This thesis deals with students’ views on respect as an element in their relationships with teachers and peers. The purpose of the thesis is to gain further knowledge of relationships in school by applying concepts of the theory of ethical demand in the analysis of students’ descriptions of respect in their relationships with their teachers and peers. The theoretical basis of the study is the theory of the ethical demand (Løgstrup, 1997) which is supplemented with Thomas Ziehe’s (1986/2003, 1993) theoretical concepts of proximity and distance in relationships. An important point of departure for the study is the meaning of relationships in education. According to Løgstrup, interrelationship is seen as a characteristic feature of human existence, and respect and trust as the natural basis in human relationships. The empirical material consists of 21 group interviews with 69 students aged 14 attending two Swedish schools. The interviews were conducted as semi-structured qualitative interviews aiming to understand the students’ perspective on respect in relationships in school. The results show that respect is described as a reciprocal phenomenon in the students’ relationships. The students’ starting-point was in experiences of disrespect, which indicates that it is difficult to describe respect. The students picture respectful relationships to teachers with a wish of being seen for who they are, e.g. by equal treatment, being listened to and existentially confirmed. The students’ disrespectful relationships to teachers deal with descriptions of teachers’ inability to listen, abuse of power, and teachers’ inability to teach with structure and planning. Respect in peer relations is described as allowing a person to be the way she or he is. Honesty is important in peer relations due to the students’ need to see the other person’s true self in order to get to know him or her, which is their starting point for respectful peer relations. The theoretical interpretation of these results gives an understanding of respect as an essentially human need to reciprocally affirming the life of one another. The overall conclusion is that respect is given a deeper understanding as a human phenomenon in relationships, something that goes beyond the students’ volition. Disrespectful relationships force the students to harbour mistrust and insecurity when interacting with peers and teachers. Respectful relationships in school are seen as necessary for the students’ possibilities to enjoy life.

<p>The principle of respect for other persons is commonly invoked in contemporary liberalism as justification for the claim that a conscientious citizen in a liberal democracy is morally obligated to refrain from supporting a coercive law for which he lacks suitable public justification. This view has been challenged by Christopher Eberle in <italics>Religious Conviction in Liberal Politics</italics>, who argues that although a citizen has an obligation to pursue a convincing secular rationale for a coercive law, he does not have an obligation to withhold support for a law for which he lacks such a rationale.</p> <p>In this dissertation I attempt to develop a basic analytical framework which can be used to formulate a suitable conception of respect for persons in the public square. Only with such an underlying conception of respect in hand is it possible to adjudicate the competing claims concerning what the principle of respect for persons should be deemed to require of citizens in advocating and supporting coercive laws.</p> <p>The framework I propose views respect for persons as a complex and variegated concept. It separately considers four different forms or notions of respect, and takes the attitude of respect as foundational and prior to the other forms of respect. I conclude that any conception of respect will entail commitment to a broader ethical theory or set of ethical principles. Accordingly, in the final chapter, I suggest that Robert Audi's "value-based Kantian intuitionism," with its emphasis on respect and the dignity of persons as a grounding property, may constitute an auspicious ethical theory to which appeal may plausibly be made in completing a conception of respect.</p> / Dissertation

