Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The Master thesis "Teaching Prosocial Skills at Primary Schools" deals with the theory related to the prosocial behaviour and further aims to describe present possibilities and methods of teaching prosocial skills at primary schools. The author, in the theoretical part, characterizes and analyses prosocial behaviour, according to its types and forms, outlines basic theories of prosocial behavior and its determinants. The author further gives examples of how schools are able to incorporate teaching prosocial skills in school curricula. The author, in the empiric part, introduces opinions, attitudes, ideas and previous experiences of teachers and students with this education, using interviews and analyses of school curricula and minimum preventive program.

This work statistically analyses hypotheses about the presence of antisocial punishment in study of economic experiments. Analysed data source is author's own ABM simulation of antisocial punishment environment. Tested hypotheses and ABM simulations are evolutionary oriented. This represents natural selection of evolving agents (and their groups) interacting with one another. Work is divided by two independent parts of presumptions. Crucial hypothesis of the first part is evolutional advantage from retaliatory punishment, the second part tests hypotheses of evolutional benefits resulting from group selection. Findings of the analysis allow us to accept these crucial hypothesis, and it may be concluded, that antisocial punishment can be regard as an evolutionary advantage, which directly advantages individuals, as well as whole groups.

Made available in DSpace on 2017-07-21T20:32:06Z (GMT). No. of bitstreams: 1 Adriano Charles Ferreira.pdf: 3849647 bytes, checksum: b51bb7cb416698858d26e27722eb0ca8 (MD5) Previous issue date: 2014-02-14 / The indiscipline as a didactic-pedagogic problem at school fosters discussion and circulation of information between educators and students seeking explanations. The objective of the research is critically point out the social representations of the students from 9th grade on school discipline. Part of the hypotheses that we must understand how students perceive the discipline to seek grants aimed at improving pedagogical practices (TREVISOL, 2007). Social representations are investigated according to the dimensional approach (MOSCOVICI, 2012), dynamic/procedural (JODELET, 2001) and structural (ABRIC, 1994). The theoretical support for the social representations is used Genetic Epistemology by Jean Piaget (1994),and subsequent studies of moral development (MENIN, 1996; ARAÚJO, 1996; LA TAILLE,1996). The methodology is plurimetodológica with quantitative and qualitative perspectives. Data were collected through a questionnaire (N = 457) and interviews (N = 64). A first analysis was done from the software EVOC, SIMI, ALCESTE and SPSS for quantitative information. At another point in the content analysis of the qualitative data. In large part, the data point to a social representation of students of hegemonic basis, in tune representation of teachers, marked by its psittacism inference and less social representations of autonomous and altruistic forms occur. / A indisciplina como um problema didático-pedagógico fomenta no espaço escolar discussões e a circulação de informações entre educadores e educandos buscando explicações. O objetivo da pesquisa é apontar criticamente as representações sociais dos alunos do 9° ano sobre a indisciplina escolar. Parte-se da hipótese que é preciso compreender como os discentes percebem a indisciplina, para buscar subsídios que visem à melhoria das práticas pedagógicas (TREVISOL, 2007). As representações sociais são investigadas segundo a abordagem dimensional (MOSCOVICI, 2012), inâmica/processual (JODELET, 2001) e estrutural (ABRIC, 1994). Como aporte teórico para sustentar as representações sociais utiliza-se da Epistemologia Genética de Jean Piaget (1994), bem como estudos posteriores sobre o desenvolvimento moral (MENIN, 1996; ARAÚJO, 1996; LA TAILLE, 1996). A metodologia é plurimetodológica, com perspectivas quanti-qualitativas. Os dados foram coletados mediante questionário (N=457) e entrevista (N=64). Uma primeira análise se deu a partir dos softwares EVOC, SIMI, ALCESTE e SPSS para as informações quantitativas. Em outro momento pela análise de conteúdo nos dados qualitativos. Em grande parte, os dados apontam para uma representação social dos alunos de base hegemônica, em sintonia a representação dos professores, marcadas pelo seu psitacismo e com menos inferência ocorrem representações sociais de formas autônomas e altruístas.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-05-21T17:01:13Z No. of bitstreams: 1 Jocimara de Lima Mauer_.pdf: 5542023 bytes, checksum: 0944fdd378962e4404523b084c57d948 (MD5) / Made available in DSpace on 2018-05-21T17:01:13Z (GMT). No. of bitstreams: 1 Jocimara de Lima Mauer_.pdf: 5542023 bytes, checksum: 0944fdd378962e4404523b084c57d948 (MD5) Previous issue date: 2017-11-30 / Nenhuma / Pesquisas anteriores mostram que no processo de tomada de decisão, frequentemente consumidores são pressionados pelo tempo. Ainda, as pesquisas mostram que após a tomada de decisão pode ocorrer dissonância cognitiva motivado pela rejeição de uma ou mais opções atraentes. Esta pesquisa estende esses achados e propõe que o comportamento altruísta influencia (modera) positivamente a relação entre pressão do tempo e dissonância cognitiva nas decisões de consumo. O estudo um indica que quanto maior a pressão do tempo no processo de tomada de decisão, maior será a dissonância cognitiva. O estudo dois demostra que em cenários sem pressão do tempo os consumidores apresentam maior comportamento altruísta e menor dissonância cognitiva após a tomada de decisão. Por fim, a relação entre pressão do tempo e dissonância cognitiva é moderada pelo baixo comportamento altruísta quando levado em consideração a utilidade do produto. Enquanto que, o alto comportamento altruísta modera a relação entre pressão do tempo e dissonância cognitiva, considerando a relevância da decisão tomada. / Previous research has shown that in the decision-making process, consumers are often pressured by time. Furthermore, research has shown that after decision making, cognitive dissonance can occur because of the rejection of one or more attractive options. This research extends these findings and proposes that altruistic behavior influences (moderately) positively the relationship between time pressure and cognitive dissonance in consumption decisions. The one study indicate that the greater the time pressure in the decision-making process, the greater the cognitive dissonance. Study Two demonstrates that in scenarios without time pressure the consumers present greater altruistic behavior and less cognitive dissonance after the decision making. Finally, the relation between time pressure and cognitive dissonance is moderated by the low altruistic behavior when one considers the usefulness of the product. While, high altruistic behavior moderates the relation between time pressure and cognitive dissonance, considering the relevance of the decision-making.

