A ipseidade na ética argumentativa de Paul Ricoeur é a referência básica da hermenêutica do si ao qual sempre retorna. Ela estabelece a constante mediação reflexiva em oposição à pretensa posição imediata do sujeito. A mesmidade do si tem como contrapartida o outro. Na comparação, a mesmidade é sinônimo de identidade-idem em oposição à ipseidade-ipse que inclui a alteridade. Esta inclusão questiona a capacidade do si construtivo da ética e, portanto, responsável jurídica e moralmente nas várias injunções do outro. O projeto ético de Ricoeur é compreensível a partir e dentro de sua peculiar metodologia que ele denomina de dialética entre a ética teleológica e a moral deontológica. Esta dialética se fundamenta na tríade do desejo, do dever e da sabedoria prática em recíproca atividade, privilegiando a dimensão teleológica do desejo da vida boa com o outro e para o outro em instituições justas. A ética argumentativa tem a função de dar conteúdo as duas dialéticas pela inclusão do outro no si mesmo sem o qual a reflexão sobre a ipseidade perderia o sentido. A sabedoria prática da ética e do julgamento moral em situação inclui a discussão porque o conflito é insuperável e determina o argumento para o consenso eventual. Nossa tese é a afirmação da capacidade do si mesmo atuar ações construtivas. Além da critica à ideologia e à utopia, Ricoeur fundamenta a dialética entre o princípio-esperança e o princípio de responsabilidade mediante a via utópica do futuro e a via realista da preocupação com o presente diante dos casos inéditos em que a vida e o ecossistema se associam. A imputação pessoal e coletiva desde o passado, no presente para o futuro é devida à responsabilidade. A ipseidade constrói o futuro no presente através de decisões éticas. / The ipseity in ethics argumentative of Paul Ricoeur is the basic reference of the hermeneutic of the selfhood that he always returns. She settles the constant reflexive mediation in the opposition supposed immediate position of the subject. The sameness of the selfhood has like counterpoint the other. In the comparison, it is a synonym of identity-ditto an opposition ipseity-ipse that it includes the others. This inclusion questions the capacity of the self to be ethical and, ergo responsible juridical and morals in the various junction of the other. The ethical project of Ricoeur is comprehensible from and inside his peculiar methodology that he nominates dialectics between the teleological ethics and the deontological moral. This dialectics settles the triad of desire, obligation and practical wisdom in reciprocal activity, privileging the teleological dimension of the desire goods life with the other and for other in fair institutions. The ethics argumentative has the function to give contents the two triads, through the inclusion of the other in selfhood without the reflection about ipseity would lose sense. The practical wisdom of the ethical and moral judgement in situation includes discussion because the conflict is insuperable and it determines the best argument for the eventual consensus. Our thesis is the affirmation capacitys of selfhood to actuate constructive actions. By critique on ideology and utopia Ricoeur bases the dialectics between the principlehope and the principle of responsibility through utopian way of future and realistic way of preoccupation with the present in front of the hard cases that life and the ecosystem are associated. The personal and collective ascription on the past, in the present towards the future is due to the moral responsibility. The selfhood constructs the future in the present by your ethics decisions. It deals about ethical capacity of selfhood.

The main ideas behind the thesis include introducing the characteristics of the disorder known as Asperger syndrome, searching for help for individuals with this disability, looking at their engagement in society, and also helping teachers prevent and deal with existing conflicts. After a short introduction of pervasive developmental disorders, I focused on Asperger syndrome. I concentrated on the issue of communication, its abnormalities, and the concept and modes of communication in the disabled. At the same time, I tried to indicate possible ways to educate people with Asperger's. The thesis also looks at integration, its conditions and forms. At the end of this part, I outlined various ways to organize education and charted the education of teaching staff in the field of pervasive developmental disorders. The empirical part looks into teachers' readiness to work with individuals with Asperger syndrome, the training they undergo when studying at university, and their practical experience. KEYWORDS: Autism, Asperger syndrome, cognition, language, speech, memory, motivation, interests, rituals, game, triad of symptoms, social relations, imagination, integration

The graduation theses target the actual situation of social services in the area of pensioners in Pelhřimov. The process of the community planning of social services and his contribution for the efficient and quality social services are evaluated. Specified preferences in the community plan are compared with their implementation. It is also focused on the cooperation of triad (social services users, providers and submitters) within the community planning.

This diploma thesis deals with the management of security information, according to ISO/IEC 27005 and it is implementation in the Verinice software environment. The risk information management process is applied to a critical infrastructure, that is connected to a optical fiber network. The work focuses on incidents aimed at threatening data from optical threats and active network elements in transmission systems. The result of the work is defined as a risk file in the .VNA format containing identified risks, for which appropriate measures are implemented in connection with the requirements of ISO/IEC 27001, for the protection of critical infrastructures and transmitted data in the transmission system.

