Respect is a value whose importance in contemporary criminal justice many would endorse in principle. It is well-established that every person, by virtue of his or her humanity, has a claim to respect that need not be negotiated and cannot be forfeited. As the principal means by which to recognise a person's intrinsic worth, respect is attitudinal but also requires a degree of expressive action. The core claim of the thesis is that at two defining points in the criminal process - policing and imprisonment - there is an overwhelming preoccupation with instrumental outcomes, with the result that respect is understood reductively and, at best, as a weak side-constraint on the pursuit of those outcomes. The thesis takes the form of a sustained critique of the respect deficit in policing and imprisonment. It is especially concerned with the ways in which both institutions are merely constrained and not characterised by respect. Respect shows great flexibility as a concept of critical enquiry, in particular, in its striking capacity to sharpen our critique of a diverse range of policies and practices. It swiftly emerges, for example, that both institutions appeal to the word 'respect' - relying on its inclusive ethos in official documentation when it is expedient to do so - but rarely and only superficially address the prior question of what it is to respect and be respected. Despite much criminological activity on the 'democratic design' of these institutions in recent decades, respect is more akin to a slogan than a foundational value of criminal justice practice. Yet respect is not only of analytic merit. It is also a matter of material significance. The dominant institutional approach to respect would prove difficult to correct, sustained as it is by intuitive understandings, convenient fictions and a preoccupation with outcomes. With a sense of modest realism, the thesis concludes by considering how best to embed respect in policing and imprisonment, anticipating the challenges - as well as the advances that could be made - in inscribing respectful relations between state and subject.

Submitted by EMERSON DA SILVA DOS SANTOS null (esantos@sp.senai.br) on 2017-03-15T03:09:00Z No. of bitstreams: 1 Dissertação de Mestrado v5 UNESP.pdf: 1574602 bytes, checksum: fc87a811bfe27ef9227b227b6a7bb1de (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-03-21T13:26:57Z (GMT) No. of bitstreams: 1 santos_es_me_mar.pdf: 1574602 bytes, checksum: fc87a811bfe27ef9227b227b6a7bb1de (MD5) / Made available in DSpace on 2017-03-21T13:26:57Z (GMT). No. of bitstreams: 1 santos_es_me_mar.pdf: 1574602 bytes, checksum: fc87a811bfe27ef9227b227b6a7bb1de (MD5) Previous issue date: 2017-02-16 / Esta pesquisa tem por objetivo investigar dois ambientes escolares, quais sejam: Escola de Tempo Parcial e Escola de Tempo Integral, analisando quais desses tem maior influência na construção de competências pessoais dos adolescentes, em especial a adesão a valores morais em nível moral. Os referenciais teóricos utilizados no trabalho como Piaget, Singer, Paulo Freire e Paro auxiliaram na conceituação de adolescência, valores morais, escola de tempo integral e clima escolar, sendo fundamentais para a contextualização e compreensão do objetivo proposto por este trabalho. O delineamento da pesquisa foi o estudo de caso. Houve a aplicação dos questionários Socioeconômico, Origin/hs, Clima Escolar e Adesão à Valores Morais. Foram feitas observações durante o desenvolvimento da pesquisa que auxiliou no entendimento e elaboração das considerações finais deste trabalho. Os resultados obtidos apresentaram que não há diferença significativa na influência dos diferentes ambientes na formação da adesão dos valores morais dos estudantes, exceto no caso em que exista situações quem os mesmos participem de atividades ou ações em que são protagonistas e consigam perceber e vivenciar situações de aprendizagem que sejam significativas para seu contexto e realidade. Se faz necessário uma reflexão sobre quais objetivos do Projeto de Escola de Tempo Integral são realmente atingidos, haja visto que os resultados significativos apresentados na adesão à valores foram detectados na Escola de Tempo Parcial, onde o estudante fica metade do tempo em atividades escolares comparado à outra modalidade de ensino. Contudo, espera-se que esta pesquisa sirva de base para outros estudos sobre a relação entre Ambiente Escolar e Adesão à Valores, ampliando aqui as discussões aqui iniciadas. / This empirical research aims to investigate two school environments, such as Partial School and Integral School, analyzing which of these has a greater influence on the construction of personal skills of adolescents, especially adherence to moral values. The theoretical references used in the work such as Piaget, Singer, Paulo Freire and Paro helped in the conceptualization of adolescence, moral values, full time school and school climate, being fundamental for the contextualization and understanding of the objective proposed by this work. The research design was based on a case study. The application of the Socioeconomic questionnaires, Origin / hs, School Climate and Adhesion to Moral Values was applied. Observations were made during the development of the research that helped in the understanding and elaboration of the conclusions of this work. The results obtained showed that there is no significant difference in the influence of the different environments in the formation of the adherence of the moral values of the students, except in the case where there are situations who participate in activities or actions in which they are protagonists and can perceive and experience situations of That are meaningful to their context and reality. It is necessary to reflect on what objectives of the Integral School Project are actually achieved, since the significant results presented in adherence to values were detected in the Partial School, where the student spends half the time in school activities compared to another form of education. However, it is hoped that this research will serve as a basis for other studies on the relationship between School Environment and Adhesion to Values, expanding here the discussions initiated here.

