Dissertations / Theses on the topic 'Illiteracy'
To see the other types of publications on this topic, follow the link: Illiteracy.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Illiteracy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
SENRA, MELISSA WILSON. "FUNCTIONAL ILLITERACY REGARDING BLOOD TESTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20747@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este estudo tem como objetivo graduar a compreensão do consumidor de serviços médicos sobre exames de sangue. Por essa razão, o estudo junta-se à crescente atenção que o marketing vem dando ao impacto do analfabetismo funcional no comportamento do consumidor, particularmente em relação à utilização de serviços médicos. Entrevistas com médicos e pesquisas em sites e blogs de informações médicas serviram de base para a elaboração de uma prova de conhecimentos. A elaboração da prova foi inspirada em dois instrumentos de medida SILS (The Single Item Literacy Screener) e no TOFHLA (Test of Functional Health Literacy in Adults). A prova foi aplicada a uma amostra de pacientes que fizeram exames de sangue recentemente. Os resultados permitiram classificar os respondentes quanto a sua compreensão tanto das orientações médicas quanto dos resultados dos exames de sangue. Esta classificação mostra lacunas significativas na compreensão do consumidor. Os resultados mostram, também, o tipo de atenção que os profissionais de marketing que atuam nos laboratórios que executam exames sanguíneos e outros estabelecimentos que prestam serviços nessa esfera devem dar ao problema.
The purpose of this study is to measure the consumer understanding of medical services on blood tests. For this reason, the study joins the growing attention that marketing has given to the impact of functional illiteracy in consumer behavior, particularly in relation to the use of medical services. Interviews with physicians and research in sites and blogs related to medical information were used to develop the test. The elaboration of the test was inspired by two measuring instruments SILS (Single Item Literacy Screener The) and the TOFHLA (Test of Functional Health Literacy in Adults). The test was applied to a sample of patients who had blood drawn recently. The results allowed us to classify the respondents as either their understanding of medical instructions as the results of blood tests. This classification shows significant gaps in consumer understanding. The results also show the kind of attention that marketers who work in laboratories that perform blood tests and other establishments that provide medical services should give the problem.
2
Venkatasubramanian, S. "Illiteracy in India : a multilevel analysis." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302445.
Full text
3
Lucien, Caleb Edouard. "The relationship of illiteracy to spiritual maturity." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
Full text
4
Williamson, Peter Burnett. "The social construction of illiteracy: a study of the construction of illiteracy within schooling and methods to overcome it." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/494.
Full textAbstract:
Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.
5
Williamson, Peter Burnett. "The social construction of illiteracy a study of the construction of illiteracy within schooling and methods to overcome it /." University of Sydney. Social Policy and Curriculum Studies, 2001. http://hdl.handle.net/2123/494.
Full textAbstract:
Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.
6
Brown, Elaine. "Working-class education and illiteracy in Leicester, 1780-1870." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31050.
Full textAbstract:
This thesis concentrates on elementary and adult working-class education and illiteracy in Leicester between 1780 and 1870. The need for a literate workforce for the town's economic viability is also examined. The introductory chapters argue that economic and social change had had an adverse effect on education. Moreover an educated working class was perceived to be a threat to the existing social order, although the necessity for working-class education became increasingly apparent. Contemporaneously, members of the working class - particularly among the artisans - sought self-improvement, and appreciated the value of education in their desire for political and social reform. A variety of sources were used to trace the development of schools and Sunday schools in Leicester - the majority of which were founded in response to middle-class philanthropy and/or denominational rivalry - but with few exceptions voluntary provision failed to reach the poorest children. The need for more schools, sectarian conflict, and the quality of education were among issues that the Leicester School Board had to resolve. Indeed the effect of education upon illiteracy - measured by the ability to sign the Anglican marriage registers some 15 years later - had become most noticeable by 1890. Evidence for working-class interest in adult education can be seen in an attempt to establish a Mechanics' Institute in Leicester. However this was eventually inaugurated by the middle class to provide scientific and technical education for the working class. Numerous other institutions were founded by philanthropic middle-class reformers, but - with exception of the Working Men's College, and science schools - these tended to concentrate on 'rational recreation'. The study concludes that although Leicester's economy expanded in the second half of the nineteenth century, it was not until about 1881 that the need for a technically-educated literate workforce came to be considered as crucial if Leicester was to compete in foreign markets.
7
Wallace, Rick L., and Nakia J. Carter. "Solving Our Nation’s Health Information Illiteracy: a Simple Plan." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8694.
Full text
8
Giglio, Katheryn M. "Unlettered culture the idea of illiteracy in early modern writing /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Full text
9
Wallace, Richard L., and Nakia J. Woodward. "A Simple Solution for Addressing Our Nation’s Health Information Illiteracy." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8816.
Full text
10
Yagi, Rie. "Process analysis of a total literacy campaign in India : a case study of Udaipur district, Rajasthan." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365519.
Full text
11
Sibiya, Hlengana Solomon. "A strategy for alleviating illiteracy in South Africa a historical inquiry /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03102005-124313/.
Full text
12
Burton, Maxine. "Signs of stigma? : attitudes to illiteracy in Victorian fiction, 1850-1890." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398696.
Full text
13
Mas, Gabriela. "Welcome to Sweden : Can visual language facilitate entry into Swedish society for preliterate?" Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77017.
Full textAbstract:
During the fall of 2015, Sweden had the biggest incoming refugee wave since 19921, where more than 80 0002 people searched refuge in Sweden, unfortunately it will not be the last. Using 2015 as a case study, I explore the question: Can visual language facilitate entry into Swedish society for preliterate? Preliterate tends to be set aside in many situations like in 2015. There have been several debates and claims on improving the happenings of 2015, but how come that no one has taken preliterate into consideration? How can we in modern society adjust to this quite huge new group of people? How can we make the entry in to society more ef cient, and how can we provide important information for preliterate – is visual language the answer? To answer these questions, I have collaborated with Merit utbildning Malmö AB (Merit AB), a company that through various assignments like SFI (Swedish for immigrants) and Stöd och matchning (Vocational support, skills and employment matching services), helps newly arrived to nd their place in Swedish society. They allowed me to conduct several workshops with their students, this to ensure that the end result would be by the target group and for the target group. The workshops were primarily based on metadesign methods like 5 levels of storytelling and Designing miracles. After conducting several workshops with both research groups (focus group and reference group), the experience taught me to trust in the process and take a step back as a designer, and let the participants, design the result. The process concluded in an app called Welcome to Sweden, whose content is re ected at Malmö Central Station. While designing the app, the methods to reach out to preliterate were taken in to account. The information is provided in visual language as well as audio, and translated into the most common languages of those who came to Sweden 2015. The app is not the whole solution to the problematics, but my studies show that it would work better for many more in the target group and, in particular, information provided in this way would be more appropriate for the target group preliterate.
14
Paluch, Marta. "Compañeras : systematisation of experiences with adult literacy facilitators in Guatemala." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81977/.
Full textAbstract:
This study explores how a small group of adult literacy facilitators (ALFs) working on a pilot literacy project in a municipality in the Western Highlands of Guatemala, develop their practice. Although many reports have discussed the problems of adult literacy work in the Global South and the shortcomings of available training, very little research has been carried out directly with ALFs, examining the processes through which they develop their educational practice. The thesis reports on a pilot programme which took a dialogic approach inspired by the work of Paulo Freire and with an emphasis on context, meaning and social practice drawn from New Literacy Studies. Learning activities focussed on personal expression and writing as the communication of meaning. Texts for reading were produced from participant writing. The ALFs were trained and supported in implementing the new programme. The research uses Systematisation of Experiences, a Latin American methodology linked to popular education which involves project participants in a collective process of reflection on their experiences, leading to the generation of new knowledge both of the internal dynamics of the programme and the work of the project in relation to the wider context. Bourdieu's concepts of field, habitus, capital and doxa are used to analyse the socio-political setting in which the pilot programme was situated, observing the positions of the research participants within the field of adult literacy in Guatemala. ALFs operate at the margins of the field, subjected to the power structure of the national literacy programme while having no influence on decisions affecting their work. The thesis traces the trajectories of the individual ALFs through the pilot programme and reports on the collaborative work which enabled the growth of trust and a joint sense of purpose. The narrative form attempts to present the multiple voices of participants in dialogue, emphasising the collective processes of knowledge generation. In spite of the difficulties of working with a radically different approach, ALFs supported each other to make important changes in their practice. They observed how participants in their groups responded to the pilot activities and began to question the traditional methods endorsed by the organisation they worked for. Offered the space to design and develop new activities, they demonstrated the ability to make innovative interventions. However, the ALFs felt unsupported by the national adult literacy programme they work for, which has no policy or strategy to develop a professional approach to adult literacy by investing in the training and retention of ALFs. The thesis concludes with the ALFs' views of how the organisation is failing them and what is needed to improve the provision.
