The main object of this diploma thesis is to describe the process of setting ethical standards for the Czech media after the Velvet Revolution. The thesis also describes the media's reflection on how the journalists abide by these ethical rules and what is their approach to ethical self- regulation. The thesis consists of two main parts. The first one is theoretical, it describes the evolution of media ethics in the Czech environment and also it lists the main issues of media ethics. The second part is analytical. The subject of the qualitative analysis is a number of texts published in years 1990 - 1992 and 2010 - 2012 in Respekt weekly, Reflex weekly and the dailies Mladá fronta Dnes (former Mladá fronta) and Právo (former Rudé právo). Both time periods were analyzed separately. The outcomes of those two analyses were thereafter compared. In order to get an idea about what ethical issues are considered to be the most problematic by the media audience, a quantitative analysis of complaints to the syndicate ethical committee is also included in the thesis.

First part of the thesis reviews current literature on self-control, with a particular focus on the strength model of self-control. This model asserts that the ability to self-control depends on a limited resource, which gets depleted with its use. According to the model, the ability to self-control is dependent on one resource. The experimental part of the thesis purports to ascertain whether two resources can in fact be identified - one for initiatory self-control and another one for inhibitory self-control. Two types of manipulations were tested in the experiment. The results showed that one type of experimental manipulation hadn't led to any measurable depletion of initiatory self-control whilst the second type of manipulation had indeed led to results that may be interpreted as a support for distinguishing between inhibitory and initiatory self-control. It would be an interesting finding that would broaden our current knowledge about self-control if the findings of the thesis were successfully replicated in a study addressing limitations of the present research. Keywords: self-control, experiment, strength model of self-control, initiatory self-control, inhibitory self-control, Stroop task

Cette thèse a pour objet d'étudier les conduites agressives en analysant comment celles-ci s'intègrent ou non dans un système global de valeurs mis en œuvre par chaque individu en fonction de son éducation et de sa personnalité. La question est donc de savoir quels peuvent être les facteurs favorisant l'émergence de réponses agressives chez l'athlète en fonction de différents paramètres, tels que le sexe, le type de pratique, les réactions aux décisions de l'arbitre, les comportements socio-moteurs, les capacités de résistance à la frustration ou à la provocation. Il s'agit d'arriver à expliquer comment le système de valeurs des athlètes peut avoir ou non une influence directe et indirecte sur leurs conduites agressives à travers des mécanismes sociocognitifs d'autorégulation à identifier. Dans ce cadre, cinq études empiriques ont été réalisées chez plus de 1393 compétiteurs. Les résultats principaux de ces différentes enquêtes : 1) Confirment la validité de la théorie des valeurs de base (Schwartz, 1992) dans le domaine sportif ; 2) Proposent un nouveau Questionnaire des Valeurs Sportives de l'Athlète (QVSA) ; 3) Mettent en évidence que les valeurs des athlètes peuvent exercer un double impact (négatif ou positif) sur les conduites agressives à travers différents mécanismes sociocognitifs. Ces études concluent que plus l'athlète valorise des valeurs telles que les Respect des règles, la bienveillance, et le plaisir, plus il pacifie ou inhibe ses conduites agressives. Au contraire, si l'athlète valorise des valeurs fondées sur l'affirmation d'un statut social, ou l'exercice d'un pouvoir, plus il aura tendance à exprimer son agressivité et moins elle sera acceptable selon les règles de jeu / This thesis aims to study aggressive behavior by analyzing how they fit or not in a global value system implemented by each individual according to on his or her education and personality. Thus, the question is to study what are the factors that can lead to the emergence of aggressive responses of the athlete according to different parameters such as sex, type of practice, reactions to the referee's decisions, socio motor behavior, and resilience to frustration or provocation. The aim is to explain who the athlete’s system of values may or may not have a direct and indirect influence on their aggressive behavior through sociocognitive self-regulatory mechanisms which well be identified. In this context, five empirical studies have been conducted about more than 1,393 competitors. The main results of these surveys : 1) Confirm the validity of the theory of basic values (Schwartz, 1992) in the sports field ; 2) Propose a new athlete’s sports values questionnaire (QVSA) ; 3) Make it clear that the values of the athletes can have a double impact (negative or positive) on aggressive behavior across different socio-cognitive mechanisms. These studies conclude that the more athlete promote values such as Respect the rules, Benevolence and Enjoyment, more pacifies or inhibits his or her aggressive behavior. On the contrary, if the athlete values based on the assertion of social status, or the exercise of power, his or her more likely to express aggression, which will be all the less acceptable according to the rules of the game

