Magister Legum - LLM / Corporate governance is a principle that has had multiple evolving definitions. The Cadbury Report (also known as Financial Aspects of Corporate Governance) of 1992 is a report that sets out recommendations for best practice of a company board. Although the Cadbury Report was ideally formulated to apply to companies in the United Kingdom, its recommendations have formed the basis of many international codes over the years. It refers to corporate governance as the "system by which companies are directed and controlled". Solomons also explores the definitions of corporate governance in her book titled 'Corporate Governance and Accountability'. She acknowledges the existence of ‘narrow’ definitions and ‘broader’ definitions. Narrow definitions are more concerned with corporate accountability to a company’s shareholders. On the other hand, broader definitions seek to identify corporate accountability to shareholders and stakeholders. This definition encompasses a larger group of people, which include the society at large, future generations and the environment. For the purposes of this research, the broader definition will be utilised. Simply put, corporate governance refers to the practice in which companies are managed and controlled. This is achieved through balancing the interests of the many stakeholders of a company such as; employees, shareholders, suppliers, management, the government and many others. Corporate governance aims to create an environment whereby the company is managed in a way which promotes the interests of the stakeholders. These include, but are not limited to; the balance of powers in a company, compliance with laws and regulations, identification and management of potential risks, and ensuring accountability for its actions. In a nutshell, corporate governance can be viewed as the responsible leadership, governing and sustainability of a company. On the other hand, Corporate Social Responsibility (CSR) can be viewed as a branch of corporate governance and this shall be discussed further below. In many parts of the world, CSR functions as a voluntary code of conduct. This means that corporate entities are usually guided by a set of principles of good intent. Corporate entities are expected to self-regulate their affairs with their social effects in mind. Some scholars strongly believe that the voluntary nature of CSR is its very essence. It is a value that has to be realized through free will and philanthropy. However on the other hand, other scholars believe that this flexibility can be misused.

[pt] A partir dos dados coletados na pesquisa O Sonho Brasileiro – realizada em 2010, pela BOX 1824 –, buscou-se compreender a configuração dos jovens em relação à esfera pública, ao se relacionar esses dados com os conceitos de cidadania, consumo e juventude no Brasil contemporâneo. Abordou-se o conceito de cidadania a partir das ideias dos autores T.H. Marshall e José Murilo de Carvalho, que a entendiam como processo. Em paralelo, percebe-se o consumo como um ato político em um momento em que as instituições políticas perdem sua credibilidade, além de serem encaradas como instrumento de pertencimento ou diferenciação social. Conclui-se que é importante o jovem resgatar o valor do Estado como agregador dos interesses coletivos / [en] From the data collected in the survey The Brazilian Dream - published in 2010 by BOX 1824 - we sought to understand the configuration of the young in relation to the public sphere, to relate these data to the concepts of citizenship, consumption and youth in contemporary Brazil. It approaches the concept of citizenship from the ideas of the authors TH Marshall and José Murilo de Carvalho, who understand it as a process. In parallel, the consumption is perceived as a political act at a time when political institutions lose their credibility, in addition, it is regarded as an instrument of belonging or social differentiation. We conclude that it is important the young recover the value of the state as aggregator of collective interests.