15
Cheriet, Boutheina. "'Specific socialism' and illiteracy amongst women : a comparative study of Algeria and Tanzania." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10006545/.
Full text
16
Wallace, Rick L., and Nakia J. Woodward. "Merging Rural Clinicians with Information: the Use of PDAs to Address Clinician Illiteracy." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8741.
Full text
17
Rice, Michael Edward. "Literacy and behaviour : the prison reading survey." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313915.
Full text
18
Chawla, Deepika. "Increasing girls' participation in education: understanding the factors affecting parental decision-making in rural Orissa India." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33423.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Illiterate women have high levels of fertility and mortality, poor nutritional status, low earning potential, and little autonomy within the household. Yet, large populations of women in many developing countries continue to be illiterate. In India over 11 million girls do not go to school at all and 18 million drop out after grade five. As a result 151 million mothers are likely to be uneducated or minimally educated. Thus the problem is very acute. Issues related to effective demand are widely recognized among policymakers in India as being critical to ensuring the existence of effective demand for education. However, there have been few efforts to analyze the impact of these factors. This study attempts to fill this gap. This study examines the views and beliefs of those who make or influence decisions on behalf of girls that impact continuation of the girls in schools when they reach the age of adolescence. Set in a village in the eastern state of Orissa in India, the study analyzes the opinions of mothers, fathers, village elders, teachers and the girls themselves, and identifies the factors that influence the girls' continuation in the education cycle. The study finds that education and educational decision-making are family matters, and parents are the key decision-makers. While most parents support children going to school, negative parental attitudes toward educating daughters constitute a significant barrier to girls' education. Many parents report that sending daughters to school and educating them above a certain level results in problems finding a suitable groom. Further, educated girls would need to marry educated boys, thereby increasing expectations and demand for dowry. Some also report that girls should be taken out of school at the onset of menarche since then they need closer supervision and parental control. The study findings highlight the importance of effecting changes in parental attitudes about girls' education if meaningful improvements have to be brought about, and offer valuable insights for consideration in developing strategies related to girls' access to and retention in primary schooling.
2031-01-01
19
Makunga, Barrington Mtobeli. "Challenges, illiterate caregivers experience to support their children’s education." University of the Western Cape, 2015. http://hdl.handle.net/11394/4685.
Full textAbstract:
Magister Artium (Social Work) - MA(SW)Primary Caregiver’s ability to provide a healthy, nurturing and stimulating environment is critical, but Caregivers in South Africa, especially those living in rural communities, are facing many challenges, including a combination of poverty, lack of education and skills, as well as social isolation, which directly and indirectly affect their ability to care for their children in a way to ensure their optimal developmental outcomes. Residents in far rural communities, such as in the Eastern Cape, have had less opportunities to go to school, due to various reasons and Caregivers therefore face multiple burdens. For the purposes of this study, it is important to clarify with reference the term “Caregiver”. The South African Children’s Act (Act 38 of 2005) differentiates between biological parents, guardians and caregivers. According to the Act (Children’s 2005), parents may be a biological father or biological father, a guardian being an honorary parent to the child and a caregiver is any family member rather than the biological parent or guardian who is concerned with care, welfare and development of the child. Although there is such differentiation, caregiving remains central to the holistic care required of any adult responsible for the nurturing of children. This will include biological father, mother, grandparents, extended family members, brothers and sisters, aunts and uncles as well as any person who is concerned with the care, welfare and development of the child and has been, after application to court of law, granted permission to exercise parental responsibilities over the child. The population for this study encompassed caregivers who are least educated and or never attended school in the Ku-Jonga rural settlement in Coffee bay and research participants were purposively selected from the populations. Data was collected by means of focus groups with the aid of an interview guide. The interviews were conducted in Xhosa and later translated into English. A Thematic system was used according to the Tesch’s eight steps and ethical considerations such as voluntary participation, informed consent and confidentiality were adhered to. The community has most citizens who identified with the target population. This is based on historical factors. The participants freely expressed themselves and contributed to the findings and thereby assisting the researcher reach the conclusions about experiences illiterate caregivers experience to support their children’s education.
20
Mills, David Shane. "The nation's valiant fighters against illiteracy : locating the cultural politics of 'development' in 1990s Uganda." Thesis, SOAS, University of London, 1997. http://eprints.soas.ac.uk/29437/.
Full textAbstract:
This dissertation is a partial account of the cultural politics of 'development' in contemporary Uganda, focusing particularly on educational institutions as sites of negotiation of modernity's gendered meanings. Utilising media representations and ethnographic research carried out in both Makerere University and in a rural secondary school, I describe how senses of the 'modern' are produced within colonial and postcolonial discourses on gender, education and the nation. Drawing on theoretical dialogues between cultural geography, social history and anthropology, I argue that historical and spatial relationships are often invoked to locate or contest the moral hierarchies that these understandings of 'progress' or 'development' depend on. By shifting position, perspective and scale, I attempt to make visible the relational production of multiple and cross-cutting Ugandan localities. Recognising the legacies of war, nationalism and religion that shape understandings of 'development' in Uganda today, this thesis is also an attempt at a 'history of the present', describing the way these turbulent pasts are retold and relived. After a brief introduction to anthropology's own troubled history of ethical debate, I discuss the influence of European ethnographies and 'Ganda' oral and textual narratives on Ugandan politics. I describe how, in the bitter aftermath of rural neglect and isolation stemming from the 1980s liberation war, monarchical idioms from Buganda's past have been suddenly reinvigorated within new Buganda nationalisms. Subsequently I interweave transnational and national media imageries with everyday lived experiences - rural school life, a speech day, urban popular music, staffroom gossip and university student romances - to create a sense of the multiple localities within which people create a sense of themselves as being both 'Ugandan' and 'modern'. Exploring the contested and political negotiations of culture in this way reveals both the material and symbolic aspects of the discursive practices of 'development'.
21
Caine, Marjory. "What is creative about creative writing? : a case study of the creative writing of a group of A Level English Language students." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48753/.
Full textAbstract:
This thesis reports on a case study of the creative writing of A Level English Language students. The research took place over the two year course and involved five students from one class in an 11 – 18, secondary grammar school in the South East of England. The students were aged 16 at the beginning of the case study. There were two girls and three boys, and all from families with little or no tradition of going to university. The research was based on the theoretical framework of the New Literacy Studies (The New London Group, 1996), where literacy is seen as a socially constructed phenomenon. Genres, discourse and creative voices were researched through discourse analysis toolkit to reflect and interrogate the socially constructed literacy event: the two pieces of coursework each participant produced. Additional data was also included to present a kaleidoscopic deep study of the literacy practice through using interviews, domain-mapping and questionnaires. It is also a reflexive study as it has built on findings from earlier studies for the EdD course, and also projects forwards to the continuing tensions in the teaching of English. Although Creative Writing is now an accredited A Level for examination from 2014, and is a valued component of the A Level English Language, in the earlier years of secondary education students have had limited exposure to creative writing. This is due to the effect of the National Curriculum that has shaped the generation of this case study. Creative writing has been marginalised and devalued within the GCSE (paradoxically since the QCA, 2007 Programme of Study for English put greater emphasis on creativity), where there is limited creative writing opportunity: teachers select a title from a possible six which their students respond to. The Department for Education's draft new National Curriculum has a brief reference to creativity in a list where grammar and accuracy are prioritised. There is a tension in what policy statements, including stakeholders such as Ofsted, say about creative writing and what students experience in delivery of the syllabus driven by the National Curriculum. There is also the anomaly that many students have a range of literacy practices as they operate in increasingly multimodal literacies that schools do not recognise as writing experiences. At present, there is much written about creative writing in primary schools and in Higher Education; but the creative writing of young adults following an A Level course is not visible in policy documents, nor the focus of academic research (with a few exceptions such as Dymoke, 2010, and Bluett, 2010). Therefore, it is an area that is worth exploring. The original contribution to knowledge that the thesis provides is a definition of the literacy practice of the creative writing of A Level English Language students. The thesis, through the case study, identifies the range of influences the students draw on and, in particular, the evidence of intertextuality. How the students develop and shape their creative writing through different creative voices, building on the intertextual influences is presented through the lenses of multiple and multimodal data-sets. In conclusion, a pedagogical model is offered for practitioners who perceive echoes with their own educational contexts.
22
Levitt, Fern. "Exploring the use of MALL with a scaffolded multi-sensory, structured language approach to support development of literacy skills among second-chance EFL learners at a technological-vocational secondary school in Israel." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/72418/.