<p>Computer programming is a difficult undertaking for novices, requiring a lot of patience and persistence. Hence, in a programming class, students experience an array of emotions that may promote or thwart their performance and learning. For instance, frustration may reduce students' motivation to learn programming. In extreme cases, continued frustration may convince students to abandon plans for engineering or computing careers. Even though emotions are crucial for learning, very little is known about how students experience emotions in an introductory programming class. </p><p>In this dissertation, I report my investigation of emotions experienced by first-year engineering students during programming tasks, the reasons for experiencing those emotions, and the self-regulation strategies they adopted to cope with those emotions.</p><p>I recruited 17 novice first-year engineering students taking an introductory programming class for the first time. Each participant took part in two sessions, which collected multi-modal data: programming task and retrospective think-aloud interview. During the programming task, participants worked on four programming problems for thirty minutes. In this session, I collected five types of data: screen capture, facial expressions, eye-gaze data, electrodermal activity, and survey instruments that assessed emotions and neuroticism. After the programming task, I conducted a short post-task interview to ask follow-up questions. The participants returned three to seven days after the programming task for a retrospective think-aloud interview. During this session, participants viewed a video of their actions during the programming task. After every two minutes of viewing, I paused the video and asked about the emotions they experienced during that segment.</p><p>The overarching findings from this study suggest the students experienced frustration most frequently while working on programming problems. Students also experienced multiple emotions because of the same event. For instance, one student reported feeling annoyed because she had made a mistake, but she also experienced joy when she was able to fix the mistake. Findings of this study also suggest that most students tended to persevere despite encountering errors. When they overcame the errors, they experienced joy and pride.</p><p>A better understanding of student emotions may help educators design curriculum and pedagogy to help mitigate the effects of negative emotions, and to promote positive emotions. This improved curriculum and pedagogy may eventually help students maximize their learning and performance in programming courses. Subsequently, student motivation and interest in programming may also be increased by using this improved and enhanced curriculum and pedagogy.</p>

Thesis advisor: Maureen E. Kenny / Childhood obesity is one of the most significant threats to the health development of children in the United States. A relationship has been found between mental health conditions, such as depression, and obesity development. Obesity prevention initiatives frequently target children's health behaviors due to their important role in the development of childhood obesity. Yet despite their importance, relatively little is known about the association between mental health factors and children's health behaviors. In addition, self-efficacy and self-regulation, cognitive factors which have been found to have a prominent role in behavior change, may also be correlated with children's health behaviors. These cognitive factors may also interact with mental health factors to predict children's health behaviors. The current study sought to investigate whether or not internalizing behaviors, self-efficacy, and self-regulation significantly predicted healthy eating behavior, unhealthy eating behavior, and physical activity behavior in preadolescent children. The study was a secondary data analysis of the Study of Early Child Care and Youth Development (SECCYD) Phase II-III data. Internalizing behaviors were found to have a significant relationship with unhealthy eating behaviors for both boys and girls, however, the relationship was positive for girls and negative for boys. Among the cognitive factors, sports self-efficacy and self-regulation, sports self-efficacy was found to be a significant predictor of physical activity behavior for both boys and girls. In addition, the moderating relationship between internalizing behaviors and self-regulation as a predictor of physical activity behavior was supported for boys. Findings from the study indicate individual psychological factors, such as mental health and self-efficacy may have a significant influence on children's health behaviors. Results also suggest factors at the psychological level may be interacting with one another, along with factors at the biological and social levels of development, to influence health behaviors. The current study highlights that investigating the psychological factors influencing health behaviors may yield an important contribution towards understanding obesity development. These findings have implications both for identifying children at risk for developing obesity, as well as, the design and implementation of obesity prevention initiatives. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