Thesis advisor: Karen Arnold / Student engagement has been associated with a range of desirable outcomes in the undergraduate experience (Astin, 1993, Pascarella & Terenzini, 2005) and music participation has been shown to facilitate important personal and social development among its participants (Hallam, 2010). Despite this, no study has been conducted to evaluate the potential benefits of participation in one of the largest and most visible student organizations on campus: the college marching band. The purpose of this quantitative evaluation was to determine whether marching band students express distinctive patterns of engagement within their respective communities as compared with their non-band peers. Items and scales from the National Survey of Student Engagement (NSSE) were administered to marching band members (n=1,882) at 20 participating universities with National Collegiate Athletic Association (NCAA) Division-I football programs. Data were compared with a sample of general undergraduate (non-band) responses (n=6,095) from the same institutions provided by the NSSE Institute. Findings suggested that band students are more engaged with diverse peers along racial, ethnic, political, ideological, and religious lines (p<.01; Cohen’s d=0.26) and they are more reflective in their learning as evident in their willingness to imagine another’s perspective and reevaluate their own views (p<.01; Cohen’s d=0.19). Compared with non-band peers, marching band members indicated greater personal social responsibility on an array of vectors (p<.01; Cohen’s d=0.36) including: developing a personal code of values and ethics, understanding people of other racial and ethnic backgrounds, understanding themselves, learning effectively on their own, voting in local or national elections, contributing to the welfare of their community, and solving complex real-world problems. After controlling for a range of pre-college and co-existing variables, marching band membership remained the strongest predictor of these desirable outcomes (β=0.172, p<.01). / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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A atividade de Sócrates é fundamental para a invenção da filosofia platônica. Embora Sócrates nada tenha escrito, Platão compôs sua obra com base nesta figura que, em seus diálogos, era bem conhecida em Atenas por seu modo habitual de conversar com todos em locais públicos e privados. Na Apologia de Sócrates, Platão delimita esta atividade por meio da qual Sócrates, sob o desígnio do deus de Delfos, passa a examinar seus interlocutores em favor da cidade e da alma. Neste sentido, considerando a Apologia de Sócrates como uma introdução aos diálogos de Platão, nosso trabalho busca mostrar como a filosofia platônica constrói, ao mesmo tempo, um modelo de educação e cidadania, isto é, um modelo de paideía. / Socrates activity is fundamental for the creation of Platonic philosophy. Although Socrates has not written anything, Plato has composed his work based on this character that, in his dialogues, was well-known in Athens for his habitual way of talking to everybody in public and private places. In Apology of Socrates, Plato delimits this activity through which Socrates, under the purposes of Delphic god, examines his interlocutors in the good of the city and the soul. In this regard, considering the Apology of Socrates as a introduction to Platos dialogues, our work intends to show how platonic philosophy sets up, at the same time, a model of education and citizenship, i.e., a model of paideía.

Este estudo tem por objetivo analisar as categorias de cidadania e inclusão social na política de desinstitucionalização nos sujeitos em sofrimento psíquico diante do processo de individualização na teoria social contemporânea. Assume como hipótese que a saída do hospital psiquiátrico por si só não garante a inclusão social e nem o livre exercício da cidadania. Considerado o objetivo desta pesquisa, optou-se por fazer uma pesquisa bibliográfica como procedimento metodológico. O material de estudo foi dividido em três conjuntos: (1) 56 artigos científicos, visando a compreender a visão da academia; (2) um conjunto de legislação, composto de 10 leis que implementaram a política de desinstitucionalização no Brasil e a reforma dos serviços de saúde psiquiátrica, visando a compreender as ações do Estado; (3) quatro Relatórios Finais das quatro Conferências Nacionais de Saúde Mental, para também compreender a participação da sociedade civil. Para a análise do material, utilizou-se uma combinação de duas técnicas complementares: leitura bibliográfica com a análise de conteúdo. Dentre os vários processos que caracterizam a sociedade contemporânea, optou-se por analisar a individualização que impacta nas formas de exercício da cidadania e na inclusão social. Na análise dos resultados da categoria de cidadania foram identificadas associações em relação à interdição civil, liberdade, moradia, saúde, trabalho, educação e participação política. Relacionadas à categoria de inclusão social foram identificadas as referências à família, estigma, laços sociais, autonomia, contratualidade e trabalho. Os resultados obtidos indicam que o campo da saúde mental não está em completa consonância com as transformações da sociedade contemporânea, o que provoca um descolamento da realidade social da própria politica de desinstitucionalização e, portanto, maior dificuldade para a efetiva inclusão social e o exercício da cidadania desses indivíduos. / This study aims to analyze the categories of citizenship and social inclusion related to the deinstitutionalization policy of individuals in psychological distress, considering the individualization process in the contemporary social theory. The hypothesis is that leaving the psychiatric hospital does not guarantee the social inclusion and the exercise of citizenship. Considered the objective of this research, it was decided to do a literature review as a methodological procedure. The object of this study has been divided into three groups: (1) 56 scientific papers reviewed in order to identify how the academy deals with this issue; (2) a set of legislation, made up of 10 laws that have implemented deinstitutionalization policy in Brazil and the reform of psychiatric health services analyzed in order to understand the State\'s actions; (3) Reading of the four Final Reports of the Fourth National Conference of Mental Health, to understand how the civil society has been participating in this process. As a research tool to analyze the material mentioned above, we used a technique of reading literature focusing on content analysis. Among the various processes that characterize contemporary society, we chose to examine the individualization that affects the forms of citizenship and social inclusion. In analyzing the citizenship category, associations between the civil interdiction, freedom, housing, health, work, education and political participation were found. Related to the category of social inclusion were identified references to family, stigma, social ties, autonomy, contractually and work. The result of this study shows that the field of mental health is not in complete harmony with the changes of contemporary society, which causes a detachment of the social reality of the deinstitutionalization policy and therefore it is more difficult to guarantee an effective social inclusion and the exercise of citizenship of these individuals.

