Большинство исследований корпоративной социальной ответственности (КСО) фокусируется на ее влиянии на финансовые показатели или отношение клиентов к КСО. Обязательства организаций в отношении социальной ответственности были предметом очень немногих исследований. В этом исследовании исследуется влияние инженерного права на приверженность организации социальной ответственности в рамках модели, основанной на социальной теории. В частности, мы исследуем влияние трех аспектов корпоративной социальной ответственности; роль организаций в продвижении социальной ответственности, инженерное право в руководстве организациями и взаимосвязь между инженерным правом и социальной ответственностью. В исследовании также обсуждаются основные последствия использования КСО для повышения приверженности сотрудников организации и улучшения ее результатов. Анализ основан на выборке из 50 сотрудников, отобранных из инжиниринговой организации в России. Подсчитано, что внешняя КСО положительно связана с обязательствами организации, и КСО вносит по меньшей мере такой же значительный вклад в обязательства организации, как и удовлетворенность работой для сотрудника. / The majority of research on corporate social responsibility (CSR) focuses on its influence on financial performance or customer attitudes about CSR. Organizational commitments towards social responsibility have been the subject of very few research. This study investigates the effect of engineering law on organization's commitment towards social responsibility within a model that draws the social theory. Particularly, we examine the impact of three aspects of corporate social responsibility; role of organizations in promoting social responsibility, engineering law in directing organizations and relationship between engineering law and social responsibility. The study also discusses major implications for using CSR to increase employee commitment to the organization and improve its performance. The analysis is based on a sample of 50 employees drawn from engineering organization in Russia. It is estimated that external CSR is positively associated to organizational commitment, and CSR makes at least as much of a great contribution to organizational commitment as job satisfaction for an employee.

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American Public Administration (PA) theory and practices have lacked adequately articulated or formalized normative foundations since the formal founding of the American State. Discussions regarding how PA theory derives from individual and collective critical reflection on practices (praxiology) and how that knowledge can inform future actions (praxis) virtually have been absent in all organizations. The recognition of the political legitimacy of PA has been lacking. The placing of a viable and critical social theory that posits conscious, responsible, and committed human practices within the context of the administration of the American Constitutional State, a politically narrow context, has been lacking as well. This dissertation establishes the works of social theorists Orion White, Jr., Michael Harmon, Robert Denhardt and Bayard Catron as the foundation for understanding how individuals do and can contribute to the collective administration of the complex state, including how they operate daily in organizations they join, critique and are capable of changing. These scholars understand the dynamics of human being and present discussions of human actions and practices that are capable of tackling the challenges associated with administering the American State. The work of John Rohr has established the other missing links—the constitutional legitimacy of PA and the clarification of constitutional values to which American administrative actions and knowledge must adhere. This dissertation asserts that it is the placing of human theory and action within the distinctly American theory and practices of the State that constitutes the solid normative foundations for American PA Praxis and Praxiology that constitutes a viable and formal founding of American Public Administration in word and deed. / Ph. D.

[pt] Esta tese analisou o engajamento agêntico de Chiquinha Gonzaga e a estrutura social que a recepcionou, com as redes que estabeleceu e os valores vigentes à época, assim como a transformação urbana e social ocorrida no Rio de Janeiro em meados do século XIX. A vida de Chiquinha Gonzaga ofereceu um exemplo paradigmático de agência, na medida em que através da música e seu comprometimento deliberado de atuação como compositora possibilitou a transformação social da estrutura e das práticas sociais, como afirma Margaret Archer. Embora o conceito de agência seja relativamente recente na sociologia, o tema da relação entre indivíduo e sociedade ou agência e estrutura se desenvolveu desde sua formação, como espelho de diversos contextos sociais e a criação de modelos teóricos e categorias que tinham como objetivo apreender a realidade de forma mais rigorosa. Embora o desenvolvimento destes conceitos tenha se alternado com primazia ora para um ou outro, ambos estão intrinsecamente vinculados nas diferentes maneiras pelas quais moldam a ação social e neste sentido optou-se por uma análise das configurações sociais características de meados do século XIX no Rio de Janeiro. Podemos afirmar que a relativização das rígidas estruturas que impediam a emancipação feminina se deu em parte a partir do advento da pequena imprensa os teatrinhos, e sua conjugação com o entrudo e o carnaval que afrouxavam a rígida estrutura conservadora que limitava a atuação do universo popular. Soma-se a isso a personalidade e o caráter transgressor da compositora que contribuíram para o advento de novas formas de vida para a mulher. / [en] This thesis analyzed the agentic engagement by Chiquinha Gonzaga and their social structure, with the networks established and the values prevailing at the time, as well as the urban and social transformation that took place in Rio de Janeiro in the mid-nineteenth century. The life of Chiquinha Gonzaga offered an excellent example of agency, to the extent that through music and their deliberate commitment of activity as a composer enabled the social transformation of the structure and social practices, as stated by Margaret Archer. Although the agency concept is relatively new in sociology, the theme of the relationship between individual and society or agency and structure developed since its formation, as a mirror of various social contexts and the creation of theoretical models and categories that aimed to apprehend reality more strictly. Although the development of these concepts have alternated with primacy for one or another, both are intrinsically linked in different ways in which they shape social action and in this sense we opted for an analysis of social settings features of the mid-nineteenth century in Rio de Janeiro. We can say that the relativization of the rigid structures that prevented the emancipation of women was in part from the advent of the small press, the little theatres, and their combination with entrudo and carnival that loosened the rigid conservative structure that limited the performance of the popular universe. Added to this, the personality and character of the songwriter who contributed to the advent of new forms of life for women.