Thesis advisor: Jacqueline V. Lerner / This dissertation considered character development in adolescence from a relational developmental systems (RDS) perspective through the estimation of trajectories of five character attributes and the associations of these trajectories with the contextual factors of intentional self-regulation (ISR) and prosocial socialization from role models whom adolescents reported knowing personally. Character attributes considered were honesty, humility, diligence, future mindedness, and purpose. Data were taken from the Connecting Adolescents' Beliefs and Behaviors longitudinal study of character development in adolescents from the Northeastern United States. Results demonstrated that multiple trajectories can be estimated for each character attribute, supporting the RDS principles of plasticity and individual differences. Associations were also found among all character attributes considered at every time point. Contextual factors had more nuanced relationships with character attribute trajectories than was expected, with high levels of ISR associated with high start points for all character attributes and for overall character attribute patterns, but not necessarily with sustained high levels of character attributes. Prosocial socialization did not demonstrate a stable association with high levels or increasing levels of any character attribute examined. This pattern of findings suggests that additional contextual aspects should be considered as important aspects of character development. Limitations and future directions are discussed. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

O presente trabalho aborda a relação entre a culpabilidade e a responsabilidade penal das pessoas jurídicas. A pesquisa tem como objetivo principal analisar as construções teóricas que pretendem responder ainda que criticamente aos problemas existentes na mencionada relação, desenvolvendo (ou rejeitando) um conceito de culpabilidade (ou equivalente) da pessoa jurídica, bem como identificar meios de limitação desse modelo de responsabilidade. Para tanto, o trabalho ressalta o debate havido, na admissão da responsabilidade penal da pessoa jurídica, entre política criminal e dogmática, enfatizando a necessidade de estratégias que transcendam o individualismo, fazendo uma breve descrição da culpabilidade individual e destacando os modelos de responsabilidade das pessoas jurídicas, bem como a relação entre ação e culpabilidade. Por fim, será essencial compreender o conceito de programas de compliance e os efeitos de sua adoção nos mais variados sistemas legais existentes, para, com isso, definir critérios mínimos para uma racional aplicação dessa responsabilidade. / The presente work discusses the relation between culpability and criminal responsability of corporations. The research has as its main goal to analyze the theorical constructions that intend to give answers even criticals to the problems existent in the mentioned relation, developing (or denying) a concept of corporations culpability (or equivalent), and identify limits to this model of responsibility. In order to do so, the work brings out the debate between criminal policy and dogmatic that exists in the admission of corporations criminal responsibility, emphasizing the need for strategies that transcend individualism, doing a brief description of individual culpability and pointing out the models of corporation responsibility, as well the relation between action and culpability. Finally, it will be paramount to understand the concept of compliance programs and the effects of its adoption in legal systems throughout the world, to define minimum requiriments for a rational application of this responsibility.

O objetivo deste estudo foi investigar o efeito do controle do aprendiz sobre a auto-observação na aprendizagem motora. Quatro experimentos foram realizados considerando aprendizes em estágios inicial (Exp. 1) e intermediário de aprendizagem (Exp. 2), a quantidade de prática (Exp. 3) e a mudança de escolha (Exp. 4). Os participantes foram 110 adultos universitários. As escolhas foram a auto-observação do melhor desempenho ou do desempenho global. O delineamento contou também com três grupos (escolha, espelho e controle) e com três fases (pré-teste, aquisição e retenção). A tarefa foi o nado crawl, cujo desempenho foi avaliado por um check list específico. A crença de autoeficácia e os relatos dos aprendizes enquanto assistiam aos vídeos também foram avaliados. Os resultados mostraram que: (i) para iniciantes, ter controle sobre a escolha possibilitou melhor aprendizagem; (ii) para aprendizes em estágio intermediário, o controle sobre a escolha só foi eficaz com o aumento da prática; (iii) mudar a escolha não implicou melhor aprendizagem; (iv) os tipos de auto-observação não puderam ser comparados em função das escolhas que foram feitas; e, (v) a auto-observação melhorou a crença de autoeficácia, independente da escolha / The aim of this study was to investigate the effect of learner control on self -observation on motor learning: Four experiments were conducted by considering learners at initial (Exp. 1) and intermediate (Exp. 2) stages of learning, the amount of trials (Exp. 3), and the changing of choice (Exp. 4). Participated 110 students college adults. The choice was of the best performance or global performance. The design also involved three groups (choice, yoked, and control) and three phases (pretest, acquisition, and retention). The task was crawl swim, whose performance was evaluated by a specific check list. The belief of self-efficacy and reports of the learners were also evaluated. Results showed that: (i) beginners who had control on the choices also had the best learning, (ii) for intermediate learners, the control on the choices was only effective when with the amount of trials was increased, (iii) to change the choice not implied better learning, (iv) the types of self-observation couldnt be compared with each other on the basis of the choices that have been made; and (v) self-observation improved self belief, but not independent of choice

