, ranging from strong opposition to wide open smile. We accompanied the children during 3 years, and we interviewed them 3 times. The results show that the children accept the fact that they have to respect the others; they recognize an order, they like the teacher but they have problems to deal with the impact of anger and order. We found out that the experience of anger may or not precede the proper conditions to the development of the notion of respect. The children accept the impact of anger and sediment the acceptance of themselves, opening space to absorb the other as someone to be respected. / Doutor

Orientador: Ricardo Montiagudo / Banca: José Carlos Bruni / Banca: Paulo Roberto Licht dos Santos / Resumo: A Fundamentação da metafísica dos costumes tem por finalidade encontrar o princípio supremo da moralidade. Segundo Kant, somente a razão é suficientemente capaz de fornecer, totalmente a priori, o princípio incondicionado da moralidade. Surge, porém, um problema: por que é que devemos nos submeter à lei moral? O que é capaz de motivar o homem a agir conforme o imperativo categórico e, portanto, moralmente? O presente trabalho pretende examinar, a partir dos apontamentos realizados por Kant, como pode o homem agir motivado pela lei, motivação esta necessária para que a moral se estabeleça. / Abstract: The Groundwork Metaphysic of Morals is to find the supreme principle of morality. According to Kant, the only reason is sufficiently capable of providing, quite a priori, the principle unconditional of morality. Appears, however, a problem: why should we submit to the moral law? What is able to motivate a man to act as the categorical imperative and therefore morally? This study seeks to examine, from notes made by Kant, as can the man acts motivated by the law, the motivation necessary for the moral is established. / Mestre

Disengaged employees are a threat to a company's survival in a highly competitive world. Despite employee engagement benefits, the mediation of interactions between leaders and followers and the specific drivers of engagement remain poorly understood. This correlational study was grounded on leader member exchange (LMX) theory and examined the relationship between 2 dimensions of LMX (perceived contribution and professional respect) and employee engagement. In this study, 68 manufacturing employees from the southern region of the United States responded to 2 surveys to measure the LMX dimensions and the level of employee engagement. Using multiple regression analysis, the existence of a positive correlation, p < .001 and R2= .277, was demonstrated, which explained 28% of the variation in engagement. This research may serve as a roadmap for studying additional variables and providing workable tools for developing strategies to improve engagement in the workplace. The results of this study might contribute to positive social change by helping managers develop strategies to engage employees and reduce turnover, by improving the sense of stability for employees and their families, and by helping companies become more competitive and generate new jobs.