Sowohl die öffentlichen wie die akademischen Auseinandersetzungen um Gehalt und Bedeutung der Menschenwürde werden bis heute von der Philosophie, den Rechtswissenschaften und der Theologie dominiert; Stimmen aus der Soziologie werden hierzu nur vereinzelt vernommen. Der Beitrag verfolgt zunächst das Ziel, unter Rückgriff auf ‚würdesensible‘ klassische Autoren Koordinaten eines genuin soziologischen Würdekonzepts zu entwickeln, das Probleme des menschlichen Ausdrucks und gesellschaftsstrukturelle Faktoren (u. a. städtische Öffentlichkeit, Arbeitsteilung, Rollenvielfalt) in strenger Weise zusammendenkt. Im ersten Kapitel (1) wird daher insbesondere auf Helmuth Plessners Grenzen der Gemeinschaft und Erving Goffmans Interaktionssoziologie Bezug genommen, um in einem eher induktiven, phänomenzentrierten Zugriff überhaupt erst diejenigen Situationen und die zugehörigen gesellschaftlichen Randbedingungen zu identifizieren, in denen das Problem der Würde in einem soziologisch distinkten Sinne akut wird. Das anschließende Kapitel (2) verfolgt mit Georg Simmel, Émile Durkheim und Niklas Luhmann zunächst eine rollentheoretische Präzisierung des Würdekonzeptes, die sich vor allem an der problematischen Annahme Peter L. Bergers abarbeitet, dass die vermeintlich bruchlose Ablösung von traditionellen Ehrvorstellungen durch den Würdekomplex gleichbedeutend wäre mit einer Bedeutungsminderung gesellschaftlicher Rollenerwartungen. Das letzte Kapitel (3) hält den systematischen Ertrag der vorangegangenen Überlegungen fest und widmet sich abschließend der Frage, in welchem Verhältnis dieser Ertrag zu dem normativ emphatischen Verständnis von Menschenwürde steht, wie es dem in Philosophie und Verfassungsrecht nach wie vor dominanten Unverlierbarkeitspostulat zugrunde liegt. / Both public and academic debates about the concept of human dignity are to date dominated by philosophical, legal and theological perspectives, while sociological contributions remain conspicuously scarce. This article aims at developing a genuine sociological concept of dignity, which binds together problems of human expression with socio-structural conditions of modernity (urban public sphere, division of labour, variety of roles, etc.). The argument unfolds in three steps: first, drawing upon the works of Helmuth Plessner, Erving Goffman and Niklas Luhmann, I identify those situations which allow us to distinguish problems of dignity from those associated with other expectational forms (particularly honour). Secondly, I turn to Simmel, Durkheim and Luhmann in order to pursue a role-theoretical clarification of the concept of dignity. Finally, I inquire into the question of how the systematic yield of these sociological considerations relates to the emphatic and heavily normative understanding of human dignity which pervades recent philosophical and juridical discourses.

This Sierra Leone Conflict arose from the society’s failure to institutionalize the requisite post-conventional organizing principle for collective will formation and for conflict resolution. In this post-traditional society - one artificially constructed from diverse political and cultural groups, without a shared ethos – only mutual (communicative) understanding can resolve differences and ensure solidarity. A lack of mutual understanding overburdens the adaptive capacity of the society, creating crises tendencies. Repression only intensified these tendencies, ensuring their eventual catastrophic explosion, 11 years civil conflict. State hindrances to social (communicative) interaction rendered the society incapable of realizing the requisite post conventional moral learning i.e. the social intelligence or problem-solving equipment required to resolve conflict, decolonize itself, neutralize normative power, shed dogmatic consciousness, change oppressive conventions, and influential customs. Thus, the study promotes civic virtues of post conventional morality (justice, truthfulness, moral rightness) as the key for liberating the society from its crisis-inducing colonial organizing principle. As the basis of sociology, the discipline the remains focused on society-wide problems, the theory of social evolution is adopted here to reconstruct the crisis in Sierra Leone’s constitutional democratic development. The study uses the rational reconstructive method to explicate problematic validity claims of norms, policy decisions, or the social order. The social order was rendered crisis-ridden because the reasons - the axis around which mutual understanding revolve - adduced for it cannot admit of consensus. The emerging social disintegration exemplifies use of deficient logic in social interaction, one below the requisite categorical moral cognitive consciousness. For this research, colonization is not necessarily externally induced, but forms of understanding in the political, legal, social, and educational interactions. The key point of the study is this: today Sierra Leone achieves solidarity, and decolonize from its conventional organizing principle, only if the state, economy, and civil society can find their limit in the socio-cultural domain.