Full textAbstract:
This thesis describes a qualitative mixed-methods study carried out in a vocational-technical secondary school with second-chance adolescent learners of English as a Foreign Language (EFL) in a peripheral area of Israel. The learner population was characterized by complex, socio-economically disadvantaged family backgrounds and a high rate of learning disabilities. The study investigated the effects of a Mobile-Assisted Language Learning (MALL) intervention to support the development of basic EFL literacy skills by students who lacked solid foundational English skills. The intervention provided an interactive educational software application, The English Club™, on iPod Touch devices to scaffold learning and review of letter sounds and rules of English, integrate them into words and texts, and practice reading, writing and comprehension. Learners developed literacy skills depending on the level they reached in the application. The English Club follows a scaffolded Multi-Sensory Structured Language (MSL) approach, adapting for struggling EFL learners the Hickey Multi-Sensory Method (Combley, 2001), developed by Kathleen Hickey of the British Dyslexia Institute. Printed books containing the material complemented the use of the MALL. The English teachers at the school chose the learners who participated and determined how to integrate the intervention into their English classrooms. An investigation of the teachers' roles was included in the study. The methodology was primarily action research with case studies of individual learners and teachers. Pre-intervention and post-intervention data on learners' English knowledge, skills, attitudes and opinions and on teachers' attitudes and opinions about use of this MALL intervention was generated via skills assessments and semi-structured interviews. As a participant-teacher-observer, I observed the intervention's use in classes and in sessions with individual students. Changes in skills, attitudes and opinions were analyzed in the framework of Vygotsky's theories of language acquisition and the Zone of Proximal Development as elaborated in Scaffolding Theory. Theories of motivation, literacy and second language acquisition, and how struggling learners experience these, have provided additional lenses for analysis. My goals in performing this study were to understand in depth the whole picture of the intervention, both its effects on students' English skills and attitudes, and the factors that shaped these outcomes. The study's findings contribute to an understanding of the ways in which delivering a scaffolded MSL approach to literacy education via MALL can contribute to addressing the world crisis in literacy acquisition, and issues that must be addressed for this type of intervention to be effective. Findings showed that learners who actively engaged in the intervention made significant progress in their English literacy skills, increased their confidence in their ability to learn English and thus their willingness to engage in learning, and demonstrated increased awareness of the connection between their own investment of effort and learning. This success was shaped by many factors, including variation among individual learner profiles, the degree of teachers' support for the intervention, increasing students' motivation to invest effort, minimizing disruptions to the students' learning routine, and maximizing access to charged, working devices and to books. The individual MALL delivery platform enabled an untrained, inexperienced but committed teacher to provide the benefits of this scaffolded method, appropriate to her learners' needs, in multi-level English classrooms and to provide a solution for students returning from extended absences to catch up with missed classwork. Recommendations for policy and practice include use of such scaffolded MSL MALL applications with struggling language learners in conjunction with printed materials and closely accompanied by committed teachers, who do not have to be highly trained in specialized methods to support learning by struggling students. Schools engaging in such interventions need to ensure that the devices will be fully available for use during learning hours, minimize disruptions to the class schedule, and maximize students' use of the MALL app and books in class, during free time at school, and at home. If necessary, extrinsic rewards should be offered to overcome students' learned helplessness.
23
McCaffery, Juliet D. "Access, agency, assimilation : exploring literacy among adult Gypsies and travellers in three authorities in Southern England." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38614/.
Full textAbstract:
This thesis explored Gypsies' and Travellers' perceptions of the value and importance of literacy to themselves and their communities. It examined the political and social factors that affected the extent and availability of literacy provision for adult Gypsies and Travellers and their level of participation. It focused on how Gypsies' and Travellers' levels of literacy impacted on their ability to engage effectively with authority. The research focused on two rural and one urban authority in the South of England but also drew on information from neighbouring authorities and Ireland. A qualitative constructivist epistemology was adopted in which ethnography was the main research tool. The data were collected through in-depth interviews and informal conversations with Gypsies and Travellers, public officials and local politicians, a survey of adult education providers, observation of sundry national and local meetings, participant observation and analysis of the discourse and dialogue of two official forums and data from a variety of sources including television programmes and press reports. The research found that Gypsies and Travellers attached little value to textual literacy, did not view literacy as important to economic success and did not perceive the ability to read and write as contributing to their status or self esteem. Other skills were valued more highly. These attitudes challenge dominant education and development discourses which perceive textual literacy as essential to economic achievement, self esteem and status. The research also highlighted a vacuum in literacy and education policy and provision for adult Gypsies and Travellers who were largely invisible in post-school policy documents, even in those purporting to address equality issues. There was no targeted provision in the three authorities, only a few short term projects elsewhere and little interest among providers. Although mainstream provision was available to Gypsy and Travellers as to all adults, those who wished to learn preferred to teach themselves or be taught by friends and family. The research drew on current theories of discourse, power and control. Primary and secondary Discourses impacted on two areas, the absence of educational opportunities for adult Gypsies and Travellers and on their communicative practices and agency. The lack of targeted literacy provision for Gypsies and Travellers was not accidental but a result of deep seated negative attitudes constructed and maintained through the secondary Discourses of dominant groups and bureaucratic institutions. Interviews and observations revealed that language and discourse was more important to Gypsies and Travellers than the ability to read and write, particularly when communicating privately or publicly with authorities. In these contexts, their own primary discourses, learned through home and community practices, were insufficient. The Gypsies and Travellers who were formally educated and were bi-discoursal were able to operate within secondary institutional Discourses. Though others had life experiences which gave them some understanding of the Discourses of power and bureaucracy, they were not able to communicate or challenge as effectively. The research critiques current models of literacy provision for adults. Though aspects of the models can address specific literacy requirements in specific situations, none of the models including New Literacy Studies and critical literacies, sufficiently address the need to become bi-discoursal or develop the agency to affect decisions controlling their lives. Gypsies and Travellers fear formal education will lead to loss of identity, acculturation and assimilation, but without it they may lose what they seek to preserve. Different communities have different aspirations and face different tensions in different circumstances and each will make decisions accordingly. This research on Gypsies' and Travellers' perceptions and uses of literacy provides new insights into complex tensions and contradictions at both an empirical and theoretical level.
24
NOFUENTES, VANESSA CARVALHO. "A CHALLENGE THE SIZE OF THE NATION: THE CAMPAIGN OF THE BRAZILIAN LEAGUE AGAINST ILLITERACY (1915-1922)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13041@1.
Full textAbstract:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOEste trabalho se propôs a refletir sobre o contexto de fundação da Liga Brasileira Contra o Analfabetismo, compreendendo, através das estratégias de ação de sua primeira diretoria (1915-1922), os objetivos dos intelectuais envolvidos naquele projeto, engajados no combate ao analfabetismo em todo o Brasil. Buscamos também analisar seu lugar na História da Educação, uma vez que são raras as referências à Liga Brasileira Contra o Analfabetismo. Tal lugar acabou por ser definido pela historiografia através das críticas elaboradas pelos membros da Associação Brasileira de Educação, cujo discurso negaria experiências anteriores. O presente trabalho destaca que preocupações com a freqüência escolar, a falta de prédios adequados, material didático e com os modos civilizados e cívicos em uma escola moderna, que moralizava e civilizava, estavam presentes no movimento analisado. A campanha empreendida pela Liga encontrou apoio nos diversos cantos do Brasil, sobretudo através da atuação de Ligas estaduais e municipais. A análise destas ações evidencia que as Ligas atuavam em uma dupla direção ao coordenar ações de combate ao analfabetismo que incentivavam o engajamento e a mobilização da sociedade em favor da instrução e, ao mesmo tempo, chamar o Estado a atuar, exigindo sua intervenção em questões como a decretação da obrigatoriedade do Ensino Primário. Percebe-se que, entre memórias e esquecimentos, as Ligas fundadas durante a década de 1910 têm muito a nos revelar acerca da mobilização social neste país, demonstrando que a Primeira República representa um momento estratégico na História do Brasil.
This work proposes a reflection upon the context of the Against illiteracy Brazilian League`s foundation, observing, through the action strategies of its first administration (1915-1922), the intellectual goals involved on that project, engaged on the illiteracy combat all over the country. We also intent to analyze its place at the Education History, once the references about the Against illiteracy Brazilian League are rare. The mentioned place has been defined by the historiography through the criticisms elaborated by the Brazilian Education Association members whose speech denies previous experiences. This work detaches that preoccupations such as student`s frequency, the need of suitable constructions, teaching material and the civilized and civic patterns of the modern school, that moralized and civilized, could be found at the analyzed moment. The Campaign developed by the League has found support at several regions, above all through the actions of state and municipal Leagues. The analysis of these actions evidences that the Leagues worked in to ways: organizing illiteracy combat actions that stimulated the society engagement and mobilization pro instruction and, at the same time, call the State to act, demanding its intervention in questions like the basic education obligatoriness. We perceive that, between memories and forgetfulness, the Leagues created at the first decades of the XX century have much to reveal us about the social mobilization in this country, showing that Brazilian First Republic represents a strategic moment in Brazilian History.