The main purpose of the study is to design the Character Education Course through action research methodology, which is composed of four ethic education methods such as Modeling, Conversation, Exercise and Affirmation advocated by Ethics of Care from three core value ¡§Concern¡¨, ¡§Respect¡¨ and ¡§Responsibility¡¨ deficient in practice research class. One class is carried out in each week and three classes are carried out for a core value curriculum. There are nine classes for three core concepts. Class No.10 is reviewed in the final stage. The concrete goal for this research is stated as follows. 1. Discussion the effect of the Character Education Course based on Ethics of Care on the student¡¦s ethic behavior change. 2. Discussion the effect of the Character Education Course on the interaction between teacher and student. 3. Discussion the effect of the Character Education Course on the feasibility in practice. Several conclusions derived from this research are as follows. 1. Student¡¦s ethic behavior i. It¡¦s helpful to build the harmony atmosphere is class through the Character Education Course in Ethics of Care. Also the relationship between classmates is partly improved. ii. It¡¦s different for each student¡¦s ethic behavior change. But the positive restraint force is formed between the same generation. 2. Interaction between teacher and student i. Teacher is key person to affect student¡¦s behavior. Modeling may be imitated by student naturally. ii. Teacher like to dialogue with student such that student wish to develop character naturally. iii. Give the practice chances to students by modifying taking care of every single thing personally. It is expected to be helpful to the interaction between teacher and student. iv. Teacher must learn to think over positively in student¡¦s viewpoint to confirm the growing trajectory of student. 3. Feasibility in practice i. Students affirm the Character Education Course in Ethics of Care. ii. It¡¦s still necessary to continually track record the change of student¡¦s ethic behavior.

Since the theory of paternalistic leadership was established, an increasing number of empirical studies have proved that Chinese of enterprises in the organization does have a unique act of paternalistic leadership. So a leader in the leadership behavior displayed at the same time, their subordinates would die behavior, such as: authoritarian leadership: dependence and compliance, benevolence leadership: gratitude and repay, moral leadership: respect and identification. However, it has been for years of paternalistic leadership research, mostly emphasis in leadership behavior and performance of their subordinates, but less emotion involved subordinates reaction. Therefore, the study director of the paternalistic leadership and subordinate emotion, respectively in charge of the authoritarian leadership behaviors and subordinates anger and shame response to emotional responses, benevolence leadership behaviors and subordinates happy emotional responses, moral leadership behaviors and subordinates respect emotional responses, to explore the tradition of his subordinates on the emotional reaction of the psychological adjustment; and subordinates own sense of perception, to discusse the subordinate changes in emotional responses relationship. Total valid 300 subordinates to carry out research are found that: (a) the traditional psychological adjustment subordinates will anger and shame response to emotional responses; traditional psychological reaction to the anger was not significant, but a significant emotional reaction of shame. (B) Subordinates own consciousness and traditional psychological adjustment subordinates at the same time anger and shame response to emotional responses; high traditional subordinate own psychological, emotional reaction of shame have a significant effect of regulation.Finally, direction for follow-up studies are offered,the implications for leadership theory and practice are also discussed.

THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER by Suzanne Kay Bryant Miller In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers. While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader’s behavior. The following research questions guided the study: • What were the perceptions of migrating teachers, regarding their previous leader’s behaviors, qualities and attributes, at his/her former school? • How did these perceptions influence the teacher’s desire to migrate to another school? • Was there anything that the leader could have done differently that would have made the migrating teacher stay? Data was gathered through individual interviews, emails, and focus group discussions. The data was then analyzed qualitatively using an interpretivist theory (LeCompte & Schensul, 1999) to address the research questions, and a constant comparative method to determine patterns and themes (Merriam, 2009). Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). The results of my study identified three main areas of leadership behaviors which teachers indicated directly influenced their decisions to migrate. These three areas were the leaders: (1) Lack of Knowledge of the Business of School-the leader’s lack of skills needed (a) to be supportive, (b) to make connections and build relationship, and (c) to transform school into an effective community; (2) Lack of Professionalism- the leader’s lack of (a) respect, (b) trust, and (c) consistent behavior; and (3) Lack of Personal Morals. While other studies on teacher turnover showed a link between leadership and teacher turnover (Barnett & Berry, 2002; Eggen, 2002; Gonzalez et al., 2008; Hirsch & Emerick, 2007; Thornton et al., 2007), my study revealed specific leadership behaviors that pushed teachers to migrate.