Made available in DSpace on 2016-03-15T19:48:18Z (GMT). No. of bitstreams: 1 Marcos de Oliveira Silva.pdf: 1266990 bytes, checksum: 20932f2ea95284e3fb997bb219771185 (MD5) Previous issue date: 2012-02-06 / The actual dissertation aims to analyse the hermeneutic structure behind the Nietzsche‟s announcement of God‟s death. We aim to exam how this enunciative synthesis foreshadowed the birth of a new evaluative time and, from this exam, we aim to revel the historic and philosophical roots which favored the distressing finding of God‟s death. In the sequential pages, we study the ending of the universal dominance of religious morality in the Western world, and we aim to evidence the possibility of a not theological morality into Nietzsche‟s thinking. In doing so, we aim to show how the German philosopher re-meant the holy definition in the scope of his transvaloration of all morality values. We believe contextualizing and measuring reasonable the consequences from the announcement of God‟s death the Nietzsche‟s synthesis goes beyond a low atheism. Really, more than a simple denial, Nietzsche always aimed to create a new way to understand world and, in a certain meaning, it implies the birth of a new metaphysics too human . In short, the God‟s death isn‟t the birth of a vindictive desire. In Nietzsche‟s knowledge it‟s only the meaning that contemporary man needs to overcome the moral decline of our time trying new moral values based on his world interests. / A presente dissertação visa analisar a estrutura hermenêutica por detrás do anúncio Nietzschiano da morte de Deus. Objetivamos examinar como esta síntese enunciativa prenunciou o nascimento de uma nova era valorativa e, a partir de tal exame, buscaremos revelar as raízes histórico-filosóficas que favoreceram a angustiante constatação da morte de Deus. Nas páginas que se seguem, além de estudarmos o fim do predomínio universal da moral religiosa no mundo ocidental, intentamos evidenciar uma possível religiosidade "não-teológica" em Nietzsche, ao fazermos isto, visamos mostrar como o filósofo alemão ressignificou a noção de "sagrado" no âmbito de sua transvaloração de todos os valores. Acreditamos que, ao contextualizar e ao mensurar razoavelmente as consequências do anúncio da morte de Deus, perceberemos que a síntese Nietzschiana vai muito além de um ateísmo vulgar. Na verdade, mais do que uma mera negação, Nietzsche sempre ambicionou a criação de uma nova maneira de interpretar o mundo e, de certa forma, isto implica no surgimento de uma nova metafísica demasiadamente humana. Em suma, ao contrário do anúncio da morte de Deus nascer de um desejo vingativo, em Nietzsche ele é apenas a constatação de que o homem contemporâneo precisa superar o declínio moral de nossa época às custas de novos valores baseados em seus interesses terrestres.

This thesis examines the Ballarat Female Refuge, the first such institution on the Australian goldfields, as a case study of the interrelationship between charity and power. Established in 1867 by a group of twenty-six Protestant women with the intention of reforming prostitutes, the Refuge became a shelter for single mothers. An analysis of its history over the period 1867 to 1921 highlights attitudes towards female sexuality, and demonstrates how moral authority was exercised through this highly-gendered institution. The thesis locates the Ballarat Female Refuge within both an international history of female refuges and the network of voluntary charities which developed in nineteenth-century Ballarat. It argues that such charities were influential in the consolidation of class barriers in the goldfields city. While they were founded as a result of both evangelical religious fervour and humanitarian concern, they sought to impose middleclass moral values on their inmates, simultaneously conferring status and prestige on their committee members The thesis analyses the Protestant Ballarat Female Refuge through an examination of its committee, staff and residents in order to identify aspects of both power and mutuality in the charity relationship. It also looks at the symbolic systems operating at the Refuge, in particular the meanings of the wall and the laundry in the processes of exclusion and reformation. Drawing on narrative, biographical, statistical and genealogical sources, it details the ways in which moral authority was exercised through the Ballarat Female Refuge.