The thesis deals with the issue of blood donation and it has a total of fifteen parts. The first chapter describes theoretical knowledges of motivational factors, altruism and economic view on it. It is followed by informations about the history of blood donation and treatments with blood, anatomy of blood and blood groups. The section of blood donation provides general informations about conditions of donation, resulting benefits, risks for donor and recipient and commercial collection of plasma. The thesis focuses especially on the blood market in the Czech Republic in terms of legislation, supply of blood, its evaluation and ultimately safety of blood. At the end there are published results of the questionnaire survey. Its aim was to find out how the public is looking at blood donation, its promotion, safety and reasons to donate or not to donate blood.

Volunteer tourism is a globally, popular and well-known field in which anyone may participate. During recent years the industry has increasingly received some criticism, in contrast to the otherwise quite commonly positive view of it. Hence, this thesis is taking a closer look at the industry and the discourse surrounding it and how the public opinion has changed during the last years. It will bring into light the impact volunteer tourism has both on the local communities and the volunteer tourists themselves. This will be done with respect to the following cases; positive, critical and seeing both sides of the discourse. The data derives from secondary and tertiary sources, the majority from articles from four of the world’s biggest newspapers. Post-Development theory will be used to identify the ideas regarding the discourse, which will be done with an approach of structured, focused comparison and critical discourse analysis. Additionally it will aim to identify the pros and cons with volunteer tourism and discuss why one of the perspectives might require more attention than it has had up until now. Significantly though, it will aim to provide the reader with an overall and objective view of the field.