This project explores the challenges of managing in times of organisational stress. The New Zealand department of corrections is facing multiple pressures which are only set to increase including: financial strictures as government funding is being highly scrutinised, greater demand as inmate numbers increase, and reduced capabilities as many staff lack experience. A grounded theory in a case study setting (three prisons in Christchurch, New Zealand) was undertaken utilising repertory grid and semi-structured interviews to explore the ways in which managers cope during times of such stress. A total of 11 interviews were conducted. In the case, I considered what differentiates effective managers from those who appear less able to cope. It was found that effective managers are those who are able to build trust and respect with their constituents. When staff trust and respect their managers it is because they feel valued and perceive their manager to be on their side; they are then willing to reciprocate. Positive regard, demonstrations of support, and leading by example were found to be key factors leading to being perceived as being on the staff’s side. The links between trust, respect and performance along with the valuation of staff wellbeing were examined.

A broad research project was conducted into experiences of respect in intergenerational relationships. The focus of this particular study fell on the motivations of respect for older people from the perspective of adults and young adults. Respect has been identified as an important aspect in promoting intergenerational relationships. In this research, intergenerational relations refer to the interaction between older people (60 + years), who form part of generation 1 (G1) and younger people, generation 3 (G3). Adults and young adults who participated in this study share the same historical generation, meaning that they experienced the same historical events. For the purpose of this study respect is defined as the subjective experience of the interactions between two people from different generations. Previous research into respect in intergenerational relationships has mostly been conducted in Asian and Western countries, with the exception of one study in Ghana, Africa. This existing research focused solely on the types of respectful behaviour employed in intergenerational relationships. Fourteen types have been identified. Philosophers regard respect as an important moral consideration. Adults‟ moral development is complex and linked to their cognitive and ego capacities. Moral development evolves during human development and manifests motivation that usually moves from extrinsic to intrinsic. Self-Determination Theory (SDT) defines motivation as the force that moves people to do something. SDT varies in the amount and type of motivation and also distinguishes among intrinsic and extrinsic motivation. Extrinsic motivation refers to doing something because it will lead to a desired outcome, whereas intrinsic motivation is about an inherently pleasing action. A qualitative approach was followed to describe the experiences of adults and young adults and to identity their motivations for respect. The research was conducted at North-West University‟s Potchefstroom Campus in South Africa to obtain participants who are in a transitional context. The adults and young adults who participated in this study were in a transitional phase: being part of a tertiary educational context confronted them with different world views from what they were used to. Twenty-seven white adults and young adults between 22 and 48 years of age participated. A sample of two men and 25 women who are post-graduate psychology students were conveniently chosen for this study. Data-gathering took place over three days and was conducted in a focus group manner by using the Mmogo-method®. The Mmogo-method® requires that participants receive a lump of clay, grass stalks and beads. Participants were asked to build something to show how they experience respect in relation to a person older than 60 years. Prompting questions were then asked, after which the participants had the opportunity to describe verbally what they had built. Data were analyzed by means of sequential and visual analyses. Data were originally analyzed using within-case displays where each case was analyzed individually; next, cross-case displays were done and linked to the visual presentations to plot on the four presented types of motivation. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability. The research was approved by the ethical committee of North-West University. The researcher applied ethical guidelines as prescribed by the Health Professions Council of South Africa during and after the research was conducted. Findings revealed that adults and young adults were moved to respect older people by four different types of motivation, presented as typologies. The types include extrinsic/conditional motivation, extrinsic/unconditional motivation, self-motivated/conditional motivation and self-motivated/unconditional motivation. These findings may be used to develop programmes to promote sustainable intergenerational relationships. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Introduction  Our pre-determined view of entrepreneurship and enterprising was that their motivation for existence where to earn money – to make profit. While we got deeper understanding in the subject we understood that entrepreneurship and enterprises has more to offer than just profit. In their local communities there seem to be an interest from them to contribute and take on a social responsibility. We wanted to understand why they do this. Problem formulation What is the motivation behind taking on a social responsibility in the local community? Purpose           The purpose of this bachelor thesis is to increase the understanding of why local entrepreneurs and enterprises take on a social responsibility in their local community. Highlight possible motivational factors that underlie the entrepreneurs and enterprises engagement in the social environment of their community. Method            The study is hermeneutic with an iterative approach. A case study was used to collect the empirical data. Five semi-structured interviews have been conducted with local entrepreneurs and enterprises in Lammhult. Conclusion      The motivation behind our respondents taking on a social responsibility in the local community could be explained by factors as them wanting to feel appreciated, respected, internal motivation – like personal agenda, context and economic factors.