This Sierra Leone Conflict arose from the society’s failure to institutionalize the requisite post-conventional organizing principle for collective will formation and for conflict resolution. In this post-traditional society - one artificially constructed from diverse political and cultural groups, without a shared ethos – only mutual (communicative) understanding can resolve differences and ensure solidarity. A lack of mutual understanding overburdens the adaptive capacity of the society, creating crises tendencies. Repression only intensified these tendencies, ensuring their eventual catastrophic explosion, 11 years civil conflict. State hindrances to social (communicative) interaction rendered the society incapable of realizing the requisite post conventional moral learning i.e. the social intelligence or problem-solving equipment required to resolve conflict, decolonize itself, neutralize normative power, shed dogmatic consciousness, change oppressive conventions, and influential customs. Thus, the study promotes civic virtues of post conventional morality (justice, truthfulness, moral rightness) as the key for liberating the society from its crisis-inducing colonial organizing principle. As the basis of sociology, the discipline the remains focused on society-wide problems, the theory of social evolution is adopted here to reconstruct the crisis in Sierra Leone’s constitutional democratic development. The study uses the rational reconstructive method to explicate problematic validity claims of norms, policy decisions, or the social order. The social order was rendered crisis-ridden because the reasons - the axis around which mutual understanding revolve - adduced for it cannot admit of consensus. The emerging social disintegration exemplifies use of deficient logic in social interaction, one below the requisite categorical moral cognitive consciousness. For this research, colonization is not necessarily externally induced, but forms of understanding in the political, legal, social, and educational interactions. The key point of the study is this: today Sierra Leone achieves solidarity, and decolonize from its conventional organizing principle, only if the state, economy, and civil society can find their limit in the socio-cultural domain.

Ce mémoire utilise des données qualitatives provenant d’entretiens semi-structurés pour examiner les ressources qu’utilisent les individus qui font face à l’insécurité alimentaire sous l’angle du capital culturel de Pierre Bourdieu. Les participants étaient choisis parmi les usagers des organismes alternatifs qui œuvrent en sécurité alimentaire à Montréal. Tous étaient en situation d’insécurité alimentaire. Des analyses inductives et déductives étaient exécutées. Seize indicateurs de la forme du capital culturel incorporée, et trois indicateurs de chacune des formes institutionnalisées et objectivées ont été trouvés à être reliés aux stratégies qu’utilisaient les répondants pour améliorer leur situation alimentaire. Cette recherche nous indique que le capital culturel individuel joue un rôle dans les stratégies utilisées, incluant la participation dans les organismes communautaires. De plus, un manque de capital approprié peut servir comme barrière à la participation dans certaines stratégies ce qui pourra avancer des réflexions sur la justesse et l’efficacité des stratégies actuelles. / Using qualitative semi-structured interview data, this thesis examines the resources used by food insecure Montrealers through the lens of Pierre Bourdieu’s concept of cultural capital. Respondents were chosen among users of alternative community food security organizations and all were food insecure. Inductive and deductive analyses were performed. Sixteen indicators of embodied cultural capital and three indicators of each of institutionalized and objectified cultural capital were found to be related to the strategies respondents used to try to improve their situation of food insecurity. This research demonstrates that cultural capital plays a role in the strategies employed by food insecure Montrealers, including the participation in community-based organizations. In addition, a lack of appropriate capital can serve as a barrier to participation in certain strategies. Further examination of these barriers could help to deepen understanding of the appropriateness and effectiveness of the current community strategies to face food insecurity.

This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.