25
Melrose, Andrew Denis. "The self-actualisation of the black Natal Parks Board employee." Thesis, University of Zululand, 1999. http://hdl.handle.net/10530/1137.
Full textAbstract:
Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 1999.In essence The study revolved around the following: • The level of illiteracy of black Natal Parks Board employees. • . actors which contribute to the level of illiteracy of Natal Parks Board employees. • To determine in the light of the findings obtained, certain guidelines towards the route to be followed by illiterates and semi-illiterates, in attaining a state of literacy. The research was specifically directed at the problems confronting adult illiterates and semi-illiterates in their striving for literacy. Both the factors influencing educational progress and the best route to be taken to attain to literacy were studied. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The respondents were selected at random from rural areas throughout KZN, from the learners from seven classes who have graduated from the basic Zulu, advanced Zulu and basic English classes and from people who are still awaiting incorporation into the adult literacy programme. A summary was presented and based on the findings of this study, the following recommendations were made: • Although there is already an ABET system and a bursary scheme currently operating in the NPB, it is nevertheless recommended that the NPB and other like-organisations should: reprioritise their goals from conservation of species to the development of staff, draw up clear education policies, identify current educational levels, all skills training courses should comply with the National Qualification Framework and that the individual's current knowledge, skills and experience should be recognised and certificated. • In order to fully update staff on educational and training possibilities in the NPB and other similar organisations it is recommended that employees should have a say in educational and skills training and courses should be regularly advertised throughout the organisation and education and training needs should be discussed with individual staff members. In a climate where the employer realises and accepts his obligations, the organisation's budget should reflect that education and skills training have a very high priority rating.
26
Amua-Sekyi, Ekua Tekyiwa. "Developing criticality in the context of mass higher education : investigating literacy practices on undergraduate courses in Ghanaian universities." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7447/.
Full textAbstract:
The study observed five introductory classes at the University of Cape Coast, Ghana, to find out what academic literacy practices are being engendered and how criticality is being fostered through those practices. The results are intended to help both myself, as a teacher researcher, and the university to identify how students make the difficult transition from expectations of literacy at secondary school to those at university. I observed lecturers and students in their classroom environment for a semester (16 weeks); interviewed lecturers who taught the courses observed and conducted five focus groups, made up of eight students each, with volunteers from each of the classes observed. These interviews were replicated in two other public universities: the Universities of Ghana and Kwame Nkrumah University of Science and Technology where two and five lecturers respectively participated in individual interviews, and eight students each participated in focus groups. Finally, I triangulated the data in order to identify emergent patterns of lecturers' and students' experiences with teaching and learning. The data indicates that students need more explicit teaching of the basic literacy skills they are assumed to have. Most students in the study had difficulty comprehending academic texts. Additionally, students rarely attempted to read their assigned texts beforehand since they had little experience in anticipating what to look for or connect with in the text. Student writing is poor, as they have no opportunity to practice continuous writing. In order to address the literacy difficulties of these students, there is the need to pay attention to institutional and faculty engagement practices which promote student learning. A major area for improvement is in encouraging lecturers to teach using more explicit methods so that students can move from where they are in their literacy competence to where lecturers expect them to be. The place to explain to students what is expected in a discipline is within that discipline (Skillen et al., 2001), rather than assume that students will automatically see the shift in expectations for each field of study. Although there was substantial consensus about the importance of criticality in lecturers' aims for student learning, this was not adequately translated into literacy practices. Massification has led to a preference for multiple-choice testing which has removed the need to read and write for assessment, inviting students out of the intellectual dialogue that characterizes the various disciplines as they engage critically and thoughtfully with course readings (Svinicki, 2005; Carroll, 2002). The findings of this study indicate that lecturers have only adapted to the changed circumstances of massification in ways that mean that the critical acquisition of academic literacies is diminished. The impact of massification on teaching and learning has resulted in lecturers feeling under pressure to teach in ways that conflict with their personal ideologies. To foster criticality in students lecturers will have to learn new skills as what may happen with a group of 20 cannot be translated into a group of hundred or more. There are policies in place to enhance teaching and learning but few mechanisms to implement them. In the most important sense that the university in its policy statements and course outlines values critical thinking and deep engagement with ideas and concepts, the practices described by students and lecturers are completely in tension. In order to address the literacy difficulties of students, universities will need to actively support lecturers in teaching reform efforts so as to respond to pressures on them to increase their output while maintaining quality. Significant progress is likely to come about only if universities are willing to invest in resources that are needed to experiment with institution-wide changes.
27
Ndlovu, Mpumelelo. "The Challenges Facing Adult Educators in Reducing Illiteracy among Adults above Twenty Years of Age: An Eastern Cape Case Study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8937_1276466677.
Full textAbstract:
This study analyses the challenges faced by adult educators in reducing illiteracy among adult above twenty years of age in the Eastern Cape. The focal point is on ascertaining why there is an increase in the percentage of illiteracy in the province despite a slight decrease in other provinces. Most importantly is the determination of the significant role played by adult educators. A qualitative approach is employed to pursue the aims of the study. Data is collected using semi-structured interviews. The study has shown that lack of monitoring and supervision by ABET administrators, lack of resources for skills development and language of instruction, all contribute to the increase in illiteracy rate in the Province. For administrators of adult learning programmes it is suggested that they become more familiar with operations at Adult Learning Centres and provide training including technical where appropriate. Designers of curriculum should select curriculum resources appropriate to adult learners. Providers of direct support to adult learners should ensure that training is provided on an ongoing basis. This training should focus on teaching methods and learning approaches (pedagogy) as well as the effective use of ABET learning and teaching guides.
28
Follette, Katherine Brutlag. "Filling in the Gaps: Illuminating (a) Clearing Mechanisms in Transitional Protoplanetary Disks, and (b) Quantitative Illiteracy among Undergraduate Science Students." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338735.
Full textAbstract:
What processes are responsible for the dispersal of protoplanetary disks? In this dissertation, beginning with a brief Introduction to planet detection, disk dispersal and high-contrast imaging in Chapter 1, I will describe how ground-based adaptive optics (AO) imaging can help to inform these processes. Chapter 2 presents Polarized Differential Imaging (PDI) of the transitional disk SR21 at H-band taken as part of the Strategic Exploration of Exoplanets and Disks with Subaru (SEEDS). These observations were the first to show that transition disk cavities can appear markedly different at different wavelengths. The observation that the sub-mm cavity is absent in NIR scattered light is consistent with grain filtration at a planet-induced gap edge. Chapter 3 presents SEEDS data of the transition disk Oph IRS 48. This highly asymmetrical disk is also most consistent with a planet-induced clearing mechanism. In particular, the images reveal both the disk cavity and a spiral arm/divot that had not been imaged previously. This study demonstrates the power of multiwavelength PDI imaging to verify disk structure and to probe azimuthal variation in grain properties. Chapter 4 presents Magellan visible light adaptive optics imaging of the silhouette disk Orion 218-354. In addition to its technical merits, these observations reveal the surprising fact that this very young disk is optically thin at H-alpha. The simplest explanation for this observation is that significant grain growth has occurred in this disk, which may be responsible for the pre-transitional nature of its SED. Chapter 5 presents brief descriptions of several other works-in-progress that build on my previous work. These include the MagAO Giant Accreting Protoplanet Survey (GAPlanetS), which will probe the inner regions of transition disks at unprecedented resolution in search of young planets in the process of formation. Chapters 6-8 represent my educational research in quantitative literacy, beginning with an introduction to the literature and study motivation in Chapter 6. Chapter 7 describes the development and validation of the Quantitative Reasoning for College Science (QuaRCS) Assessment instrument. Chapter 8 briefly describes the next steps for Phase II of the QuaRCS study.
29
MacKay, Tommy. "Improving children's literacy in areas of socio-economic disadvantage : the design and evaluation of a strategy to address underachievement and illiteracy." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417344.
Full text
30
Santarosa, Adriane. "Concepções dos professores sobre a alfabetização : um estudo com base no construtivismo piagetiano." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251799.
