Orientador: Aurea Maria de Oliveira / Banca: Luciene Regina Paulino Tognetta / Banca: Rita Melissa Lepre / Resumo: No contexto brasileiro atual há diversas manifestações desastrosas de ações impulsivas, violência e injustiça. Diante de todo esse quadro, o que fazer? Na tentativa de responder a tal indagação, direcionamo-nos aos valores subjacentes em determinados contextos. Partindo do pressuposto de que os valores morais são construídos e não ensinados, salientamos a relevância de práticas educativas, as quais busquem mediar a questão da moralidade, bem como, investigar o que está implícito às tomadas de decisão. É evidente que a escola não é o único ambiente formador, todavia, trata-se de um espaço enriquecedor e marcante na vida de toda criança ou adolescente. Tendo em vista a relevância da educação escolar, faz-se urgente e necessário direcionar um trabalho, o qual denote oportunidades, gerando reflexão em sala de aula e que, dessa forma, propicie meios para o processo de construção da autonomia dos alunos, evidenciando um direcionamento coerente aos meandros de uma formação cidadã, expressa nos documentos oficiais da educação. Sob a referida lógica, este estudo foi elaborado, buscando investigar os valores dos adolescentes perante a sociedade atual e ao mesmo tempo, verificar se a técnica de heterônimo - inspirada nas obras do poeta português Fernando Pessoa (1888-1935) -, com fundamentação teórica de Piaget (1896-1980) e Kohlberg (1927-1987), possibilita o trabalho com a discussão moral e a construção de princípios éticos. Os participantes são alunos de uma escola pública, na faixa etária de 14/15 anos, cursando o último ano do Ensino Fundamental. Com tal abordagem, os sujeitos tiveram oportunidade de criar o seu heterônimo, isto é, um "outro eu". Os resultados inferem que os adolescentes, do estudo em questão, ao construir um perfil (heterônimo), respaldaram-se... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the Brazilian current context there are several disastrous manifestations of impulsive actions, violence and injustice. Facing this whole picture, what is there to do? In the attempt of answering such inquiry, we directed into the underlying values inside some determined contexts. Starting from the assumption that the moral values are built and not taught, we stress the relevance of educational practices, which aim not only to mediate the morality question but also to investigate what is implicit in the making decision process. It is evident that the school is not the only educational environment, however, it is an enriching and remarkable place in the life of every child or teenage. Considering the relevance of the school education, it is urgent and necessary to create a kind of work which denotes opportunities generating reflection inside the classroom and, this way, it could propitiate means for the process of building the students' autonomy, highlighting a coherent guide to the meanders of a citizenship formation expressed in the official documents of education. Under the referred logic, this study was elaborated trying to investigate the teenage values before the current society and, at the same time, to verify if the technique of heteronym - inspired by the works of the Portuguese poet Fernando Pessoa (1888- 1935) and under the theoretical fundaments from Piaget (1896-1980) and Kohlberg (1927-1987) enables the work with moral discussion and the construction of ethical principles. The participants are students of a public school aging 14/15 years old and studying in the last grade of elementary school. Based on this approach the subjects had the chance of creating their own heteronym, that is, "another me", experiencing a new perspective, which means another view of a hypothetical situation... (Complete abstract click electronic acess below) / Mestre

In this thesis, I argue that we have no reason to accept the existence of a category of supererogatory moral goods: that is, good acts that carry no pressure to bring them about. Despite the counterintuitive nature and suspicious provenance of the concept, Supererogationism is the orthodoxy in Ethics, and I examine promising but unsuccessful responses to it by Peter Singer and Kwame Gyekye. Responding in particular to David Heyd's Supererogationism - but also to J. O. Urmson, Susan Wolf, and Jonathan Dancy - I develop an account of the principle "Good implies Ought" that does not entail absurd over-obligation. I argue that this Anti-Supererogationist model stands up to the four strongest arguments against such a position, and that it embraces a more accurate account of the relation between values and oughts than Supererogationists are capable of supplying. Finally, I sketch a detailed eudaimonist account of the principle umuntu ngumuntu ngabantu - that our commitment to the good of others stems from our flourishing being caught up with theirs.