Os mapas conceituais são organizadores gráficos utilizados no processo de ensino e de aprendizagem. Sua efetividade em sala de aula é pouco explorada como instrumento avaliativo por alguns motivos como o treinamento dos alunos, na sua elaboração e na devolutiva do professor aos alunos, que pode ser influenciada pela forma de abordagem e recepção. Essa pesquisa teve por objetivo investigar a utilização dos mapas conceituais com proposições incorretas como instrumento avaliativo em uma sala de aula invertida Flipped Classroom. Foi investigado também quais as estratégias de ensino e de aprendizagem utilizadas pelo professor e pelos alunos para se planejarem e se organizarem dentro da disciplina. Três estudos foram realizados para analisar o efeito do mapa conceitual com proposições incorretas no desempenho dos alunos (Estudo 1), como os alunos se prepararam para as aulas e para as provas em uma disciplina cuja metodologia da sala de aula foi invertida (Estudo 2) e quais foram as estratégias de ensino e de aprendizagem utilizadas pelo professor e pelos alunos nessa organização pedagógica (Estudo 3). Participaram dessa pesquisa 86 alunos ingressos na Escola de Artes, Ciências e Humanidades da Universidade de São Paulo, no primeiro semestre de 2016, na disciplina de Ciências da Natureza. O referencial teórico fundamentou-se na Teoria da Carga Cognitiva de Sweller (1988) e na Teoria Social Cognitiva de Bandura (1986). A abordagem utilizada para a pesquisa foi mista sendo no Estudo 1 e Estudo 2 quantitativa e no Estudo 3 a qualitativa e o procedimento escolhido foi o estudo de caso. Os resultados obtidos evidenciaram que: o mapa conceitual com proposição incorreta pode ser mais uma ferramenta avaliativa agregada às que são usualmente utilizadas pelos professores em sala de aula; o mapa conceitual com a demanda da tarefa sem direcionamento instrucional foi considerado mais difícil pelos alunos do que o que possuía uma demanda com direcionamento instrucional; a metodologia da sala de aula invertida causou um efeito favorável para que os alunos participassem e se preparassem mais para as aulas e para as provas mesmo que no início tenha havido uma relutância por parte deles; quanto mais estratégias de ensino o professor disponibiliza em suas aulas mais satisfatória e mais eficiente é a interação entre ele e seus alunos, o que propicia devolutivas mais pontuais e assertivas para os alunos promovendo a ressonância pedagógica entre eles professor e aluno. As análises revelaram que os mapas conceituais com proposições incorretas são muito bons para serem utilizados como um instrumento avaliativo, que a diversidade metodológica da sala de aula influenciou positivamente no processo de ensino e de aprendizagem e que as escolhas de estratégias podem potencializar esse processo permitindo a regulação do ensino pelo professor e autorregulação da aprendizagem por parte dos alunos. / Concept maps are graphic organizers used in the teaching and learning process. However, their effectiveness in the classroom is little explored in the literature mainly in the evaluation for some reasons such as the training of students in their elaboration, the amount of differentiated maps for the teacher to correct and in the composition of a scoring system so that they do not become a tool for the superficial and memoristic understanding of the content addressed in the classroom. The objective of this work was to investigate the effect of using conceptual maps in an unusual way: elaborated by the teacher of the discipline with incorrect propositions as an evaluation tool within an inverted methodological proposal - Flipped Classroom. The study also verified the teaching and learning strategies used by the teacher and the students to plan and organize their formative process within the discipline. Three studies were conducted to analyze the impact of this conceptual map on student performance (Study 1), as students prepared for classes and for tests with a discipline that inverted classroom methodology (Study 2) and which were the teaching and learning strategies used by the teacher and the students in this pedagogical organization (Study 3). A total of 86 students participated in the study of the School of Arts, Sciences and Humanities of the University of São Paulo, in the first semester of 2016, in the discipline of Natural Sciences and the professor of the discipline. The theoretical framework was based on Sweller\'s Theory of Cognitive Load (1988) and on Curative Social Theory of Bandura (1986). The case study approach was used and the methodology adopted was differentiated for the studies: in Study 1 and Study 2 it was the quantitative one and in Study 3 it was used the qualitative one. The results obtained showed that (1) this conceptual map style can be an additional evaluative tool that is usually used by teachers; (2) task instruction on the conceptual map influences the student\'s understanding of knowledge; (3) the methodology of the inverted classroom has a favorable impact on the quantity and quality of time invested by the students in the preparation for the classes and proof; (4) the inverted classroom is a methodology that generates a more active and dynamic participation of the students, which in the first moment causes a reluctance on their part; (5) the more teaching strategies the teacher offers in his classes, the more interaction and punctual feedbacks occur between students and him promoting pedagogic resonance and (6) the more students use learning strategies, the more they excel in the subject. The analyzes revealed that the conceptual maps with incorrect propositions are very good to be used as an evaluation tool, that the methodological diversity of the classroom influenced positively in the teaching and learning process and that the strategies choices can potentiate this process allowing the teacher regulation and self-regulation of student learning.