Full textAbstract:
Orientador: Orly Zucatto Mantovani de AssisDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-09T12:49:15Z (GMT). No. of bitstreams: 1 Santarosa_Adriane_M.pdf: 1454513 bytes, checksum: 8af98af324d27d3a8917154cd2d16d06 (MD5) Previous issue date: 2007
Resumo: O objetivo desse estudo consistiu em verificar se professores que realizaram um curso de formação continuada de alfabetização entre os anos de 2003 a 2006, demonstram um desempenho satisfatório em situações que se referem à teoria da psicogênese da língua escrita também o tem na escolha de atividades que são propostas às crianças que estão aprendendo a ler e escrever. Participaram dessa pesquisa 30 professores que trabalham como docentes nos níveis de ensino Infantil e Fundamental de 1ª a 4ª séries na cidade de Americana e que participaram de formação continuada em alfabetização. Foi utilizado como instrumento de coleta de dados um questionário, elaborado pela própria pesquisadora, que se referia a teoria da psicogênese da língua escrita e a procedimentos didáticos dos professores. A análise dos dados foi realizada por um instrumento semelhante à escala Likert para os participantes mensurarem num contínuo de 1 a 5 a opinião que possuem sobre afirmações sobre a psicogênese da escrita na perspectiva de Emilia Ferreiro e situações de sala de aula envolvendo o processo de alfabetização. O estudo teve como fundamentação teórica a psicogênese da língua escrita defendida por Emilia Ferreiro e Ana Teberosky no ano de 1979. Para os dados foi utilizada uma análise estatística descritiva com apresentação de tabelas de freqüências para variáveis categóricas e medidas de posição e dispersão para variáveis contínuas. Para verificação de associação linear entre duas variáveis foi utilizado o coeficiente estatístico de Spearm. Os resultados apontaram que não há uma relação entre nível de desempenho favorável nas questões que se referem à teoria e nas questões que se referem a procedimentos práticos
Abstract: The objective of this study consisted in verifying whether teachers who show a satisfactory performance in situations which refer to written language psychogenesis theory also they have it on the choice of activities that are given to children who are learning to read and write. Teachers of kindergarden and elementary school from 1st to 4th grades from Americana city participated in this research and also took part in reading and writing courses in the last years. The data collector instrument that was used was a questionary which referred to the written language psychogenesis and to the teachers' teaching procedures. The study had as theoretical basis the written language psychogenesis defined by Emilia Ferreiro and Ana Teberosky in 1979.The data analisys was accomplished by an instrument similar to Likert scale where the subjects set from 1 to 5 their opinion about statements on the written language psychogenesis from Emilia Ferreiro' perspective and classroom situations involving the alphabetization process. For the data it was used a descriptive statistical analisys with tables of frequencies for categorical variables and measures of position and dispersion for continuum variables. It was used the statistical coefficient of Spearm for verification of linear association between two variables. The results showed that there is no relationship of favorable performance between the questions that refer to theory and the questions that refer to practical procedures
Mestrado
Psicologia, Desenvolvimento Humano e Educação
Mestre em Educação
31
Sperrhake, Renata. "O saber estatístico como dizer verdadeiro sobre a alfabetização, o analfabetismo e o alfabetismo/letramento." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72138.
Full textAbstract:
Nesta Dissertação de Mestrado tenho como objetivo compreender de que modo o saber estatístico se constitui em um dizer de verdadeiro e como ele opera na produção discursiva da alfabetização, do analfabetismo e do alfabetismo/letramento. Tal estudo se inscreve no referencial teórico-metodológico dos Estudos Culturais em Educação em vertente pós-estruturalista. Inspiro-me nas teorizações de Michel Foucault e utilizo os conceitos de discurso, verdade, biopolítica e governamentalidade. Com o primeiro movimento que realizei no trabalho busquei elencar alguns aspectos históricos e técnicos da constituição da estatística, pois se supõe que esses elementos (históricos e técnicos) conferem às estatísticas um status de verdade. Também trouxe as contribuições de Michel Foucault ao estudo do saber estatístico como um saber necessário ao governamento da população. O segundo movimento consistiu-se em pesquisar as maneiras pelas quais os saberes sobre a leitura e a escrita são quantificados, com quais instrumentos, a partir de quais entendimentos sobre alfabetização e alfabetismo/letramento. Assim, analisei algumas formas de produção de estatísticas sobre alfabetização, analfabetismo e alfabetismo/letramento. O material empírico da pesquisa é composto por artigos acadêmicos de revistas de Educação e de Estatística, resumos de dissertações e teses, e por matérias jornalísticas de publicações impressas e digitais. Nas análises mostrei que o saber estatístico opera na produção discursiva da alfabetização de três maneiras: como material empírico, como procedimento metodológico e fazendose referência às estatísticas ou ao saber estatístico. Além disso, mostrei que essa produção discursiva opera com dados estatísticos utilizando tanto percentuais quanto números absolutos para uma mesma informação, trazendo rankings e mostrando dados que possibilitam comparações. A partir das análises pude mostrar ainda algumas estratégias utilizadas para “fazer falar” os dados, como os comentários dos especialistas, e foi possível visibilizar a formação de professores como a causa e a solução para os baixos e para os altos índices de alfabetização e de alfabetismo/letramento. Discuti a invenção dos níveis de alfabetismo/letramento entendendo-os nesta pesquisa como gradiente de alfabetismo/letramento que operam na multiplicação das posições do sujeito alfabetizado. Em síntese, com as diferentes análises realizadas nessa dissertação, mostrei que o saber estatístico opera como um dizer verdadeiro na produção discursiva da alfabetização, do analfabetismo e do alfabetismo/letramento, na medida em que é capaz de produzir saberes que posicionam os sujeitos quando da sua relação com a leitura e a escrita.This Master Thesis aims to understand how the statistical knowledge constitutes a discourse of truth and how it operates in the discursive production of literacy, alphabetization and illiteracy / literacy. This study falls within the theoretical and methodological framework of Cultural Studies in Education in a poststructuralist strand. Based upon theories of Michel Foucault, the concepts of discourse, truth, biopolitics and governmentality are found here. This paper has aimed primarily to list some historical and technical aspects of the constitution of statistics, because it is assumed that these elements (historical and technical) provide statistics a status of truth. As well as, it was brought the contributions of Michel Foucault to the study of statistical knowledge as a needed knowledge to govern the population. The second motion consisted in researching the ways in which knowledge about reading and writing are quantified, with which instruments, from which understandings about alphabetization and alphabetic literacy / literacy. Thus, some ways of producing statistics on alphabetic literacy, literacy and illiteracy / literacy were analyzed. The research’s empirical material consists of academic papers and magazines of Education and Statistics, besides, newspaper articles of printed and digital publications. The analyses showed that the statistical knowledge operates in the discursive production of literacy in three ways: as empirical material, methodological procedure and by making reference to statistics or statistical knowledge. Furthermore, it was shown that this discourse production operates statistical data using both percentages and absolute numbers for the same information, also bringing rankings and showing data that allow comparisons. The analyses also showed some strategies used to "talk to" the data, as the comments from experts, and allowed visualization of teacher’s educational background as a cause and solution for the low and high rates of alphabetization and alphabetic literacy / literacy. There were discussions on the invention of levels of alphabetic literacy / literacy, understanding them in this research as gradient of alphabetic literacy / literacy operating in proliferation of the literate subjects’ position. In summary, the different analyzes performed in this dissertation showed that the statistical knowledge operates as a real ‘say’ in the discursive production of alphabetization, alphabetic literacy and illiteracy / literacy, as it is capable of producing knowledge that positions the subject related to reading and writing.
32
Ukwuani, Godwin Chinedu. "Neutralizing Boko Haram Resurgency: Power of Targeted Holistic Education Policies." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6748.
Full textAbstract:
Boko Haram (BH) insurgency is driven by Islamist ideology and hegemony, nurtured mainly on failed education and sociopolitical policies and less by economic realities in Nigeria. Military counterinsurgency (hard COIN) successes are necessary but not sufficient to neutralize resurgence. The framework for this study was behavior modification by targeted holistic education policy (THEP) over ruminated frustration-aggression of drive theory. The purpose of this cross-sectional study was to conduct a survey of educated participants (N = 95), randomly selected from education campuses in Nigeria, to estimate the power (relationship) of THEP over time to neutralize BH resurgence (NBHR). The data from a survey developed for this study were analyzed with descriptive, ANOVA, ANCOVA, and MANCOVA statistics. The powers of THEP applied from nursery through college (age 21) to NBHR or reduce the foot soldiers' recruitment pools (FSRP) and correlations were evaluated. All 7 regression models rejected the null hypotheses. THEP and covariables including illiteracy (IL), political conspiracy (PC) or Islamic hegemony (IH), religious extremism (RE), and economic realities (ER) were related to NBHR. PC correlated inversely with THEP and IL inversely with reducing FSRP. ER had the least impetus (power) to drive resurgence. The results of this study can be used to promote positive social change by providing information on the prospects (estimated power) of THEP, acting with other COIN measures, to NBHR. The study may contribute to a better understanding of the impetus and solution to BH resurgence, but calls for further investigation into the power of nonmilitary COIN, particularly THEP, in Nigeria.