O objetivo deste trabalho é o estudo do processo de participação da sociedade civil no planejamento urbano no período compreendido entre os anos de 1945 e 2000, tendo como objeto a cidade de Santos, que é tomada como estudo de caso para exemplificar e responder algumas das indagações sobre esse processo. O foco central dessa análise está na construção e institucionalização de espaços políticos, como comissões e conselhos, onde ocorreram debates para formulação de propostas de intervenção e elaboração de legislação urbanística. O trabalho se desenvolve em três capítulos sendo que o primeiro trata do período de 1945 a 1964, no contexto histórico do pós Segunda Guerra Mundial, o segundo capítulo trata do período de 1964 a 1984, no contexto histórico do autoritarismo dos anos 60 e 70, e o terceiro capítulo é dedicado às quatro gestões que seguiram à retomada da autonomia política municipal, no processo que transformou a participação da sociedade civil no tema central dos debates públicos sobre o planejamento urbano. Nesses três períodos existiram importantes experiências de participação da sociedade no processo de gestão da cidade, desde a Comissão do Plano da Cidade, instituída em 1948, o Plano Regulador, aprovado em 1951, o Plano Diretor e sua Comissão Consultiva, aprovados em 1968, até sua revisão e a criação do Conselho Municipal de Desenvolvimento Urbano, em 1998. Tendo como base uma revisão bibliográfica sobre a temática envolvida, a fim de avaliar conceitos como democracia, sociedade civil, espaço público, esfera pública e cidadania, aliada ao levantamento documental, a fim de constatar como esse percurso histórico se deu, pretende-se responder questões sobre como e por que se construíram e se institucionalizaram essas arenas no nível local. / The aim of this assignment is the study of the process of the civil society participation in the urban planning in the corresponding period between 1945 and 2000, having as a target the city of Santos, which is taken a case-study to exemplify and answer some of the questions about this process. The main focus of this analysis is the building and institutional of the political spaces such as commissions and councils, where debates were held due to the formulation of proposals of intervention and urbanistic legislation elaboration. The assignment has its development in three chapters. The first one is related to the period from 1945 to 1964, in the historical context of the post Second World War; the second one is related to the period from 1964 to 1984, in the historical context of the authoritarism at the 60?s and 70?s; the third one is concerned to the four management periods which followed the resumption of the municipal policy autonomy, in the process that transformed the civil society in the main theme of the public debates about the urban planning. There were important experiences of the society participation in the process of city?s management institutionalized in 1948, the Regulatory Plan, approved in 1951, the Master Plan and its Consultative Commission, approved in 1968, until its review and creation of the Municipal Council of the Urban Development in 1998. Having as basis a bibliographical review about an involved thematic in order to evaluate concepts such as democracy, civil society, public space, public sphere and citizenship, allied to the documental finding in order to check how this historical path was done and it is supposed to answer issues about how and why those arenas were built and institutionalized in the local level.

Thesis advisor: Kevin Kenny / This dissertation examines the origins of American immigration policy. Without denying the importance of anti-Asian racism, it locates the roots of federal immigration policy in nativism and economics in nineteenth-century Massachusetts. The influx of poor Irish immigrants over the first half of the nineteenth century provoked anti-Irish nativism, or intense hostility toward foreigners, in Massachusetts. Building upon colonial laws for banishing paupers, nativists in Massachusetts developed policies for prohibiting the entry of destitute alien passengers by ship and railroad and for deporting immigrant paupers in the state to Ireland, Liverpool, British North America, or other American states where they resided before coming to Massachusetts. Prior to the adoption of the Fourteenth Amendment in 1868, citizenship and its attendant rights remained inchoate, allowing anti-Irish nativism to override certain rights and liberties that were later taken for granted. Nativist officials seized and banished paupers of Irish descent, including some who were born or naturalized in America. Historians have long seen anti-Irish nativism as a set of prejudiced ideas that generated few consequences at the level of law and policy, and have identified late-nineteenth-century federal Chinese exclusion laws as the beginnings of American immigration control. This dissertation argues that anti-Irish nativism in Massachusetts had a significant practical impact on Irish immigrants in the form of state deportation policies, and demonstrates that Massachusetts' policies, which were driven by a poisonous combination of prejudice against the Irish and economic concerns, helped lay the foundations for later federal restriction policies that applied to all immigrants. The argument unfolds in a transnational context, examining the migration of paupers from Ireland, their expulsion from America, and their post-deportation experiences in Britain and Ireland. In this way, deportation from the United States can be seen as part of a wider system of pauper restriction and forcible removal operating in the Atlantic world. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: History.