Purpose – Online environments, such as social networks and online forums, offer new possibilities and a wide variety of identity and social relationship management for the users. However, besides functional contributions like mutual support and easy ways of establishing contacts there are critical perspectives on computer-mediated communication (CMC) regarding detrimental behavior like provoking, overbearing, attacking and insulting other users, especially when anonymity is high. Recent research has shown that these kinds of online behavior are associated with personality traits like sadism, machiavellianism, narcissism, and psychopathy (Buckels, Trapnell & Paulhus, 2014) and can lead to severe trouble, negative affect and dysfunction in online communities (Cheng, Danescu-Niculescu-Mitzil & Leskovec, 2015). As such, in the public perception “trolls“ have become a synonym for counterproductive and dysfunctional behavior (Bishop, 2014a, 2014b). Our research aim was to shed more light on trolling and counterproductive online behavior theoretically as well as empirically. In other words: We wanted to know who is behind the troll? How can he or she be characterized in terms of personality traits and what can be expected from trolls when it comes to the organizational context and job performance? Design/methodology/approach – In a first step, we formulated a theoretical framework on counterproductive online behavior. On that ground, two online surveys (N = 122; N = 133) were conducted. The first study’s goal was to develop and validate a questionnaire on counterproductive online behavior. The second study analyzed counterproductive online behavior and tested for possible interrelations to personality traits and work-related outcomes. Originality/value – Using explanatory factor analyses we developed a 40-item questionnaire with two higher dimensions: Constructiveness and destructiveness. 15 subscales focus on different communication styles and trolling strategies. The second study tested the two dimensions of counterproductive online behavior on work-related outcomes such as work engagement, task-related performance and interpersonal facilitation. As was expected, destructiveness revealed significant negative correlations with all work-related outcomes as well as deviant work behavior. Constructiveness, in contrast, showed positive associations with interpersonal facilitation. Practical implications – So far, research on trolling and counterproductive online behavior has been limited to theoretical or anecdotal approaches in most cases (cf. Bishop, 2013a, 2013b). Our study aimed at a more systematic examination of this CMCspecific phenomenon. However, our study design, acquisition of the samples and the formulation of the questionnaire suggest that the results are valid indeed. On that note, our research is a first step for a deeper understanding on people showing counterproductive online behavior.

Объектом исследования явились психологическое одиночество и комплекс личностных черт «темная триада». Предметом исследования стала взаимосвязь психологического одиночества с личностными чертами «Темной триады» у женщин. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (63 источника) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 93 страницы, на которых размещены 6 рисунков и 9 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительная гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме психологического одиночества и комплекса личностных черт «темной триады». Представлены разделы, посвященные исследованию подходов и типологии в изучении психологического одиночества, исследованию структурных показателей комплекса «темной триады», их взаимосвязь и специфику переживания женского одиночества. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: анкете (пол, возраст, статус в браке, наличие детей, родителей, трудовая занятость), опроснику для определения вида одиночества С. Г. Корчагиной, дифференциальный опроснику переживания одиночества Е.Н. Осина и Д.А. Леонтьева, короткому опроснику темной триады в адаптации М.С. Егоровой, М.А. Ситниковой, О.В. Паршиковой. Также во второй главе представлен корреляционный и сравнительный анализ результатов исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутвм гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was psychological loneliness and a complex of personality traits «dark triad». The subject of the study was the relationship of psychological loneliness with the personality traits of the «Dark Triad» in women. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (63 sources) and an appendix, which includes forms of the methods used. The volume of the master's thesis is 93 pages, which contain 6 figures and 9 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the study, defines the object and subject of the study, formulates the main and additional hypotheses, indicates the methods and empirical base, as well as the stages of the study, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of psychological loneliness and the complex of personality traits of the «dark triad». The sections devoted to the study of approaches and typology in the study of psychological loneliness, the study of the structural indicators of the «dark triad» complex, their relationship and the specifics of experiencing female loneliness are presented. The conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It presents a description of the organization and methods of the study and the results obtained by all the methods used: a questionnaire (sex, age, marital status, the presence of children, parents, employment), a questionnaire to determine the type of loneliness by S. G. Korchagina, a differential questionnaire feelings of loneliness E.N. Osina and D.A. Leontiev, a short questionnaire of the dark triad adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova. The second chapter also presents a correlation and comparative analysis of the results of the study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is substantiated, and possible prospects for further development of this issue are described.