33
Dewing, Joy Elise. "A two-tiered approach to a Buddy Reading Programme for struggling adolescent readers." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7577/.
Full textAbstract:
This thesis reports on a study of the effects of a two-tiered Buddy Reading Programme on the reading skills of 12 to 14 year old middle school students in a high-poverty urban school in a Midwestern United States school. The research took place during one school year with white and African American students. The research, influenced by action research, was in the form of a Buddy Reading intervention programme using a reciprocal teaching model, within a constructivist paradigm. The key finding of the study was that the social nature of the programme allowed the middle school students to rehearse texts, engage in dialogue surrounding texts, and led to improvement in the affective aspects of reading, as well as in reading skills. This social aspect led many of the students to engage in literacy activities beyond those required either for the programme or in classroom instruction. A second finding of the study was that a comprehensive, balanced approach to literacy instruction was effective for simulating the process of reading for the struggling readers and leading them to emulate the reading processes of proficient readers. Through the programme, the students were immersed in a literacy-rich environment and interacted with texts in a positive, natural way.
34
Lushombo, Léocadie Wabo. "Imagining an Ethics of Political Participation for Women in Sub-Saharan Africa: A Sophialogical Hermeneutic." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108732.
Full textAbstract:
Thesis advisor: Lisa S. CahillThe dissertation draws upon African and Christian ethics as well as on African women's experiences of resistance to violations of their human dignity and womanhood. It takes a theological approach drawing on resources including African women’s theology, Jon Sobrino, Emmanuel Katongole, and Catholic social teaching. An important lens for diagnosing the problems faced by women in Sub-Saharan Africa is Engelbert Mveng’s concept of “anthropological poverty.” This concept refers to the multiple aspects of the loss of dignity resulting from slavery and colonialism; a basic argument of this dissertation is that anthropological poverty affects women in unique ways, that are exacerbated by religious and cultural histories of oppression of women. To address this situation, I will advocate for an interplay between the sacredness of life of every individual that is a salient principle of Christian ethics and the collective consciousness of solidarity that is distinctive of African cultures. The dissertation uses the narratives of abuse of women from the Democratic Republic of Congo that mirror those of Sub-Saharan African women more generally. It argues that these abuses impoverish women not only economically but also and especially anthropologically. While anthropological poverty is rooted in the history of slavery and colonization of African nations, it continues to be worsened by an intermingling of androcentric Christian views with the cultural patriarchal gender biases which significantly shape women's identity and women’s roles in society. Another factor that worsens women's anthropological poverty is sexual violence, especially rape used as a weapon of war. The dissertation argues that the Catholic social teaching's discourse of the preferential option for the poor overlooks the ways these factors doubly impoverish women and obstruct their political participation in society. The Church's teaching tends to focus on economic over anthropological poverty. The dissertation undertakes the task of moral imagination using narrative criticism as a method of biblical exegesis. It assesses the foundations of the political participation of women in African traditions and Scriptures, using the feminist biblical lens of Elisabeth Schüssler Fiorenza, "discipleship of equals." Through a "sophialogical" hermeneutic, the dissertation identifies the epistemology that arises from women's resistance to anthropological poverty. From the perspectives of Latin American liberation theology and a political theology of hope for Africa, it theorizes that the passion of anger offers a particular epistemology of liberation, and can become a praiseworthy and effective means of women’s social participation when it is solidaristic and resistant. The dissertation concludes by assessing the extent to which Catholic social teaching on the preferential option for the poor lacks an adequate analysis of women's specific poverty. The option for the poor needs to regard women's suffering and responses to suffering as loci theologici. This option needs to consider the "conative interruption" dimension of anger that women's narratives disclose as a sign of the times. The dissertation resolves that the Christian virtues of fortitude and prudence need to be rearticulated in the contexts of grave abuses of womanhood, connecting them to solidaristic and resistant anger through which women's sacredness of life can be significantly ennobled
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology
35
Varisli, Tugce. "Evaluating Eighth Grade Students'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610808/index.pdf.
Full textAbstract:
The purpose of this study is to evaluate eighth grade students&rsquoenvironmental literacy (knowledge, attitude, sensitivity and concern) level and to assess effects of socio-demographic variables (gender, parents&rsquo
educational level, parents&rsquo
work status and source of information about environmental knowledge) on their environmental literacy level. A total of 437 (212 girls and 225 boys) eight grade public school students are administered Environmental Literacy Test which includes four parts
knowledge (20 items), attitude (10 items), sensitivity (19 items), concern (12 items). Descriptive analysis showed that students have positive attitude and high degrees of concern and sensitivity toward environment
however they have low to moderate levels of environmental knowledge. In order to evaluate the role of socio-demographic variables on students&rsquo
environmental literacy level, six separate one-way MANOVAs were conducted. The results revealed that
a) there is significant effect of gender on students&rsquo
environmental literacy regarding to concern, in favor of girls, b) there is a significant effect of parents&rsquo
educational level on students&rsquo
environmental literacy
c) there is a significant effect of mothers&rsquo
work status on students&rsquo
environmental literacy and d) there is not a significant effect of source of information about environment on students&rsquo
environmental literacy.
36
Smyser, Heather, and Heather Smyser. "The Goldilocks of Variability and Complexity: The Acquisition of Mental Orthographic Representations in Emergent Refugee Readers." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621067.
Full textAbstract:
Refugee adult language learners in the United States need alphabetic print literacy in English in order to successfully integrate into their adoptive societies and find meaningful employment. Accurate spelling and word recognition are important for completing forms about medical history, school paperwork, job applications, and social benefits. To aid in their integration, adult refugees are often enrolled in English courses targeted to those with low levels of education and alphabetic print literacy. However, many leave without having achieved a level of print literacy necessary for economic or social purposes. Current teaching approaches for alphabetic print literacy are either social- (Bigelow & Vinogradov, 2011) or skills-based (Burt, Peyton,& Adams, 2003; Haverson & Haynes, 1982) approaches. They are ineffective for meeting student learning needs within the six-month time frame for self-sufficiency imposed by U.S. refugee resettlement (U.S. Committee for Refugees and Immigrants, 2015). The purpose of this project was to see if using two principles of implicit learning: variability and complexity, would help low literate refugee English learners enrolled in English classes to accurately spell and perceive words in their curriculum. Specifically, the use of high variability visual input was contrasted with high and low linguistic complexity. Stimuli with high visual variability and low linguistic complexity proved the right combination for successful word learning for this population.
37
Arrazola, Andres A. "Deconstructing the Religious Archive and its Secular Component and its Relationship to Violence." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/472.
Full textAbstract:
The thesis argues for the inclusion of the study of religion within the public school curriculum. It argues that the whole division between “religious” and “secular” spaces and institutions is itself rooted in a specific religious tradition. Using the theories of Jacques Derrida, I argue that, unless the present process of globalization is tempered with alternative models of organizing that don’t include this secular/sacred division, the very process of Western globalization acts as a moral religion. Derrida calls this process “globalatinization,” the imposition of Western defined institutions upon other cultures. The process creates a type of religious violence through act of imposing notions of “secular/public” and “sacred/private.” Drawing from Mark Juergensmeyer’s theory of religious violence, and Derrida’s and Foucault’s understanding of discursive formations, I argue that religious studies should enter this “secular/public” space in the form of educating about the world’s religions. Such education would go a long way in preventing the demonization of the “other” through promoting empathy, understanding, and respect for “other” traditions. Finally, education would provide a needed self-critique of the dividing of “secular/sacred” in contemporary Western life.
38
SOUZA, Bianca Nogueira da Silva. "Alfabetização e legitimidade: a trajetória do mobral entre os anos 1970-1980." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/19071.
Full textAbstract:
Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-06-09T18:04:45Z
No. of bitstreams: 2
license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5)
Bianca Nogueira da Silva Souza - Doutorado em História PPGH - 2016.pdf: 5791858 bytes, checksum: da980b1fcfe9d0c79135995a98e9cc25 (MD5)Made available in DSpace on 2017-06-09T18:04:45Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Bianca Nogueira da Silva Souza - Doutorado em História PPGH - 2016.pdf: 5791858 bytes, checksum: da980b1fcfe9d0c79135995a98e9cc25 (MD5) Previous issue date: 2016-05-11
O Movimento brasileiro de Alfabetização – Mobral – é um produto do governo militar em toda sua extensão (1964-1985). Como tal ele carrega as credenciais de quem o gerou, nutriu e pôs em vigência. Ao longo de sua existência o Mobral perseguiu o ideal de “erradicar o analfabetismo no país” à medida que, com suas práticas, buscava conferir graus crescentes de legitimidade a um regime de exceção. Este trabalho pretende pôr em discussão interesses, alcances, fragilidades e a herança histórica deixada pelo Mobral para os anais da educação brasileira. Para isso analisei-o tanto em seus aspectos materiais quanto humanos dentro da estrutura do governo, a partir de cartas escritas por alunos e alfabetizadores, jornais didáticos e outros periódicos de circulação geral, cartilhas de alfabetização e entrevistas com personagens que compuseram este cenário. Com base nessas fontes pude criar, como faz um artesão com seus retalhos, um mosaico da história da educação popular no Brasil entre as décadas de 1970 e 1980. Os resultados encontrados pela pesquisa apontam para uma ressignificação do Mobral enquanto projeto pedagógico e ideológico ao longo do tempo: de sinônimo de alfabetização e desenvolvimento humano a sigla passou a termo pejorativo, sendo associada à ignorância e ao analfabetismo. A mudança no tom e no sentido carrega ainda como consequência o questionamento moral e político do governo militar e seus feitos no campo educacional.