L’éducation est une relation humaine vivante et nécessaire. Tissée de valeurs et tendue vers des finalités, elle comporte une dimension intrinsèquement éthique. Elle implique d’emblée le respect de tous les êtres humains ; chacun d’entre eux, sans exception, est toujours une Personne qui doit être respectée de façon inconditionnelle et universelle dans sa dignité, dans les principes de non-nuisance et de non-violence. De plus, si l’on considère qu’éduquer consiste à agir en relation en vue de faciliter l’émergence relationnelle de chacun des sujets éduqués comme personne dans ses dimensions plurielles (par exemple morale, sociale, cognitive, citoyenne, artistique, physique), ainsi qu’à mettre en place les conditions lui permettant de cheminer vers davantage de liberté intérieure et vers un mieux-être, alors nous pouvons entrevoir que l’éducation et l’altruisme semblent intimement liés. Pourtant, la notion d’altruisme n’a pas encore été interrogée de manière explicite et spécifique en sciences et philosophie de l’éducation. Ce travail entend réparer cet oubli et consiste ainsi à construire puis à explorer une problématique de recherche portant sur l’altruisme en éducation. Cette interrogation apparaît d’autant plus légitime que l’époque actuelle, qualifiée parfois d’hypermoderne, est une période charnière caractérisée par des mutations plurielles, des promesses comme des difficultés, qui sont autant de défis à relever. Dans ce contexte, et en vue d’échapper au double piège du nihilisme et du dogmatisme, il apparaît fondamental de s’interroger sur des repères universalisables, à la fois théoriques et praxéologiques, non exhaustifs, et à réinterroger sans cesse, à propos de ce que semblent être les principales conditions, valeurs et finalités d’une relation véritablement éducative. À travers une démarche philosophique au sein des sciences de l’éducation, le parcours réflexif et spéculatif proposé mobilise les domaines de l’éthique, de l’épistémologie, de l’ontologie, de la philosophie du langage et de l’anthropologie philosophique, tout en s’articulant avec les études scientifiques ; l’investigation porte sur les liens entre l’éthique de l’éducateur et l’émergence relationnelle du sujet éduqué comme personne. L’altruisme est inconditionnel, universel et désintéressé. Il s’agit d’une vertu éthique relationnelle avec laquelle il est possible de se familiariser et de progresser durablement. C’est une intention dynamique – qui va colorer les actes de l’agent moral dans la relation avec, par et pour autrui – que l’autrui universel puisse accéder de façon durable à davantage de liberté intérieure et de bonheur. L’altruisme favorise l’instauration d’une juste et bonne distance dans la relation éducative, qui permet d’éviter les pièges de la fusion relationnelle, de la manipulation, du dressage, comme de la totale permissivité, de l’indifférence, du laxisme et de la complaisance. La démonstration logique et analytique fait apparaître progressivement que l’altruisme est au cœur des conditions de l’Éducation, ce qui pourrait participer à l’ouverture d’un nouveau regard, voire à la constitution d’un nouveau paradigme. Se dessinent alors, de manière réflexive et non moraliste, les contours possibles (philosophiques, empiriques, pédagogiques et institutionnels) d’une éthique éducative de l’altruisme qui pourrait faire l’objet d’une démarche de sensibilisation auprès des professionnels des métiers de l’éducation, mais qui ne saurait être imposée. Prenant la forme d’une invitation à philosopher soi-même, elle s’appuie sur le discernement, l’expérience et la réflexion personnelle de l’éducateur en tant qu’agent moral. Cette éthique éducative, laïque, prend forme à travers une praxis relationnelle, étroitement liée à l’avènement du dialogue dans l’intégration interlocutive et éthique du tiers personnel, d’une autorité éducative émancipatrice, ou encore du postulat d’éducabilité. / Education is a living and necessary human relationship. Interwoven with values and aiming at finalities, it entails an intrinsically ethical dimension. It implies from the outset respect for all human beings; each of them, without exception, is always a Person who must be respected unconditionally and universally in his dignity, in a harmless and non-violent way. Moreover, if we consider that educating means acting in a relationship in order to facilitate the relational emergence of each educated subject to become gradually emancipated as person through the development of his manifold dimensions (as a moral, social or cognitive subject, as a citizen, etc.), and if it means setting up the conditions allowing himself to progress towards more inner freedom and better well-being, then we can suggest that education and altruism are intimately connected. Even so, this dimension has not yet been questioned explicitly in the context of sciences and philosophy of education. This thesis intends to fill this gap and will thus consist in building and then exploring altruism in education as its research question. Such a question appears all the more legitimate since the present time, sometimes described as hypermodern, is a pivotal phase characterised by multifaceted changes, promises as well as difficulties, which are actually just as many challenges to face. In such a context, and with a view to avoiding the double pitfall of nihilism and dogmatism, it seems essential to look for both theoretical and pragmatic reference points that may be universalised (while being non-exhaustive), and which may be open to continuous questioning in relation to what appear to be the main conditions, values and goals of a truly educational relationship seem to be. Through a philosophical approach within the domain of science of education, the reflexive and speculative research path proposed here draws upon the fields of ethics, epistemology, ontology, philosophy of language and philosophical anthropology, while interacting with scientific studies; our investigation focusses on the links between the educator’s ethics and the relational development of the educated subject as a person. Altruism is unconditional, universal and disinterested. It is a relational ethical virtue with which it is possible to familiarize oneself and to achieve constant progress. It is a dynamic intention that the « autrui universel » can have lasting access to greater inner freedom and happiness: this intention will colour the acts of the moral agent in the relationship with, by and for others. Altruism allows to establish a just and adequate distance in an educational relationship, thus avoiding the pitfalls of a fusional relationship, of manipulation, or of mere training, but also the pitfalls of complete permissiveness, indifference and complaisance. Our logical and analytical demonstration reveals progressively that altruism is at the heart of the conditions of Education – a discovery that could contribute to the opening of a new perspective on education, or even to the formation of a new paradigm. In this way, we can see the reflexive and non-moralistic delineation of a possible framework (with philosophical, empirical, pedagogical and institutional dimensions) for educational ethics inspired by virtuism and directed towards altruism; professionals working in education could be made aware of this ethical approach which, however, should not be imposed on them. Indeed, this ethical framework takes the shape of an invitation to individual philosophising, and relies on the discernment, experience and personal reflexion of each educator in his quality as a moral agent. Respecting the principle of secularism, such an altruistic stance takes shape through a relational praxis and is linked to the advent of dialogue in the interlocutory and ethical integration of the personal third person, to an emancipatory educational authority, and to the postulate that it is possible to educate.

Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).

When the topic of social media usage arises, the connotation is usually negative, with a focus on the negative impact both on the individual and on society (Greysen, Kind, & Chretien, 2010). In response to these perceived negative effects, some researchers have created a Social Media Disorder Scale (Van Den Eijnden, Lemmens, & Valkenburg, 2016) in order to address a diagnostic cutoff for social media disorder. However, relatively less research has been focused on measuring the potentially positive effects of social media on the individual and on society. In an effort to address this issue, the aim of the present research was to create a scale to evaluate social media behavior in reference to altruism, connectedness and maladaptive behaviors. Exploratory factor analyses revealed five factor subscales comprising our 21-item scale. Predictive validity analyses with the five factor subscales found age and gender differences in predicting Social Media Disorder.