The focus of this research is the construction of a shared vision for the environment. Specifically, the purpose of this research was to examine the construction of shared vision between different rhetorical communities for the Lake Omapere Restoration Project. In this investigation, I applied Bormann's (1972; 1983) symbolic convergence theory to the communication processes of the Resource Management Act (1991). The intended outcome of this research was to gain further understanding of the communication processes in place within the Resource Management Act 1991 in order to foster a more holistic, bicultural approach for the development of Aotearoa New Zealand*. My premise was that shared understanding through storytelling could be a useful tool for producing equitable bicultural environmental decisions. This research is concerned with how that shared vision is created rhetorically. It is based on the theoretical understanding that language constructs people's social reality (Escobar, 1996; Pearce, 1989). The literature review established that people make sense of the material world through language, deep emotional connection to the land and decision-making processes. This discussion of the different ways people come to view the material world provided the background for the central research question. The primary research question that guided the investigation was how do different rhetorical communities construct shared vision for the environment? In order to answer this question data were collected using archival records retrieved from the Northland Regional Council. The analysis of the data involved the application of Bormann's (1972; 1983) symbolic convergence theory to the construction of shared vision for the polluted condition of Lake Omapere in Northland. The fantasy theme analysis of the texts revealed two fantasy themes personifying Lake Omapere: first, the story of the dying lake, followed by second fantasy theme of the salvation of the lake. These two fantasy themes provided the rhetorical ground for the evolution of shared rhetorical vision for the restoration of the wellbeing of Lake Omapere. Following Bormann (1972; 1983), the study showed that symbolic convergence theory accounts for the irrational as well as rational aspects of positive collaborative action for the environment. This research has contributed to knowledge by showing that Bormann's (1972; 1983) symbolic convergence theory is a useful framework for explaining the process by which different rhetorical communities construct shared vision. The fantasy theme analysis approach was specifically designed for this research. Burke's (1966) "hexed" pentad was used in the initial stages of analysis to determine the elements of the fantasy themes. This study showed that construction of shared vision encompasses at least three forms of communication: consciousness creating, raising and sustaining. The study also contributed further questions as to the nature of the resulting shared vision. This study shows that the democratic dialogue that is produced from sharing stories can result in justice. The emergence of shared vision produced a new reality and an altered worldview where kaitiakitanga** has become a crucial focus for the future of Lake Omapere. The restoration of the wellbeing of Lake Omapere through establishing kaitiakitanga is now a rhetorical reality and will shape future decisions made regarding the management and restoration of the lake. The implications involved with incorporating the indigenous spiritual relational perspectives in legislation are a crucial concern for environmental decision-making both locally and internationally and further application of symbolic convergence theory research in this area is recommended.* Aotearoa New Zealand combines both the Māori and English names and is used in this thesis to acknowledge the bicultural intention of environment resource management.** Stewardship.

This project explores the challenges of managing in times of organisational stress. The New Zealand department of corrections is facing multiple pressures which are only set to increase including: financial strictures as government funding is being highly scrutinised, greater demand as inmate numbers increase, and reduced capabilities as many staff lack experience. A grounded theory in a case study setting (three prisons in Christchurch, New Zealand) was undertaken utilising repertory grid and semi-structured interviews to explore the ways in which managers cope during times of such stress. A total of 11 interviews were conducted. In the case, I considered what differentiates effective managers from those who appear less able to cope. It was found that effective managers are those who are able to build trust and respect with their constituents. When staff trust and respect their managers it is because they feel valued and perceive their manager to be on their side; they are then willing to reciprocate. Positive regard, demonstrations of support, and leading by example were found to be key factors leading to being perceived as being on the staff’s side. The links between trust, respect and performance along with the valuation of staff wellbeing were examined.