Abstract Respect is a concept crucial to nursing but one which has not been explored adequately. Respect may mean different things to different people, depending on age or culture. It has been determined that disrespect is closely linked with abusive behaviour. Lack of respect may be seen not only as a form of abuse, but also as the cause from which all other forms of abuse develop. In order to truly understand the development of abuse in long-term care, we must have an understanding of the key concepts that contribute to it. Respect is one of these concepts. The goal of this practicum was to develop a strategy that would promote the development of policies and the reinforcement of behaviours that reflect “respect”. The key words used to define respect and specific comments related to respect were identified by residents, family members and staff of a long-term care facility. The meaning of respect from the perspective of the resident, family members and staff of Deer Lodge Centre was explored through a questionnaire. Results of the questionnaire were tabulated and shared through presentations to all participant groups. Recommendations on policy change based on the results were identified and shared.

A 1997 survey of Canadians revealed that bullying occurs once in every seven minutes on the playground and once in every twenty-five minutes in the classroom (Craig and Peplar, 1997). It is my feeling that educators need to be positively proactive and pursue interventions in the classroom, that have the potential to improve relationships, discipline and respect in order to reduce this statistic. This study explored how the adults and students in an individual grade one classroom might build positive relationships in the classroom community. The study was based on the discipline policy of my school division, as stated in the “School Divisions Standard of Behavior” (2006) document and the ideas of Michelle Borba explained in “The Accentuating Respect and Defusing Disrespect Model” (Borba, 2007). Action research data, obtained from the participants, indicated that respect grounded in positive relationships and effective discipline can be introduced to students in an intense one month program, but requires an ongoing relationship between the child and the adult and life-long learning in order to be maintained.

Abstract Respect is a concept crucial to nursing but one which has not been explored adequately. Respect may mean different things to different people, depending on age or culture. It has been determined that disrespect is closely linked with abusive behaviour. Lack of respect may be seen not only as a form of abuse, but also as the cause from which all other forms of abuse develop. In order to truly understand the development of abuse in long-term care, we must have an understanding of the key concepts that contribute to it. Respect is one of these concepts. The goal of this practicum was to develop a strategy that would promote the development of policies and the reinforcement of behaviours that reflect “respect”. The key words used to define respect and specific comments related to respect were identified by residents, family members and staff of a long-term care facility. The meaning of respect from the perspective of the resident, family members and staff of Deer Lodge Centre was explored through a questionnaire. Results of the questionnaire were tabulated and shared through presentations to all participant groups. Recommendations on policy change based on the results were identified and shared.

In diverse societies like Australia, Britain, Canada and The Netherlands, government policy has increasingly focused on inter-citizen relations. There have been demands for citizens to respect each others?? differences, as well as fears about declining social cohesion and acts of intolerance. In political theory, these themes also have currency, although here they often have been obscured by a tendency to think in terms of ??majorities?? and minorities??, and ??we?? and ??they??, rather than in terms of the state and the individual citizen. This thesis argues that while respect of difference may seem to be the best way to successfully accommodate individual difference, it is an indefensible demand on the citizen: such a demand is both excessive and unnecessary, and has the potential to unjustifiably limit individual freedom and the accommodation of difference. Further, the requirement for social cohesion is often overstated, while acts of intolerance are best avoided by citizens respecting each others?? sameness (citizenship) rather than their difference. As far as the state is concerned, by clearly distinguishing specific instances of tolerance (which always involve forbearance) from the general practice of toleration, the thesis defends toleration as a general and maximally permissive practice ?? one which is compatible with both liberal neutrality and the maximal accommodation of individual difference, and thus the freedom of individuals to live their lives as they see fit.

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.I.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 64-66). Also available on the World Wide Web.

A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Department of African Languages at the University Of Zululand, 2017 / The research is basically looking at respect and culture as building blocks of the Zulu nation. The main focus is on the impact of the historical and contemporary socio-cultural practices. Chapter one is the introduction of the research topic where the following sub-topics form part of the research proposal: background to the study, the problem statement, the purpose of the study, delimitation of the study, the study methodology, beneficiaries of the study, division of the chapters and the conclusion. Chapter two deals with formations and transformations in nation building by looking at beliefs, indigenous knowledge systems, mythology, culture and history. Chapter three is based on Whites supremacism and its influence on social , political, historical and industrial patterns. Whites came with systems aimed at controlling the psychological reactions of Africans and conditioning them to think of their culture as inferior and inadequate to deal with challenges that face them. Chapter four is looking at home as the point of departure for all socio-cultural activities. Family is home based and a key for social unit. Home is viewed as the source of primary education where respect is learned. Chapter five is based on the promotion, consolidation, development and valuing of cultural heritage, norms and values by utilization of available resources in order to restore culture of respect. Chapter six deals with the challenges facing the culture of respect which derive from misinterpretation of human rights acts, high level of crime, the abuse of drugs and alcohol, imperial ideologies, urbanization, western culture and civilization. Chapter seven covers the findings of research, recommendations of the research and the conclusion of the research.