The Brazilian Literacy Movement - Mobral - is a Brazilian military government product (1964-1985) in its entire scope. As such it carries the credentials of those who created, nourished and put it into effect. Throughout its existence the Mobral pursued the ideal of "eradicating illiteracy in the country" as with its practices, sought to give increasing degrees of legitimacy to a regime of exception. This work aims to discuss the interests, achievements, weaknesses and the historical legacy of Mobral to the annals of the Brazilian education. For this I analyzed it both in its material and human aspects within the government structure, from letters written by students and teachers, educational journals and other general circulation newspapers, literacy primers and interviews with characters that made up this scenario. From these sources I was able to compose, as a craftsman does with his patchwork, a mosaic of the history of popular education in Brazil from the 1970s to the 1980s. The results of the survey point to a redefinition of Mobral as a pedagogical and ideological project over time: From synonymous with literacy and human development the acronym came to be remembered in a derogatory manner, being associated with ignorance and illiteracy. The change in tone and sense of the meaning of Mobral for history still carries as a consequence the moral and political questioning of the military government and its achievements in the educational field.
39
Leão, Michele de. "A participação de Rui Barbosa na reforma eleitoral que excluiu os analfabetos do direito de voto no Brasil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/71268.
Full textAbstract:
O presente estudo tem como objetivo verificar a participação e a influência de Rui Barbosa na reforma eleitoral para introdução do voto direto no Brasil que, resultando na Lei Saraiva (1881), acabou por excluir os analfabetos do direito de voto. Esta pesquisa também busca: investigar qual era o liberalismo que Rui Barbosa representava e qual a posição assumida por ele no contexto da reforma eleitoral; examinar por que, para o governo e as elites, até mesmo para a grande maioria dos parlamentares liberais, especialmente no que se refere a Rui Barbosa, que se posicionou fortemente pela “exclusão” dos analfabetos do direito de voto, o voto dos analfabetos passou a ser um problema, o que não era até então; e, constatar qual o entendimento de classe social que norteava o pensamento de Rui Barbosa no momento em que ele afirmou que a reforma eleitoral, ao excluir o analfabeto do direito de voto, não estaria constituindo uma exclusão de classe. O presente estudo realiza uma interface entre a História Social e a História Política. Pois, essa pesquisa procura relacionar questões políticas com as suas correlativas questões sociais. Assim, apesar de minha atenção estar voltada continuamente para uma figura de destaque da política nacional, o então deputado Rui Barbosa, essa dissertação busca não se limitar somente às suas ações isoladas, mas sim, verificar como que posições e decisões dos políticos nacionais se refletiram e afetaram a vida das grandes massas. Mais especificamente, como que as ações tomadas por políticos brasileiros, em um dado momento da nossa história, decidiram quem poderia e quem não poderia, daí em diante, ter o direito de participar da vida política do país.The present study aims to verify the participation and influence of Rui Barbosa in the electoral reform to introduce direct voting in Brazil that, resulting in the Saraiva Law (1881), turned out excluding the illiterate of the right to vote. This research also seeks to investigate what was the liberalism that Rui Barbosa represented and what position had been taken by him in the electoral reform; to examine why, to the Government and the elites, even for the vast majority of liberal parliamentarians, particularly in relation to Rui Barbosa, who strongly had positioned himself in favor of "excluding" the illiterate of the right to vote, the vote of the illiterate became a problem, which was not until then; and to see what had been the understanding of social class that had been Rui Barbosa’s guidance at the time when he said that the electoral reform’s disenfranchising the illiterates of voting rights, would not be an exclusion of class. The present study provides an interface between the Social History and Political History. Therefore, this research seeks to link political issues with its correlative social issues. So, despite my attention be continuously focused on a prominent figure of the national politics, the Congressman Rui Barbosa, this dissertation will not be limited only to their actions, but rather, verify how national politicians' decisions and positions reflected and affected the lives of the lower class. More specifically, how the actions taken by Brazilian politicians, at any given moment in our history, decided who could and who could not, thereafter, be entitled to participate in the political life of the country.
40
Mumtaz, Danish Kasim. "Just $10 A Month: A Television Advertising Campaign." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4193/.
Full textAbstract:
This written thesis accompanies three television public service announcement spots. Two of the spots are 60 seconds and one of the spots is 45 seconds in length. I produced this public service television advertising campaign to highlight the issue of child illiteracy in Pakistan and to encourage expatriate and resident Pakistani's to donate to educational charities. A Website created by the filmmaker is promoted in the campaign. This Website provides information about various charities that educate children in Pakistan. Detailed accounts of pre-production, production and post-production of the campaign allow the viewer to comprehend the challenges in producing television campaigns for social causes. Theoretical issues are also discussed, including the causes of illiteracy, the importance and role of social campaigns, the history and uses of propaganda as well as the aesthetic concerns of a public service campaign producer. I discuss the importance of creating the culture of public service campaigns in a third world country like Pakistan, and states that the Pakistani community needs to look inwards to overcome the challenge of illiteracy.
41
Beauzac, Christolene Bernardine. "The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2433_1304586568.
Full textAbstract:
The research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.
42
Marendaz, Simone Aparecida [UNESP]. "Leitura: algumas reflexões sobre teoria e prática no contexto escolar." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/91740.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:25:28Z (GMT). No. of bitstreams: 0
Previous issue date: 2005-09-12Bitstream added on 2014-06-13T20:13:57Z : No. of bitstreams: 1
marendaz_sa_me_assis.pdf: 433646 bytes, checksum: 5671b3cfd9508fe1574b7a72bba8f256 (MD5)Este trabalho, de base teórica, faz algumas reflexões acerca da leitura e suas implicações no cotidiano escolar; levanta questões de analfabetismo funcional, letramento, papel da escola formadora, metodologia avaliativa contínua e sistemática no ensino. A partir de pesquisa bibliográfica, analisa dados sobre leitura principalmente nas séries iniciais da escola pública e procura revelar como ocorre o processo de alfabetização, como se dá a interação aluno-leitura-escrita. Considera, ainda, as condições econômicas e culturais de estudantes, em sua maioria de escolas públicas, e qual a relação destas condições, como conseqüência, com a falta de gosto pela leitura e com a falta de leitores proficientes, fatores que muitas vezes dificultam a chegada à Universidade. As concepções apresentadas estão todas centradas numa prática social, interacionista, permitindo, assim, um diálogo com o texto e assumindo uma posição crítica e ativa diante de fatos cotidianos, circunstância que poderá causar mudança de comportamento do leitor, uma vez que a leitura é condicionadora de comportamentos e também responsável pela produção de sentido. A proposta é afirmar que leitura não significa mera decodificação do código lingüístico; possui um papel de grande relevância na formação do indivíduo e deverá fazer parte de sua vida, prepará-lo para interagir com o mundo, para posicionar-se criticamente diante da própria realidade. Parte dessa tarefa árdua cabe ao professor de Língua Portuguesa.
This work makes some reflections about reading and its implications in scholar quotidian, talks about reading in a very wide-ranging aspect, rises questions of functional illiteracy, letramento, role of forming school, systematical and continuous evaluating methodology in teaching. Done specially with basis in bibliographic research, characterizing it as theoretic this paper, analyzes information about reading in Grade School from Public School and tries to demonstrate how the teaching reading-writing process occurs, how the interaction writing and reading-student happens and the way that reading and writing are in the student's mind. Yet, it considers the Brazilian students' cultural and economic conditions, mainly from High School, most of them from Public School, having as social consequence the lack of liking for reading, lack of proficient readers, that many times don't get entering the university. The conceptions presented are all centered in a social practice, interactive, permitting this way a dialog with the text, assuming a critic and active position front of the quotidian facts , what can cause change of behavior of the reader, once the reading is conditioning of behavior and also responsible for the production of sense. The work tries to assert that reading doesn't mean mere decoding of linguistic code, it owns a role of great relevance in the forming of person and should make part of his/ her life, prepare him/ her to interact with the world, to position critically front of own reality. Part of this hard work is up to the teacher of Portuguese Language.
