Huguenot Primary School expressed its need for a scientifically based programme which could be used to implement, within the context of the holistic approach and the community of Wellington, the principle of respect in the current curriculum. Specific components for a guidance programme have been identified by means of focus group meetings gathered from the target population (parents, educators and learners from Huguenot Primary School, and role models within the community). The theoretical base of Kohlberg (1964, 1966, 1978, and 1985) and the three levels of moral development were applicable in this instance. The Gestalt perspective and field theory formed the paradigm of the study. From the qualitative approach, applied research with an explorative and descriptive nature was used to identify and describe the above-mentioned components. The instrumental case study method was utilized as research strategy. A purposive test sample was done in order to compile a representative target population. / Social Work

My essay is an attempt to describe how complicated it can be to follow the rules and maintain boundaries without obstructing the children in their creative development. The aim is to highlight my approach and emphasize the importance of growing up in a kindergarten with standards and values which may not always coincide with their own opinion. I begin my essay with two stories about Emil five years, defying the rule of not climb up the climbing frame roof and Emma for three years, who are keen to spin on the swing, but followour rule and refrain. I wonder what it is that drives some kids to go against the rules and stretch the limits while others do not have any problem doing that we decided? I also tell about the time I as a newly-qualified nanny was rebuked by a colleague when I acted "recklessly". I would handle the situation differently today? In the last story, I praise a child for being "mischievous", which makes me proud. Can a "mischievous" child also experienced positive? Another issue that is relevant to my dilemma is if we educators must always be consistent or is it arbitrary to make exceptions? To understand my dilemma, I have used a phenomenological method, which means that I, along with the preschool curriculum, relevant literature and personal experience can understand my thoughts and actions from multiple perspectives. That way, I have gained a greater understanding of how crucial preschool standards and my response is for the children's development and self-reliance. Both in terms of rules and boundaries. Being a responsive educator with the ability to take the children's perspective makes it easier to convey a message without violating someone's privacy.

Syftet med undersökningen är studera vad som präglar auktoriteten i den svenska skolan, undersöka värdet av goda relationer i klassrummet samt studera hur konflikthantering påverkas av gruppsituationen som råder i klassrummet. Mina frågeställningar handlar om vilken betydelse ledarskap, respekt och auktoritet får i relationen mellan lärare och elever, vad som avgör om en lärare respekteras av elever och vad det beror på att en lärare får eller inte får auktoritet i en grupp. I studien undersöks också hur det är möjligt att på olika sätt hantera konfliktsituationer.    För att undersöka detta har jag gjort strukturerade intervjuer med sex olika lärare inom gymnasiet och högstadiet, med olika bakgrund, erfarenhet och ämnesområden. Resultatet har jag sedan jämfört med olika teorier om ledarskap, grupprocesser och konflikthantering.   Min undersökning visar att auktoritet måste förtjänas genom bland annat social kompetens och goda relationer. I studien framgår att de viktigaste yttre faktorerna för att lyckas är gruppstorleken och tiden. När det gäller konflikthantering, kan slutsatsen dras att det är viktigt att gå varsamt fram i ett inledande skede, och att fokus i början måste ligga på att skapa en positiv känsla och få med sig gruppen. Vid fostrande av elever och korrigerande av avvikande och respektlösa beteenden, visar undersökningen att det är önskvärt och betydligt effektivare att ta en konflikt utanför klassrummet, i ett enskilt samtal med en elev. / The aim of this study is to discern what characterizes authority in the modern Swedish school, to explore the value of good relations in the classroom, and also to examine how the management of conflicts is affected by the group situation which occurs in the classroom.   The questions at issue are to which degree leadership, respect and authority affect and determine the relation between teacher and students, in what manner a teacher receives respect from his students, and why a teacher may or may not gain authority in a classroom. I am also curious as to how to handle certain common conflict situations in the best way.   In order to examine these questions, I have interviewed six teachers of varying age and professional experience, who all teach in high schools. The result of the interviews has then been compared with the current theories about leadership, group processes and conflict management.   My study shows that authority must be acquired through social skills and good relations. The most important factors, which are not dependent upon the teacher, are the size of the group and time. Regarding the management of conflicts, a conclusion may be made that it is important to be careful and gentle in the initial phase, and to create a positive feeling at the beginning in order to be accepted by the group. If misbehavior must be corrected and a conflict is emerging, the study shows that it is more efficient to deal with the student outside  the classroom, speaking in private. In this way, the student is not affected by the rest of the group, and the conflict is less likely to escalate.