Thesis advisor: Barabara Hazard / This randomized controlled trial (RCT) examined a discharge nursing intervention (DNI) aimed at promoting self-regulation of care for early discharge interventional cardiology patients. The purpose of this study was to compare medication adherence, patient satisfaction, use of urgent care, and illness perception in patients with cardiovascular disease (CVD) undergoing interventional revascularization procedures who receive usual care and those who receive a DNI. The Common Sense Model (CSM) of illness representation provided the theoretical foundation for this study. The CSM is a cognitive parallel processing model that draws relationships between illness representation, coping methods, and illness outcomes to help explain the process by which people make sense of their illness. Intervention research aimed at life style changes to reduce secondary events after treatment for CVD is needed to guide evidence based care. Treatment for CVD has shifted from surgical repair with prolonged hospitalizations to interventional procedures requiring shorter hospital stays. This trend reduces nursing time to monitor complications and provide education about medication management and lifestyle changes. Patients recover in short stay areas and return home within hours or one to two days of the procedure. Cardiac disease is then managed as a chronic, but often stable condition. With this change in the delivery of care, several trends have emerged that have implications for quality nursing care and patient outcomes: a) the burden of care shifts from the hospital setting to home, b) patients are discharged without extensive education about complications and disease management, c) the occurrence of secondary events and disease progression remain a valid threat, and d) nurses with expert practice are in a unique position to assist patients and families with CVD management. This study addressed the following questions. 1. Do patients receiving the nursing intervention differ significantly from those receiving usual care on medication adherence? 2. Do patients receiving the nursing intervention differ significantly from those receiving usual care on patient satisfaction? 3. Is there a significant difference in the utilization of urgent care between those patients receiving the nursing intervention when compared to those patients receiving usual care? 4. Does a difference exist between the patients receiving the nursing intervention and those patients receiving usual care on illness perception, as measured by seven components of the IPQ-R: time line (acute and chronic), consequence, personal control, treatment (cure) control, illness coherence, timeline (cyclical), and emotional representations? Purposive sampling was used to select a sample of patients admitted for interventional procedures at an academic teaching hospital. One hundred and fifty four patients were and randomized into control and experimental groups. Final analyses included data from 129 patients. Sixty-four participants in the experimental group received the DNI which included: 1) additional written information about taking medications, 2) a medication pocket card, 3) a list of 3 cardiac internet sites,and 4) a phone call, 24 hours post procedure, from an expert cardiac nurse to review discharge instructions. Sixty-five participants in the control group received usual care. Analyses on four outcome measures, medication adherence, use of urgent care, patient satisfaction, and illness perception, revealed one statistically significant result. Participants in the experimental group, receiving the DNI, scored significantly higher than the control group on one measure, the timeline (acute/chronic) component of illness perception (p = .006) indicating a greater appreciation of the chronicity of their disease. Otherwise, there were no significant group differences found. This study provides support for nursing intervention research guided by self-regulation theory that examines the patient's perception of illness. Patients with cardiac disease who received the DNI were statistically more likely to acknowledge that their illness would last a long time. This awareness, may improve adherence to a prescribed regimen of medication and lifestyle modification. Nursing interventions guided by an understanding of patients' belief that their cardiovascular disease is chronic will add to the body of knowledge that informs providers about decisions patients make concerning medication adherence and lifestyle modifications. However, the results underscore the limitations of adding additional discharge care to this population of patients to improve medication adherence, use of urgent care, and patient satisfaction. Future research should include a longitudinal study to examine how patients who perceive their disease to be chronic in nature managed their medications and care decisions at home. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Os efeitos da demonstração na aprendizagem motora tem sido objeto de estudo de longa data. Porém, o efeito da demonstração autocontrolada e das formas de utilização da possibilidade de autocontrolar esse fator ainda são pouco explorados na literatura. Dessa forma, quatro questões de estudo foram formuladas: 1) qual o efeito da demonstração autocontrolada na aprendizagem de uma habilidade motora seriada? 2) há diferença na aprendizagem entre aqueles que gastam mais tempo para tomar a decisão sobre pedir a demonstração e aqueles que gastam menos tempo? 3) há diferença na aprendizagem entre aqueles que processam a informação observada de forma mais rápida e aqueles que processam de forma mais lenta? 