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Text in Afrikaans / Depression as disorder is an ever-increasing phenomenon. Especially, during the adolescent years, depression seems to be on the increase. The developmental phase of adolescence, characterised by a fragile self-esteem, places high demands on the adolescent. The depressed adolescent frequently has a negative self-esteem manifesting from the adolescent's belief that the demands of this phase are inadequately met. It would appear as if the depressed individual constantly tends to see himself in a negative light. In this study the focus is on the negative thought processes (cognitive distortions) demonstrated by the depressed adolescent. The purpose of this study is to evaluate the effect of cognitive therapy on the self-esteem of the adolescent and interplay thereof with depression. Beck's psychotherapeutic model is evaluated in the light of a single case study / Educational Studies / M.Ed.

Made available in DSpace on 2016-04-28T20:57:06Z (GMT). No. of bitstreams: 1 CD 1 - PED - Elida Maria F Costalonga.pdf: 1501389 bytes, checksum: 076b58772feba611e42193b6bfbc91d3 (MD5) Previous issue date: 2006-09-29 / The study aimed at analyzing the theoretical-methodological treatment given to the teaching of Written Language in a process of education teachers-literacy teachers , taking into account the nature of that professional role in the triad didactic: teacher/ student/ object- writing. The initial idea was that the knowledge of writing is enrolled in the story of discursive actions of human- in- the- world- with- Another. As reference there is a theoretical-conceptual methodology inspired in Vygotski (1993, 1995), Bakhtin (1995, 2003), Foucault (2002) and Eco (1989, 1995), as well, studies in the Language field, in which the ones from Faundez and Mugrabi (2000, 2003) stand out, facing the theoretical tools that present and that seem adequate to the object and to the goals of that work. The study field was PEC- Municipal University Education, developed under the coordination of PUC-SP, which goal was to offer Licentiate for teachers specialized in teaching children and beginning grades of the Fundamental Teaching of municipal schools. This Program uses a non conventional methodology using advanced technology, printing material and diversified team of teachers. Considering that, the teaching content is transmitted by determined discursive ways from didactic utterance destined for students-teachers, there is an analysis of conceptions and subjacent feelings to foreseen activities in order to orienting about their role in the initiation process of the children in the world of written language. In general, what the didactic utterance, in the study ambit, provide is a group of data that project a triadic configuration in which the interrelation formers/student-teachers/ writing teaching seem lacunaria and inconsistent. That inconsistence observed in the university formation tends to affect the interrelations teacher/children/object-written, for the emphasis in the formatting discourses in making the teachers believe that the psychogenetic theory of the written language is the only theory that make them able to do adequate interventions, not considering multiple accomplishments and multidimensionality of the written language development process by children. The evidence found lead to conclude that, in spite of the innovation attempts, there are more continuities than ruptures in relation to conceptions and criticized practices / Este estudo teve como objetivo analisar o tratamento teórico-metodológico dado ao ensino da Linguagem Escrita em um processo de formação universitária de professores-alfabetizadores, levando em consideração a natureza do papel deste profissional na tríade didática: professor/aluno/objeto-escrita, Segundo nosso ponto de vista, a linguagem escrita se inscreve na história das ações discursivas do humano-no-mundo-com-o-Outro. Adotamos como referência um quadro teórico-conceitual inspirado em Vygotski (1993, 1995), Bakhtin (1995, 2003), Foucault (2002) e Eco (1989, 2000), assim como, outros estudos no domínio da Linguagem, dentre os quais destacamos os trabalhos de Faundez e Mugrabi (2000, 2003). Nestes vários trabalhos encontramos as referências teóricas que nos pareceram mais adequadas ao nosso estudo. O campo empírico de nossos estudos foi o Programa PECFormação Universitária Municípios, desenvolvido sob a coordenação da PUC SP, cuja finalidade era oferecer licenciatura para docentes da Educação Infantil e séries iniciais do Ensino Fundamental das redes municipais. Este Programa adota uma metodologia nãoconvencional que faz uso de tecnologia avançada, material impresso e uma equipe diversificada de professores. Considerando que, o conteúdo de ensino é veiculado através de determinadas formas discursivas, a partir dos enunciados didáticos dos formadores, tentamos analisar as concepções e sentidos subjacentes às atividades previstas para orientar os alunosprofessores quanto ao seu papel no processo de iniciação da criança no mundo da linguagem escrita. De modo geral, os dados analisados projetam uma configuração das inter-relações formadores/alunos-professores/ensino da escrita se mostram lacunares e inconsistentes. Esta inconsistência observada na formação universitária tende a afetar as inter-relações professor/crianças/objeto-escrita, mediante a ênfase nos discursos formadores em fazer crer aos professores que a psicogênese da linguagem escrita é A Teoria que lhes permite acompanhar a escrita da criança [...] e fazer intervenções adequadas, desconsiderando que unidimensionalidade do pensamento é insuficente para explicar a multidimensionalidade do processo de desenvolvimento da linguagem escrita, pelas crianças. Enfim, as evidências encontradas encaminham à conclusão que, apesar das tentativas de inovação, há mais continuidades que rupturas em relação às concepções e práticas criticadas