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

This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils in learning. The corpus of data was generated through a combination of semi-structured one to one interviews and a focus group interview. Drawing on Fairclough’s (1989, 2001, 2003) approach to Critical Discourse Analysis (CDA), excerpts from the data were chosen on the basis of their salience to the key themes of the study to describe, interpret and explain the opaque and contradictory discourse of disaffection. The teachers’ narratives largely located explanations for pupils’ disconnection from learning in pupils’ cognitive, emotional and behavioural pathologies or the influence of a moral underclass culture in their communities. The pupils’ counter-narratives suggested that their disengagement was a rational response to a perception of de-motivating curricula and disrespectful teachers, resulting in a counter school culture, where resistance accorded status among peers and compliance with teachers’ demands for conformity earned the derisory label ‘Neek’. The teacher’s narrative also revealed that curriculum overload and the preoccupation with attainment targets posed significant challenges in his attempts to engage disaffected learners. However, the success of the Alternative Education Programme highlighted the importance of flexibility and positive educator-pupil relationships in capturing and sustaining the interest of learners. It is argued that an adequate analysis of the determinants of disaffection ought to consider the impact of instrumentality in education on relationships in the situational, institutional and societal contexts of schooling. Furthermore, the significance of class, ethnicity and gender on the academic under-achievement of black working class boys, can not be overstated.

The problem of legitimate authority is widely regarded as fundamental to moral and political philosophy. This thesis aims to explain what the problem precisely is, and to offer a practical method for solving it. The starting point is a claim about the phenomenology of the person as an inherently authoritative agent: we are persons, as distinct from mere ‘things’, by virtue of the authority we possess over ourselves. This claim explains, I argue, why there is a problem of legitimate authority – why the exercise of state authority stands in need of justification – and what the problem precisely is: given the inherent tension between the authority of the state on the one hand, and the self-governing authority of persons on the other, the problem of legitimate authority is essentially that of creating the conditions for optimal reconciliation between them. The bulk of the thesis is devoted to a search for a solution to this problem. The ideal solution lies in developing a concept which I call the Authorization Principle. In its most basic form, the principle states that the exercise of state authority is legitimate only when it is exercised to enforce arrangements that all citizens authorize the state to enforce. The conclusion of the thesis is that the principle should be formulated as follows: The exercise of state authority is legitimate insofar as it is exercised within the provisions of a constitutional arrangement constructed through a process that gives equal weight to all the epistemically undefeated concerns in the society regarding the conditions necessary for persons to exercise personal authority. The solution proposed in the thesis for the problem of legitimate authority has three important implications. The first is that it is entirely within the capacity of ordinary democratic societies to solve the problem. The second is that there is no single legitimate way to govern a society. Standards for the legitimate use of state authority are in some way indexed to culture, ability and resources as well as to other aspects of a society’s unique circumstances. The third is that a society cannot settle the problem of legitimate authority once and for all. The state’s arrangement will require revision every so often in order to maintain the legitimacy of state authority.