4) há diferença na aprendizagem entre aqueles que mais demonstrações pedem e aqueles que menos pedem? Para investigar essas questões, quatros estudos foram realizados com a participação de 120 indivíduos voluntários, universitários, de ambos os sexos. A tarefa de aprendizagem foi uma habilidade motora seriada que consistiu em movimentar com o mouse um quadrado vermelho, exibido na tela de um computador, de forma a tocar sequencialmente todos os alvos retangulares apresentados na tela, em um determinado padrão temporal. O Estudo 1 envolveu a formação de dois grupos: Auto (demonstração autocontrolada, n=60) e Yoked (demonstração espelhada a partir do grupo Auto, n=60). O experimento consistiu de quatro etapas: fase de aquisição (100 tentativas de prática); teste de retenção 24 horas (20 tentativas); teste de transferência 50 (20 tentativas); teste de transferência 100 (20 tentativas). Os Estudos 2 e 3 foram realizados com a participação de 40 e o Estudo 4 com a participação de 38 indivíduos, todos do grupo Auto do Estudo 1. Para cada um desses estudos foram selecionados participantes que obtiveram valores extremos para as variáveis: Tempo para Tomada de Decisão (TTD), Tempo de Processamento da Informação Observada (TPIO) e quantidade de Demonstrações (DEM). Para a verificação da aprendizagem, o Erro Relativo (ER), Erro Total (ET), Erro Absoluto (EA) e Erro na Sequência (ES) foram medidos. Também foram adotadas medidas complementares para a verificação de como os participantes se envolveram no processo. Com relação ao Estudo 1, os principais resultados foram: a) a superioridade do grupo Auto sobre o Yoked, especialmente, quanto ao ER e o EA; b) o grupo Auto processou por mais tempo a informação observada que o grupo Yoked; c) as demonstrações foram requeridas no início da prática, momento em que o desempenho era significativamente baixo, em ambos os grupos; d) o grupo Yoked se mostrou satisfeito com o momento em que recebeu as demonstrações. Os resultados dos Estudos 2, 3 e 4 mostraram, em síntese, que: a) o gasto de mais tempo tomando a decisão sobre pedir a demonstração promoveu melhor aprendizagem que a condição de gasto menor; b) ambos os grupos, formados a partir da variável Tempo de Processamento da Informação Observada (TPIO), aprenderam de forma semelhante; c) o grupo + DEM teve aprendizagem superior ao DEM em todas as medidas de desempenho. A partir desses resultados concluiu-se que a demonstração autocontrolada produziu melhor aprendizagem que a condição externamente controlada, sendo o Tempo para a Tomada de Decisão e a Quantidade de Demonstração, fatores determinantes dessa superioridade / The effects of demonstration on motor learning have been studied for a long time. However, the effect of self-controlled demonstration and the strategies of the learner in this process have been little explored in the literature. Thus, four questions for study were posed: 1) what is the effect of self-controlled demonstration on learning of a serial motor skill? 2) are there learning differences between the learners that spend more time and the learners that spend less time in making a decision about asking for a demonstration? 3) are there differences in the motor learning process between learners that spend more time and the learners that spend less time in processing the demonstration information? 4) are there differences in the motor learning process between learners that ask for more and the learners that ask for less demonstration in the acquisition phase? To investigate these questions four studies were designed involving 120 volunteer university students of both sexes. A timing task was used whose objective was to manipulate the mouse to move a red square on the computer screen so as to touch, in a sequential manner, all the rectangular targets shown on the screen in a determined temporal pattern. Study One was designed with two groups: Self (self-controlled visual model, n=60) and Yoked (control, n=60). The experiment consisted with four stages: acquisition phase (100 practice trials); retention test, 24 hours after acquisition phase (20 trials); transfer test 50 (20 trials); and transfer test 100 (20 trials). The other three studies were performed with participants from the Self group of Study One with 40 subjects being selected for Study Two and Study Three and 38 subjects for Study Four. Subjects were selected according to those that achieved extreme values for the variables of decision-making time, time for processing the demonstration information, and number of demonstrations. To assess motor learning, relative error, total error, absolute error and sequence error were measured. Complementary measures were also adopted to verify how the participants were involved in the process. In relation to Study One, results indicated: a) superiority of the Self group over the Yoked group, especially in relation to relative error and absolute error; b) the Self group processed the demonstration information for a longer time than the Yoked group; c) demonstration was requested at the beginning of practice, a time at which performance was poor for both groups; and d) the Yoked group was satisfied at the time the demonstration was presented. In short, the results of the Studies Two, Three and Four showed that: a) the more time spent in decision making on requesting demonstration, the better the learning of a sequential motor skill; b) the motor learning of both groups formed through time for demonstration information processing was similar; c) the group that asked for more demonstration learned better than the group that asked for less. Based on these results, it may be concluded that the self-controlled demonstration condition promoted better motor learning than the externally-controlled condition, with decision making time and the amount of demonstration being decisive factors in this respect