Texte remanié de: Diss.--Universität Wien, 1996. / Bibliogr. p. 341-344.

In diverse societies like Australia, Britain, Canada and The Netherlands, government policy has increasingly focused on inter-citizen relations. There have been demands for citizens to respect each others?? differences, as well as fears about declining social cohesion and acts of intolerance. In political theory, these themes also have currency, although here they often have been obscured by a tendency to think in terms of ??majorities?? and minorities??, and ??we?? and ??they??, rather than in terms of the state and the individual citizen. This thesis argues that while respect of difference may seem to be the best way to successfully accommodate individual difference, it is an indefensible demand on the citizen: such a demand is both excessive and unnecessary, and has the potential to unjustifiably limit individual freedom and the accommodation of difference. Further, the requirement for social cohesion is often overstated, while acts of intolerance are best avoided by citizens respecting each others?? sameness (citizenship) rather than their difference. As far as the state is concerned, by clearly distinguishing specific instances of tolerance (which always involve forbearance) from the general practice of toleration, the thesis defends toleration as a general and maximally permissive practice ?? one which is compatible with both liberal neutrality and the maximal accommodation of individual difference, and thus the freedom of individuals to live their lives as they see fit.

Abstract Respect is a concept crucial to nursing but one which has not been explored adequately. Respect may mean different things to different people, depending on age or culture. It has been determined that disrespect is closely linked with abusive behaviour. Lack of respect may be seen not only as a form of abuse, but also as the cause from which all other forms of abuse develop. In order to truly understand the development of abuse in long-term care, we must have an understanding of the key concepts that contribute to it. Respect is one of these concepts. The goal of this practicum was to develop a strategy that would promote the development of policies and the reinforcement of behaviours that reflect “respect”. The key words used to define respect and specific comments related to respect were identified by residents, family members and staff of a long-term care facility. The meaning of respect from the perspective of the resident, family members and staff of Deer Lodge Centre was explored through a questionnaire. Results of the questionnaire were tabulated and shared through presentations to all participant groups. Recommendations on policy change based on the results were identified and shared. / October 2006

A 1997 survey of Canadians revealed that bullying occurs once in every seven minutes on the playground and once in every twenty-five minutes in the classroom (Craig and Peplar, 1997). It is my feeling that educators need to be positively proactive and pursue interventions in the classroom, that have the potential to improve relationships, discipline and respect in order to reduce this statistic. This study explored how the adults and students in an individual grade one classroom might build positive relationships in the classroom community. The study was based on the discipline policy of my school division, as stated in the “School Divisions Standard of Behavior” (2006) document and the ideas of Michelle Borba explained in “The Accentuating Respect and Defusing Disrespect Model” (Borba, 2007). Action research data, obtained from the participants, indicated that respect grounded in positive relationships and effective discipline can be introduced to students in an intense one month program, but requires an ongoing relationship between the child and the adult and life-long learning in order to be maintained. / October 2008

Proefschrift--Universiteit Leiden, 2005. / Bibliogr. p. 121-126.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (M.A.)--York University, 2001. Graduate Programme in Interdisciplinary Studies. / Typescript. Includes bibliographical references (leaves 140-142). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66372.

In this dissertation I argue in favour of a communicative view of respect for human dignity. This view of respect builds on recent interpretations of Kantian respect as second-personal, but adds an analysis of the ways in which contexts of pervasive structural social inequalities impoverish the epistemic and expressive resources within a society. I argue that, under conditions of structural social inequalities, respecting one another requires more than merely adopting a particular attitude or stance toward one another; it also requires achieving an understanding of the other across difference. Respect, on a communicative view is not an attitude adopted by one individual, but is instead a relation between two individuals as they attempt to interpret and understand one another across differences.

A 1997 survey of Canadians revealed that bullying occurs once in every seven minutes on the playground and once in every twenty-five minutes in the classroom (Craig and Peplar, 1997). It is my feeling that educators need to be positively proactive and pursue interventions in the classroom, that have the potential to improve relationships, discipline and respect in order to reduce this statistic. This study explored how the adults and students in an individual grade one classroom might build positive relationships in the classroom community. The study was based on the discipline policy of my school division, as stated in the “School Divisions Standard of Behavior” (2006) document and the ideas of Michelle Borba explained in “The Accentuating Respect and Defusing Disrespect Model” (Borba, 2007). Action research data, obtained from the participants, indicated that respect grounded in positive relationships and effective discipline can be introduced to students in an intense one month program, but requires an ongoing relationship between the child and the adult and life-long learning in order to be maintained.