[pt] A presente pesquisa trata-se de um estudo da concepção de vida na contemporaneidade e sua relevância teológica, tendo como referencial o respeito pela vida a partir do pobre. A nossa pesquisa surgiu da constatação da emergência de um novo paradigma civilizacional, capaz de resgatar as dimensões da vida humana e do cosmos, especialmente dos seres vivos mais fragilizados e ameaçados. É necessário a abertura a novas questões e à busca de respostas aos grandes desafios da nossa época, a partir do humanismo cristão, participando, ativamente do debate cultural em que se configura a sociedade do presente e do futuro. Daí, pois a importância de pesquisar acerca de uma ética da vida, que implique respeito para os novos tempos, necessária e possível, que possa introduzir o dever onde tudo é poder, é um desafio urgente. Este desafio contemporâneo exige estar atento e ser perspicaz para apreender a necessidade de elaborar uma teologia, capaz de superar o antropo e o androcentrismo, compreendendo a pessoa humana como inter e retrorrelacionada e responsável pelas gerações que estão por vir. A idéia da central de nossa pesquisa emerge da necessidade de focalizar a produção científica e a conseqüente geração de conhecimento de maneira orgânica e transdisciplinar, levando em consideração o Ensino do Magistério e as verdades da fé cristã. Assim, a nossa pesquisa quer contribuir pró-ativamente, para que a opção pelos pobres, a promoção da justiça, a defesa da vida e dos direitos humanos e a ecologia como casa comum da humanidade, sejam a referência fundamental do interesse social da ação humana no mundo. Metodologicamente procuraremos primeiramente assimilar a compreensão contemporânea da vida, mediante as ciências da vida e a nova cosmologia. Dois autores serão muito importantes para nosso estudo, pois resumem muito bem esta visão. Frijtof Capra, com sua compreensão da vida como teia introretrorelacionada; Leonardo Boff, com a sua visão de Ecologia como comum de todos, fundamentada numa Ética da Vida que leve em consideração o grito dos pobres, o respeito pela vida a partir do cuidado, como direito e dever de todos, em vista de uma nova humanidade. Por fim, fazemos uma leitura teológica a partir das fontes da fé, Escritura e Tradição eclesial, confrontando esses paradigmas, buscando pontos de contato, que possam servir como pontos de referencia para nossa reflexão acerca do respeito pela vida a partir do pobre e sua relevância para o discurso teológico contemporâneo. / [en] The present research is about a study of the conception of life in the contemporary days and its theological relevance, having as referential the respect for the life from the poor person. Our research appeared of the ascertainment of the emergency of a new civilization paradigm, capable to rescue the dimensions of the human life and the cosmos, especially of the living beings more weakened and threatened. Opening is necessary for the new questions and the search of answers to the great challenges of our time, from the Christian humanism, participating actively of the cultural debate where the society of the present and the future configures itself. From there, therefore, the importance to search concerning ethics of the life, that implies respect to the new times, necessary and possible, that can introduce the duty where everything is to be able, is an urgent challenge. This contemporary challenge demands to be intent and to be perspicacious to apprehend the necessity to elaborate a theology capable to surpass anthrop and the androcentrism, understanding the human person as being inter and retro- related and responsible for the generations that are for coming. The central idea of our research emerges of the necessity to focus the scientific production and the consequent generation of knowledge in organic way and transdisciplinary, taking account of the Teaching of the Mastership and the truths of the Christian faith. Thus, our research intends pro-actively to contribute so that the option for the poor persons, the promotion of the justice, the defense of the life and of the human rights and the ecology as common house of the humanity are the basic reference of the social interest of the human action in the world. Methodologically we will first look for to assimilate the contemporary understanding of the life, by means of sciences of the life and the new cosmology. Two authors will be very important for our study, since they summarize well this vision. Frijtof Capra, with its understanding of the life as a introretrorelated net; Leonardo Boff, with its vision of Ecology as common house of all, based on an Ethics of the Life that takes account of the shout of the poor persons, the respect for the life from the care, as right and duty of all, in view of a new humanity. Finally, we make a theological reading from the sources of the faith, Writing and ecclesial Tradition, collating these paradigms, searching contact points that can serve as points of reference for our reflection concerning the respect for the life from the poor person and its relevance for the contemporary theological speech.

Florence Nightingale used the principles of patient-centered care as the foundation for nursing practice. Today, patient-centered care delivery is part of the healthcare reform process that extends interprofessionally throughout all settings of healthcare in the United States (U.S.). Patient satisfaction measurement is one primary determinant of effective patient-centered care. The standardized Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey and methods is a nation-wide tool used to measure patient satisfaction. However, this method of patient satisfaction assessment relies on recollections of patients’ hospital experiences and requires accurate memory and recall. This study sought to examine the effect of the memory-experience gap on patients’ perceptions of their hospital experiences and address this research question: Are there any statistical differences between in-hospital and two-week post-discharge perceptions of patient-centered care as measured with HCAHPS patient satisfaction ratings on (a) the composite scores for communication with nurses, communication with physicians, communication about medicines, pain management, staff responsiveness, (b) the individual scores for the hospital environment’s cleanliness and quietness, and the inclusion of patient and family preferences in the plan of care, and (c) the overall global rating score? The design was a non-experimental, prospective, descriptive correlational study. The setting was a 255-bed regional hospital that serves individuals from eight surrounding rural counties in southern middle Tennessee. The case-mix contained diverse individuals with multiple economic, environmental, physical, social and spiritual dynamics. A convenience sample of 82 adult patients ages 26 - 93 represented mainly Caucasian females with mostly cardiovascular and respiratory illnesses who had a minimum one-day stay.

Although empathy has been implicated in both academia and pop culture as nearly analogous to morality, some philosophers and psychologists have taken issue with this assessment. It has been argued that from an ethical perspective, empathy is biasing, myopic, and perhaps more trouble than it is worth. In this paper, I first address whether empathy is a necessary baseline trait for having some degree of ethical motivation. Based on the differing moral experiences of sociopaths and autistic individuals, as well as empathy’s unique ability to motivationally bridge the gap between self and other, I conclude that empathy is a required trait for the moral agent. Assuming empathy is present in the moral experience, I then delineate the negative and positive effects empathy has on the ethical outcome of actions. Empathy does appear to cause prejudiced biasing and derogation of self-respect, but it also acts as a powerful motivator for other-oriented action and provides ethically valuable information about mind-states. Ultimately, I conclude that empathy cannot be a standalone ethical trait, but when filtered through reason, it can be invaluably useful.

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.