O presente estudo se situa na interface entre os campos da Educação Ambiental e da Educação Moral. O nosso ponto de partida é a concepção de que a Educação Ambiental consiste em uma prática pedagógica dirigida fundamentalmente à formação da cidadania, o que requer um trabalho educacional que contemple a identidade moral no processo formativo dos educandos. Apostando nas contribuições oriundas dessa intersecção, desenvolvemos um projeto de Educação Ambiental para a cidadania em uma escola pública localizada na periferia da cidade de São Paulo e a tomamos como objeto de investigação. A presente pesquisa, portanto, assume caráter intervencionista e, do ponto de vista da investigação empírica, a nossa preocupação central foi explorar como a prática pedagógica realizada poderia contribuir com a formação em valores morais dos estudantes da 5ª série do Ensino Fundamental II. As diretrizes teórico-metodológicas da prática de Educação Ambiental para a cidadania foram referenciadas em metodologias problematizadoras e participativas de ensino-aprendizagem, em métodos de Educação Moral e na proposta de articulação entre a escola e a comunidade do entorno por meio dos Fóruns de Ética e Cidadania. Diante da tarefa de pesquisar uma intervenção pedagógica, a estratégia de investigação que elegemos para contemplar a complexidade do objeto constituiu-se pela reunião de um conjunto de métodos e técnicas de pesquisa (multimétodo). Para a coleta dos dados, empregamos a técnica da observação participante e lançamos mão de quatro instrumentos distintos: registros e relatórios de campo; coleta das atividades realizadas pelos estudantes; entrevistas semi estruturadas em grupos de discussão; e aplicação de um questionário para os estudantes ao final do projeto. Por meio dos três primeiros instrumentos objetivamos identificar os tipos de valores que compareceram de modo mais recorrente e explícito nas situações de ensino-aprendizagem e a forma pela qual isso ocorreu. Já por meio do questionário tencionamos verificar se o projeto de Educação Ambiental desenvolvido aportou contribuições para a preocupação dos discentes com temas ético-políticos. Os resultados indicaram que o projeto de Educação Ambiental para a cidadania trabalhou de modo sistemático cinco tipos de valores morais: justiça, solidariedade, generosidade, responsabilidade (com o bem comum e com as gerações futuras) e participação cidadã. Tais valores foram abordados por meio de práticas de intervenção na realidade e de momentos de significação intelectual e afetiva a respeito de conteúdos socioambientais. Após o término do projeto, os discentes que dele participaram demonstraram uma preocupação maior com temas ético-políticos em especial os que concernem ao campo ambiental em comparação com estudantes que não participaram do projeto ou que participaram apenas de momentos pontuais. Em linhas gerais, os resultados nos oferecem importantes indícios de que o trabalho sistemático e prolongado em torno de valores morais e a participação dos educandos na resolução de problemas e conflitos socioambientais reais, constituem estratégias relevantes para a construção de valores morais em uma Educação Ambiental para a cidadania. / This study is in the interface between the fields of Environmental Education and Moral Education. The starting point is the concept that Environmental Education is a pedagogical practice fundamentally aimed at educating for citizenship, which requires an educational work that includes moral identity in the formative process of students. Betting on the contributions from such intersection, in this research we develop an Environmental Education project to grow citizenship awareness in a public school located in the outskirts of the city of São Paulo and we took it as our object of investigation. This research, therefore, takes an interventionist nature and, from the viewpoint of the empirical investigation, our main concern was to verify to what extent the pedagogical practice conducted would be able to contribute to the education in moral values of 6th graders. The theoretical and methodological background for the Environmental Education project for citizenship took references from the problematization and participatory methodologies of teaching-learning, from methods of Moral Education and from the proposal of articulating the school and the surrounding community by means of Forums of Ethics and Citizenship. Challenged by the challenge of researching a pedagogical intervention, the strategy of investigation chose to encompass the complexity of the object being studied was the gathering of a set of research methods and techniques (a multi-method). In order to collect data, we have employed the technique of participating observation and we utilized four different tools: field notes and reports; collection of activities performed by the students; semi-structured interviews in discussion groups; and a questionnaire answered by the students in the end of the project. By using the first three tools, our purpose was to identify the types of values that are more recurrent and explicit in situations of learning and the way it happened. In turn, the questionnaire was intended to verify whether the practice of Environmental Education brought contributions for the concern of students towards ethical and political issues. The results indicated that the project of Environmental Education for citizenship approached, in a systematic manner, five types of moral values: justice, solidarity, generosity, responsibility (towards the common good and the future generations) and citizen participation. Such values were dealt with by means of practical experiences and through moments of intellectual and affective significance about the socio-environmental contents. As a result, upon the end of the project of Environmental Education for citizenship the students participating in it showed greater concern towards ethical/political topics especially those involving the environmental field in comparison to students who did not participate in the project or who took part only in isolated moments. In general, the results provide important hints that the systematic and lengthy work around moral values, as well as the participation of students in the process of solving socio-environmental conflicts, are relevant strategies toward the construction of moral values in the Environmental Education for citizenship.

