Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1937. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 522-529).

Thesis (Ph. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 14, 2006. Dissertation Committee: John R. McCarthy (chair), James Palmer, Sally B. Pancrazio, David L. Tucker. Includes bibliographical references (leaves 74-80) and abstract. Also available in print.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1992. / Vita. Includes bibliographical references (leaves 121-122).

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed July 24, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 264-269).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1984. / Abstract. Includes bibliographical references (leaves 139-150).

Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-22Bitstream added on 2014-06-13T19:10:51Z : No. of bitstreams: 1 baldovinotti_am_me_rcla.pdf: 2056289 bytes, checksum: 55321ea35c0017581919a6111508a122 (MD5) / No contexto brasileiro atual há diversas manifestações desastrosas de ações impulsivas, violência e injustiça. Diante de todo esse quadro, o que fazer? Na tentativa de responder a tal indagação, direcionamo-nos aos valores subjacentes em determinados contextos. Partindo do pressuposto de que os valores morais são construídos e não ensinados, salientamos a relevância de práticas educativas, as quais busquem mediar a questão da moralidade, bem como, investigar o que está implícito às tomadas de decisão. É evidente que a escola não é o único ambiente formador, todavia, trata-se de um espaço enriquecedor e marcante na vida de toda criança ou adolescente. Tendo em vista a relevância da educação escolar, faz-se urgente e necessário direcionar um trabalho, o qual denote oportunidades, gerando reflexão em sala de aula e que, dessa forma, propicie meios para o processo de construção da autonomia dos alunos, evidenciando um direcionamento coerente aos meandros de uma formação cidadã, expressa nos documentos oficiais da educação. Sob a referida lógica, este estudo foi elaborado, buscando investigar os valores dos adolescentes perante a sociedade atual e ao mesmo tempo, verificar se a técnica de heterônimo – inspirada nas obras do poeta português Fernando Pessoa (1888-1935) –, com fundamentação teórica de Piaget (1896-1980) e Kohlberg (1927-1987), possibilita o trabalho com a discussão moral e a construção de princípios éticos. Os participantes são alunos de uma escola pública, na faixa etária de 14/15 anos, cursando o último ano do Ensino Fundamental. Com tal abordagem, os sujeitos tiveram oportunidade de criar o seu heterônimo, isto é, um “outro eu”. Os resultados inferem que os adolescentes, do estudo em questão, ao construir um perfil (heterônimo), respaldaram-se... / In the Brazilian current context there are several disastrous manifestations of impulsive actions, violence and injustice. Facing this whole picture, what is there to do? In the attempt of answering such inquiry, we directed into the underlying values inside some determined contexts. Starting from the assumption that the moral values are built and not taught, we stress the relevance of educational practices, which aim not only to mediate the morality question but also to investigate what is implicit in the making decision process. It is evident that the school is not the only educational environment, however, it is an enriching and remarkable place in the life of every child or teenage. Considering the relevance of the school education, it is urgent and necessary to create a kind of work which denotes opportunities generating reflection inside the classroom and, this way, it could propitiate means for the process of building the students´ autonomy, highlighting a coherent guide to the meanders of a citizenship formation expressed in the official documents of education. Under the referred logic, this study was elaborated trying to investigate the teenage values before the current society and, at the same time, to verify if the technique of heteronym – inspired by the works of the Portuguese poet Fernando Pessoa (1888- 1935) and under the theoretical fundaments from Piaget (1896-1980) and Kohlberg (1927-1987) enables the work with moral discussion and the construction of ethical principles. The participants are students of a public school aging 14/15 years old and studying in the last grade of elementary school. Based on this approach the subjects had the chance of creating their own heteronym, that is, “another me”, experiencing a new perspective, which means another view of a hypothetical situation... (Complete abstract click electronic acess below)

Companies need to respond to the changing wants of their employees in order to attract and maintain top talent. In order to do this, understanding what people value in the work setting is of utmost importance, which is why work values have become a popular topic in recent years. Studying the factors that influence work values helps in gaining deeper insights into employee well-being. It is also valuable to track work values over time in order to identify changing trends. A quantitative research methodology was followed using secondary data from the World Values Survey (WVS). A multinomial logistic regression identified four key predictors of work values, namely: people’s relationship status; the number of children that they have; their social class; and their gender. The interaction of these variables was found to cause people’s work values to shift between extrinsic and intrinsic values. People who place a bigger emphasis on intrinsic values were found to be much happier, not just at work but with their lives in general. The findings have been consolidated into a comprehensive model that explains the effect that life factors and gender have on work values and the subsequent impact that work values have on overall life satisfaction. Organisations can build on this model to identify, grow and retain a satisfied workforce, which is a good fit for organisational/team values and takes into account issues of work-life balance which are typically difficult for managers to accommodate cost-effectively. / Dissertation (MBA)--University of Pretoria, 2013. / zkgibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

The goal of this project is to attempt a logical unfolding of one basic idea -that value emerges out of the chaos of energy through natural selection. The goal of the first chapter is to attempt to determine the origin of value. The goal of the second chapter is to attempt to determine the origin of the conception of value. A s a first approximation, it can be said that the first chapter seeks for an objective and the second for a subjective account of the origin of value. There is a paradox in this description, however. The objective gives rise to the subjective, but the subjective then constructs the objective. Objects give rise to subjects, but subjects then construct their objects, and different subjects may construct the world into different objects. This thesis shall attempt to resolve this paradox by describing the course of the emergence of value from the objective into the subjective and then back into the objective, without falling into the vicious circle that results from seeing the world as a juxtaposition of the objective and the subjective. As I hope to show, in the course of the first two chapters, and the ones to follow, the objective and the subjective are idealizations. They are two asymptotes which knowledge approaches but cannot touch. Knowledge ranges between objectivity and subjectivity, without attaining either. Knowledge is knowledge of something and is to that extent objective. Knowledge is knowledge by someone and is to that extent subjective. Because knowledge has an element of subjectivity, it cannot be purely objective. And because knowledge has an element of objectivity, it cannot be purely subjective. The resolution of the juxtaposition between the objective and the subjective, will allow us to describe the emergence of value out of the objective into the subjective and back in terms that do not presuppose either. Subjects arise out of reality that is undivided, and only then divide it into objects in accordance with their constitution, provided to them by undivided reality. / Graduate and Postdoctoral Studies / Graduate