This study asks the following questions: What explains the governance structures of inter-organizational networks? Are the multiple levels of network governance studied in the public (forms of coordination) and nonprofit literatures (network boards) related or do they respond to different driving influences such a dominant stakeholder group (Brown, Ebrahim and Batliwala, 2012) or the need to balance internal tensions (Provan & Kenis, 2008)? And are the values outlined in a network's vision, mission and values statements related to the governance structures they adopt? From this comparative case study of 41 humanitarian INGO networks, using a mixed methods research design, I find evidence for the following conclusions. First, the structural dimensions of network governance do indeed appear to cluster around two key components, the structure of the network board and a network's form of coordination, and these two dimensions are only loosely related. Second, while a network's form of coordination appears to be most related to internal dynamics related to size and resource disparities within the network; values, as well as philosophical and regional origins combine with age to provide the best explanation for why a network board is structured the way that it is. Although a balanced funding structure does appear to allow some secular networks to decentralize. And only when a network is sufficiently small and homogenous do factors such as the purpose of network coordination appear to impact how it is coordinated. And third, the values expressed by humanitarian INGO networks appear to vary along two dimensions (i.e. their general orientation and their approach to humanitarian action) although these dimensions are generally consistent with a three sector value trichotomy: Aligning with either a market, public or non-profit sector value system. In general, these findings support the propositions from the most recent theories of network governance in both the public (Provan & Kenis, 2008) and nonprofit (Brown, Ebrahim & Batliwala, 2012) literature. However, some extensions are proposed. First, the results of this study support the proposition that a network’s purpose influences the form of coordination it adopts. This contrasts with other empirical tests of this proposition. Second, the detailing of the various network governance characteristics that comprise the general network board structure expand and add clarity to the discussion of network forms. Specifically, how members are represented on a network board appear to be closely related to the purpose of coordination adopted by the network. And finally, nonprofit organizations appear to express values from the market, public and nonprofit values systems. However, each network tends to express a set of values consistent with just one of these value systems. And these values appear to be related to how the network is structured. Specifically, values appear to serve as a filter through which other environmental factors such as philosophical origins, regional culture and the era can influence the structure and functioning of a network. This moves forward the values discussion within these literatures by expressly connecting values to structure, which itself has been linked consistently to issues such as strategy and effectiveness.

Philosophiae Doctor - PhD / Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nation building, my study investigates if the integration of the values does achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who are capable of critical thought, they require an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their learners. I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.

Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice. An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impact of the SCV in regard to (a) academic advising in general, (b) their own day-to-day practice of advising, and (c) specific functions commonly associated with academic advising. Ten professional academic advisors at a large research institution within the Florida State University System took part. The results demonstrate that the NACADA Statement of Core Values (SCV) is important to advising practice—especially those values relating to the fundamental relationship between advisors and the students they serve. The participating academic advisors expressed strong support for the SCV overall while also indicating limited prior knowledge or training. Several themes were apparent in the interview responses, including: the provision of accurate information, the students’ responsibility in the advising interaction, the importance of lifelong learning, and advising as a form of teaching.

Please read the abstract in the dissertation / Dissertation (M (Dietetics))--University of Pretoria, 2008. / Human Nutrition / M (Dietetics) / unrestricted

As we speed towards the new millennium, developments in technology have reached previously unimaginable heights. The appearance of the personal computer has brought about change in almost every area of life. Yet, in the area of education, and especially in the area of Bible Education for young children, the computer has not really made a significant impact. In this study, an attempt was made to utilize the features of computer assisted education in the moral, religious and spiritual education of young children or pupils. A computer based tutorial was developed for use in a programme of Christian moral education of young children by their parents and teachers. A pilot study was then done by exposing a small group of children to this tutorial. The process of designing this tutorial, the research procedure and the results of this research were documented. Conclusions from the study, as well as recommendations for further research, concludes this document. / Dissertation (MSc)--University of Pretoria, 1998. / Humanities Education / MEd / Unrestricted