This thesis deals with the problem of handicapped individual in children's literature as a subject for drama education. The diploma thesis has two parts. In the first theoretical part, I dealt with the issue of handicap, the relation of literature and dramatic education with a focus on literature with handicapped hero and assessed the possibilities of using such literature in the process of dramatic education. The practical part was based on action research, which took place in 5 literary and drama lessons, which were created on the basis of a literary masterpiece. During the evaluation, I focused mainly on changing the relationship between handicapped and disabled people based on the experience of dramatic education. In addition, questions have been examined if this topic is not difficult for pupils of primary school and what pitfalls it can bring.

Η παρούσα έρευνα μελετά το θέμα των οικογενειακών σχέσεων και ηθικών αξιών στις ηλικίες των 11 και 12 ετών (Ε΄ και Στ΄ τάξη του Δημοτικού Σχολείου, αντίστοιχα) σε Έλληνες και αλλοδαπούς μαθητές. Έχει σκοπό να δείξει κατά πόσο οι μαθητές με διαφορετική εθνότητα, φύλο και ηλικία διαφέρουν ως προς τις οικογενειακές τους σχέσεις και τις ηθικές τους αξίες. Επίσης, θέλει να εντοπίσει τις μεταβλητές οι οποίες παίζουν ρόλο και διαφοροποιούν τις απαντήσεις, και πώς μπορούν να αξιοποιηθούν τα αποτελέσματά της. Αντλήθηκαν πληροφορίες από διάφορες πηγές σχετικές με το θέμα αυτό και στη συνέχεια κατασκευάσθηκε ερωτηματολόγιο το οποίο χορηγήθηκε σε μαθητές Ε΄ και Στ΄ τάξης του Δημοτικού Σχολείου σε διάφορα σχολεία της Πάτρας. Το δείγμα ήταν καθαρά ευκαιριακό και συνεπώς τα αποτελέσματα της έρευνας δεν μπορούν να γενικευτούν. Ωστόσο, έγινε προσπάθεια ώστε να διατυπωθούν κάποια συμπεράσματα. / The present research is studying the subject of familial relations and moral values at the ages of eleven and twelve years old (Fifth and Sixth grade of elementary school respectively) in Greeks and foreigners students. Its purpose is to show whether students of different nationality, gender and age differ in their familial relations and moral values. Also, it is trying to locate the variables that influence and differentiate the answers, and how the results of the research can be turned into account. The information was taken from several sources which were relevant to the specific subject. After that, a questionnaire was made which was given to the students of the Fifth and Sixth grade of several elementary schools of Patras. The sample was totally occasional and therefore the results of the research cannot be generalized. However, an effort was made for some conclusions to be formulated.

The object of the research is the theme of moral values in the novels by Francis Scott Fitzgerald, John Barth and Vladimir Nabokov. The moral values as a phenomenon are shown very variously in the mentioned works. In one book it is easy to identify moral, its values and its problems and in other it is difficult to identify the moral values. The aim of the research is to analyze the theme of moral values in the novels of Francis Scott Fitzgerald The Great Gatsby, John Barth The End of the Road and Vladimir Nabokov Lolita. The comparative aspect is used while analysing the novels. / Darbo tyrimo objektas – moralinių vertybių tema Francio Scotto Fitzgeraldo, Vladimiro Nabokovo, Johno Bartho romanuose. Moralinės vertybės romanuose gali būti autoriaus vaizduojamos ir skaitytojo suvokiamos labai įvairiai. Vienoje knygoje gali būti lengva įžvelgti moralę, jos vertybes ar problemas, o kitame kūrinyje jas identifikuoti sudėtingiau.Darbo tikslas yra išanalizuoti moralinių vertybių temą Francio Scotto Fitzgeraldo, Johno Bartho ir Vladimiro Nabokovo romanuose.

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.