Educational leaders, families, and politicians debate the methods for teaching, the materials taught, and the content learned (Benninga, Berkowitz, Kuehn, and Smith, 2006; Kohn, 1997). These stakeholders all agree, however, that a major goal for education is to produce learned, productive members of society (DeRoche and Williams, 2001). The goal of this research is to develop a framework that provides schools and division-level leaders with essential elements to resolve character education issues and to provide the means for implementing and evaluating those programs. I used the Delphi research method to collect information from notable researchers and practitioners in the educational world (Keeney, McKenna, and Hasson, 2010). Many of the panelists were selected because their previous research on character education formed a large part of my literature review in Chapter 2. The practitioners are current superintendents, principals, or program directors in representative school systems. The study itself consisted of three rounds of questionnaires; the first round consisted of three open-ended questions that then elicited responses on which the other two rounds were based. The panelists indicated that clearly defined goals and values, stakeholder buy-in, and inclusion of social/emotional issues were the essential elements needed for an effective character education program. Shared responsibilities by stakeholders and student-driven debates were seen as the keys to implementing said program. Finally, the panelists concurred that attendance and discipline data and surveys were the best tools/methods for evaluating character education programs. / Ed. D. / Educational leaders, families, and politicians all agree that a major goal for education is to produce learned, productive members of society (DeRoche & Williams, 2001). The goal of this study is to develop a framework that provides schools and division-level leaders with the essential elements needed to resolve character education issues and to provide the means for implementing and evaluating those programs. In my dissertation, I explored the links between developmental theory and effective program characteristics. I used the Delphi method for research to collect information from notable researchers and practitioners in the educational world (Keeney, McKenna, & Hasson, 2010). A Delphi study is a multi-round survey of experts who try to come to consensus on a particular subject. The panelists were selected because of their previous research on character education and/or their positions as superintendents, principals, and program directors. The study consisted of three rounds of questionnaires. The first round included three open-ended questions and the second and third rounds used responses from the first round. The results indicated that panelists believed that the essential elements needed for developing an effective character education program included clearly defined goals and values, stakeholder buy-in, and the addressing of social/emotional issues. Keys to implementing an effective program included shared responsibilities by stakeholders and student-driven debates. Finally, when evaluating the program, the panelists concurred that data on attendance, cheating, and student discipline, as well as exit surveys for students and teachers, were the best tools to determine success.

A dissertation submitted in partial fulfillment of the requirements for the degree of Masters of Arts in (Counselling Psychology) in the department of psychology, University of Zululand, South Africa, 2012. / Self-respect is defined as pride and confidence in oneself, a feeling that one is behaving with honor and dignity. The objective of the study was to find out the conceptualization of self-respect from high school learners. This study adopted a phenomenological approach to facilitate the understanding of the information gathered. The sample consisted of 10 participants: 5 males and 5 females. Participants were Grade 12 learners who were willing to participate. A self-administered questionnaire was given to the participants to fill. Results from the participants revealed that the concept self-respect means respecting yourself and others, as well as having self-confidence. Participants also mentioned that self-respect comes from home, from parents as well as friends. The study concludes with limitations of the study and recommendations for future research.

Submitted in fulfilment for the degree Master of Arts in the Department of IsiZulu namaGugu in the Faculty of Arts at the University of Zululand, 2010. / Ukuvuselelwa kwesiko lokuhlonipha entsheni eNsundu ikakhulukazi esizweni sakwaZulu wucwaningo oluzama ukucubungula izindlela ezingalekelela ukwakha isizwe esinenhlonipho nesimilo esihle. Isahluko sokuqala sethula indikimba ngalokho ucwaningo oluphokophelele ukukuhlaziya. Kulesi sahluko kuvezwa ilukuluku eliyimbangela yokucwaninga ngalesi sihloko. Kuphinde kuvezwe nenhloso yocwaningo okuwukukhuthaza inhlonipho entsheni. Isahluko sesibili siveza izindlela zesintu ezingalekelela ukubuyisela isiko lokuhlonipha entsheni. Lezi zindlela zesintu zihlanganisa ukugweba, ukusoma, ukuhloniphana kwezintombi nezinsizwa, ukuhlonipha kwezintombi isifo, ukubalekela nokuhlolwa kwezintombi. Lezi zindlela zesintu zineqhaza elibalulekile ezilibamba ukugqugquzela inhlonipho entsheni. Isahluko sesithathu siveza indima elinywa uMnyango Wemfundo ukugqugquzela isiko lokuhlonipha nokuziphatha kahle entsheni. Lesi sahluko sicubungula izindlela ezingasetshenziswa othisha ukuzama ukuqondisa izingane eziyizigwegwe ngaphandle kokusebenzisa induku. Lesi sahluko siphinde siveze izindlela ezingasetshenziswa othisha ezikoleni ukuxwayisa intsha ngesifo sengculazi. Isahluko sesine sicubungula iqhaza elibanjwa amasonto ukuzama ukubuyisela isiko lokuhlonipha entsheni. Kuhlaziywe izinkolo ezintathu okuyinkolo yobuNazaretha, inkolo yobu-Islam kanye nenkolo yobuKristu. Lezi zinkolo zontathu yize kukhona lapho zinomehluko khona kodwa zigcizelela inhlonipho entsheni. Isahluko sesihlanu sicubungula iqhaza elibanjwa uMnyango wamaPhoyisa kanye noMnyango wokuhlunyeleliswa kwezimilo ekuvuseleleni isiko lokuhlonipha entsheni eNsundu. Inhlosongqangi yale minyango ukushintsha izimilo entsheni esidlebelekile. Isahluko sesithupha sona siqoqa amaphuzu abalulwe ezahlukweni ezingaphambi kwaso. Lesi sahluko sithi siqoqa sibe sikhomba inyathuko okumele ilandelwe ukuzama ukubuyisela isiko lokuhlonipha nokuziphatha kahle entsheni eNsundu.