“There is a problem in the workplace…It is a problem of values, ambitions, views, mind-sets, demographics, and generations in conflict. The workplace you and we inhabit today is awash with the conflicting voices and views of the most age- and value-diverse workforce this country has known since our great-great-grandparents abandoned field and farm for factory and office” (Zemke, Raines & Filipczak, 2000, p. 9). The opening quotation encapsulates the popular belief among management practitioners that substantive and meaningful inter-generational differences exist in work values among the members of current workforce. Despite this practitioner interest and debate, systematic empirical research either to confirm or refute popular claims has, until recently, been lagging. Moreover, the few academic studies on this topic have largely focused on the US context and research from other countries, particularly non-English speaking, is scant. The aim of this study is to fill this vacuum by investigating the nature of work values across the prevalent generations of workers within the relatively unexplored cultural context of Greek hotel organisations. Building upon Schwartz’s (1994) theory of basic values and Vincent’s (2005) culture-specific approach of generational identity formation, this study proposes a values-based framework for studying generational differences in the workplace. The framework includes four types of work values namely extrinsic, intrinsic, prestige and social and three age-based generational groups; the Divided generation (1946-1966), the Metapolitefsi generation (1967-1981) and the Europeanised generation (1982-1996). The framework assumes that age-based generational identity is a culture specific phenomenon comprised of a distinctive set of values. The expectations and motivations towards work are shaped by this set of values, which emerged as a product of a living through experience from the successive entry into adulthood and endure as the members of each generation travelling through time together. In addition, generational boundaries are determined by revolutionary events that are contingent on the specific cultural context in which they became meaningful. The study assessed the concept of work values with a novel scale, designed to succinctly measure the four underlying work value types that were consistently observed in previous research. The proposed work values model was tested using a multiple triangulation approach with two samples and two methods of analysis across two studies. In study 1, the work values scores were collected by 303 workers in 7 year-round hotel establishments operated in the region of Macedonia and analysed with exploratory factor analysis. In study 2, the work values scores were collected by 304 workers in 7 seasonal hotel establishments from the same region and analysed with confirmatory factor analysis. The results of study 2 confirmed the outcome of study 1. More importantly, the analysis revealed that compared to theory driven alternatives, a second-order model, comprised of a general work values factor with four latent factors – intrinsic, material, power and affective work values, best fitted the data. This model helps to show how various types of work values fit together into a cohesive whole, allowing HR researchers and practitioners to identify broader patterns and trends in work values to improve HR interventions. Furthermore, multivariate analysis of variance among the entire sample (607 hotel workers) revealed significant generational differences in three types of work values (intrinsic, prestige and social), even when the effect of gender (male vs female) and operational pattern (seasonal vs year round) was taken into account. Some of the most complex challenges facing human resource professionals in contemporary organisations such as conflict, transferring of knowledge as well as retention of talents are often associated with these differences. Knowledge about the work values of each generation cohabiting current workplace can help organisations in creating practices that foster inter-generational synergies and comfort in the workplace. This in turn will allow them to narrow the social distance represented by the “generation gap”, an impediment to the effectiveness of even the most sophisticated human resource practices.

Background and Research Goals. This study aims to see the association between worldviews and HPV vaccine risk perceptions in a sample of Canadian undergraduate students enrolled in Health Sciences and Business programs at the University of Ottawa. It is a follow-up to the Kahan et al. (2010) research in the U.S. that showed the association to be present in a nationally representative U.S. sample. In addition to searching for this association in the Canadian context, this study examines whether worldviews differ between (a) men and women; and (b) students with health sciences and with business degrees. Furthermore, this study tests a set of candidate questions for supplementing the worldview questionnaire of Kahan et al. (2010). Design and Analysis. The data for the study was collected using an Internet-based questionnaire and the study was conducted in two phases. During the first phase, a customized worldview questionnaire was administered. During the second phase, questions related to HPV and Canadian healthcare system were presented. In order to analyze the data, regression models, correlation matrices, and MANOVAs were employed. Results. The findings of this study are that worldviews are related to HPV vaccine risk perceptions. However, though hierarchism was a better predictor then individualism in the Kahan et al. (2010) study, our present research indicates that individualism is a better predictor. Also, our findings, contrary to those of Kahan et al. (2010), suggest that the more individualistic a person is, the more likely he or she is to perceive the vaccine as being safe. With respect to gender, men were more hierarchical. Also, when females in health sciences were compared to women in business, the latter were also more hierarchical. Finally, three healthcare items were identified as possibly benefiting from refinement and inclusion in a worldview instrument more suited for the Canadian context.

Since Plato's time, there have been attempts to show that the generally altruistic way of life is superior to the totally selfish way of life. Drawing upon the conclusions of philosophers and social psychologists, I argue that it is better to have a fairly moral character than a totally selfish one. I first argue that it is possible to have genuinely altruistic motivations (rather than disguised selfish motivations). I then show that both the altruistic and the selfish way of life are genuine choices for rational beings. Next I argue that the nature of values is such that they require reinforcement from others in order for us to verify that what we believe to be values are indeed values. I further argue that values are unattainable for the totally selfish person. Subsequently, I point out that values are necessary for an agent to have a meaningful life, and very likely necessary for a human to be able to have a sense of self. Since most people desire to have a meaningful life and a sense of self, I argue that the benefits possible to the fairly moral person outweigh the benefits possible to the totally selfish one, even if the latter can disguise her selfishness completely. / Arts, Faculty of / Philosophy, Department of / Graduate