Thesis advisor: Laura M. O'Dwyer / Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examined the role of teachers in fostering students' civic knowledge and skills. This study used data from the 2010 National Assessment of Educational Progress (NAEP) 8th grade civics assessment to analyze the relationships between teacher participation in professional learning, use of interactive instructional practices, and student achievement in civics. Participation in professional learning significantly predicted both interactive instruction and student achievement: a one standard deviation increase in professional learning was associated with a predicted .32 standard deviation increase in interactive instructional practices, and a predicted .045 standard deviation increase in student achievement. There was no significant difference between more traditional and communities of practice based forms of professional development in their relationships with interactive instructional practices and student civic achievement. Interactive instructional practices were also significantly associated with increases in student achievement on NAEP civics, but the effect size was small: a one standard deviation increase in interactive instruction was related to a predicted .03 standard deviation increase in student achievement. Moreover, the relationship between interactive instruction and student achievement was curvilinear; high levels of interactive instruction were associated with decreases in student achievement. The study did not find any evidence that teacher participation in professional learning increased the effectiveness of interactive instructional practices. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

A educação básica, de acordo com a Lei de Diretrizes e Bases da Educação Nacional (Lei n.9394/96), tem por objetivo o desenvolvimento do educando, considerando o exercício da cidadania e sua preparação para o mundo do trabalho. A educação para a cidadania, por sua vez, contém a ideia de formar indivíduos que possam interferir em seu meio social e, assim, transformá-lo. Tendo isso em vista, esta pesquisa teve como objetivo principal estudar os discursos de professores do Ensino Básico sobre mudança social. Como objetivos específicos, buscou-se conhecer as noções de mudança social que circulam nos discursos dos professores pesquisados e identificar possíveis entrelaçamentos entre noções de mudança social e a ideia de ensino para a cidadania. A produção de informações se desenvolveu por ocasião da realização de duas rodas de conversa realizadas com professores da rede Estadual de Ensino do Estado de São Paulo. A análise das falas dos professores se alicerçou na metodologia de confecção de mapas dialógicos proposta por Spink (2004) e contou com o apoio de reflexões oriundas do campo da filosofia pós-estruturalista e dos estudos pós-críticos em educação. As análises produzidas permitiram identificar uma mescla de concepções acerca da mudança social entre os professores. Em paralelo, notou-se o engajamento destes em relação à tarefa de formar para a cidadania, embora tenham relatado a existências de empecilhos à concretização deste objetivo / The basic education, according to Lei de Diretrizes e Bases da Educação Nacional (Law of National Education Procedures and Basis) (Law n.9394/96), aims the development of the pupil according to the practicing of citizenship and his readiness for the working life. The education for citizenship, in turn, contains the idea of forming citizens who can interpose in their social environment, and thus, change it. In view of this, the main objective of this research is to study the speeches of teachers of Primary Education about social changes. As specific objectives, it searched to know the notions of social changes that appear on the speeches of the teachers who were in the research, and identifying possible mattings between notion of social changes and the idea of teaching for the citizenship. The production of information has been developed during two chatting groups with teachers from Public Schools of the State of São Paulo. The analysis of the teachers words was based on the methodology of creation of dialogical methods proposed by Spink (2004) and was supported by reflections from the post-structuralist philosophy field and also from post-critical studies in education. The analysis performed allowed to identify a mixture of conceptions on the social changes among the teachers. At the same time, there was the commitment of the teachers concerning the need of working on citizenship education, although they had reported barriers to this achievement