43
Oliveira, Fatima Rosane de Almeida. "Incidência, fatores preditores e consequências do delirium no pós-operatório de cirurgia cardíaca em idosos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5131/tde-11092015-160812/.
Full textAbstract:
Delirium é um estado confusional agudo caracterizado por um distúrbio de consciência, alteração na cognição e curso flutuante ao longo do dia. É a complicação mais comum observada em idosos hospitalizados. É freqüente no pós-operatório de cirurgia cardíaca, e pode chegar a taxas tão altas quanto 73% em pacientes mais idosos. Pacientes com delirium apresentam maior risco de morte, demência e institucionalização, aumento do tempo de internação hospitalar e dos custos. Os objetivos deste estudo foram: 1) determinar a incidência do delirium no pós-operatório de cirurgia cardíaca em idosos; 2) identificar fatores predisponentes e precipitantes neste contexto; 3) avaliar a relação entre delirium e morbimortalidade por até 18 meses de seguimento. Este estudo foi observacional, prospectivo, tipo coorte, realizado no Hospital de Messejana no período de Setembro/2011 à Dezembro/2013. Foram estudados 173 pacientes com idade > 60 anos. Antes da cirurgia, os pacientes foram avaliados quanto à função cognitiva através do MEEM e TFV, e pelo CAM, para determinar a presença de delirium pré-operatório, motivo de exclusão do estudo. Foram registradas variáveis referentes aos dados demográficos, doenças prévias, medicações utilizadas, e calculado o risco de mortalidade cirúrgica para cada paciente através do EuroSCORE II. Resultados de exames pré-operatórios como ECG, ecodopplercardiograma, cateterismo cardíaco, Doppler de carótidas e exames laboratoriais também foram registrados. Durante a cirurgia, as variáveis avaliadas foram o tempo de CEC e clampeamento de aorta, duração da cirurgia e anestesia e uso de hemoderivados. Como variáveis pós-operatórias foram analisados o TIOT, tempo de permanência na UTI, presença de disfunção renal, hipoxemia. O delirium foi avaliado pelo CAM-ICU no pós-operatório. Para o desfecho composto foram registrados óbitos por todas as causas, infecções e IAM perioperatório identificados até a alta hospitalar ou 30 dias após a cirurgia. Os pacientes foram seguidos por um período de 12 a 18 meses e registrados eventos como óbitos, reinternações e demência, através de nova avaliação com MEEM e TFV. Após análise univariada foi realizada análise multivariada por regressão logística múltipla para identificar as variáveis independentes. A idade média dos pacientes foi 69,5 + 5,8. Cerca de 75,14% eram hipertensos e 39,88% eram diabéticos. A média do EuroSCORE II foi 4,06 + 3,86. Cerca de 30,06% eram analfabetos. A média do grau de escolaridade foi 3,05 + 3,08 anos. A incidência do delirium foi 34,1%. Em 70% dos casos, o delirium foi detectado nos dois primeiros dias após a cirurgia. Foram identificados o grau de escolaridade (OR = 0,81; IC 95% 0,71 - 0,92; p=0,002), HAS (OR = 2,73; IC 95% 1,16 - 6,40; p=0,021) e a presença de valvopatia mitral ( OR = 2,93; IC 95% 1,32 - 6,50; p=0,008) como fatores predisponentes independentes para delirium. Como fator precipitante independente foi identificado o tempo de internação na UTI com OR=1,18; IC 95% 1,07 - 1,30 e p=0,001. O delirium foi fator de risco independente para o desfecho composto com OR=2,35; IC 95% 1,20 - 4,58 e p=0,012, além do TIOT > 900 minutos (OR=2,50; IC 95% 1,30 - 4,80; p=0,006) após análise multivariada. Não houve relação entre delirium e óbito após alta hospitalar, demência ou taxa de reinternação durante o seguimentoDelirium is an acute and transient syndrome with features of inattention and global cognitive dysfunction over the time. Among elderly hospitalized patients is the most common complication. The postoperative cardiac surgery delirium occurs in 73% in older patients. Delirium patients, have prominent risk factors for dementia, institutionalization, death, hospital care and increased cost of healthcare. The aims of this study were: 1) to determine the incidence of postoperative cardiac delirium, focusing particularly on elderly individuals; 2) to identify the predisposing and precipitating factors of delirium; 3) evaluate the morbi-mortality associated with delirium in a follow up of eighteen months. A prospective observational cohort study (n=173) patients, aged >= 60 years, admitted at Heart and Lung Messejana\'s Hospital between September/2011 to December/2013. Before the surgery, the Mini-Mental Status Examination (MMSE) and Verbal Fluency Test (VFT) were administered to assess patient\'s cognitive functioning. The patients were screened for delirium using the Confusion Assessment Method (CAM). Patients were excluded preoperatively if they met criteria for delirium. Variables related to demographic data, previous diseases, medications were recorded and EuroSCORE II calculated the risk of surgical mortality for each patient. Results of preoperative tests, like ECG, echocardiography, cardiac catheterization, carotid Doppler ultrassound and laboratory tests were also recorded. During the surgery, variables were ECC (extracorporeal circulation) and aortic clamping time, duration of surgery and anesthesia, and blood products were also recorded. Postoperative variables analyzed were: the orotracheal intubation time (OIT), length of stay in the ICU, renal dysfunction and hypoxemia. The postoperative delirium was accessed by CAM-ICU. Mortality from any cause, infection and perioperative myocardial infarction, identified until hospital discharge or 30 days after surgery were predefined as the composite endpoint. During a follow up of 12 to 18 months, a new assessment using MMSE and VFT were held; events such as, deaths, readmissions and dementia were recorded. Multivariate analysis was performed by multiple logistic regressions to identify independent variables. Patients aged 69.5 ± 5.8. About 75.14% were hypertensive; 39.88% were diabetic. The mean EuroSCORE II was 4.06±3.86. About 30.06% were illiterate; an average 3.05 ± 3.08 years of school. In 70% of cases, delirium was detected at the first two days after surgery with an incidence of 34.1%. The degree of literacy (OR = 0,81; 95% CI 0,71 - 0,92; p=0,002), hypertension (OR = 2,73; 95% CI 1,16 - 6,40; p=0,021) and mitral valve disease (OR = 2,93; 95% CI 1,32 - 6,50; p=0,008) were independently associated with delirium. Longer ICU length of stay (OR=1,18; 95% CI 1,07 - 1,30; p=0,001) was also independently associated with delirium as a precipitation factor. Delirium was an independent risk factor for the composite outcome (OR = 2.35; 95% CI 1.20 - 4.58 and p = 0.012); OIT > 900 minutes (OR = 2.50; 95% CI 1.30 - 4.80; p = 0.006) after multivariate analysis. There was no relationship between delirium and mortality after hospital discharge, as well as, dementia or hospital readmission during follow up
44
SILVA, Darlene Rosa da. "Aspectos socioeconômicos e de (não)escolaridade dos moradores do Paredão e da Costa Bica (Piratini, RS)." Universidade Federal de Pelotas, 2010. http://repositorio.ufpel.edu.br/handle/ri/1743.
Full textAbstract:
Made available in DSpace on 2014-08-20T13:48:25Z (GMT). No. of bitstreams: 1
Darlene_Rosa_Silva_Dissertacao.pdf: 12357927 bytes, checksum: 7f8a76bfe94284c4b3a6de4ae5f81763 (MD5)
Previous issue date: 2010-08-30This study is a qualitative and quantitative investigation. It has the aim to show the social and economic conditions, as well as the non-schooling, of people who live in Paredão and Costa do Bica (Piratini, RS). The study was developed in the months of January and February of the year 2008, when 114 families were visited, being 57 in Paredão and 57 in Cost do Bica. The main source of data consisted in structured interviews. From the interviews it was possible to collect data from 344 people. The responsible ones for the information were the 144 people who were available to answer the questions, as well as they could sign the authorization for public use of the collected data. The constant information from interviews which are shown in this study are about the social and economical conditions of the people who live in Paredão and Costa do Bica, and it is also about the non-schooling - the main focus of the dissertation. According to the non-schooling data of the people who live in Paredão and Costa do Bica, four basic points were revealed: the ones who were not in school age; the ones who were already enrolled in the City and the State Public Schools; the ones who were not at school anymore; and ones who have never been to school. The analisys that focus mainly the ones who are more than fifteen years old, are based on Ferraro Ferraro (1999; 2002; 2004), Galvão (2007), Pinto (2000), Ribeiro (1997; 2004; 2006), theories, besides others. The collected data from the structured interviews reveal that among people who are 15 or more, 40% are illiterate. The analisys indicated that illiteracy, in the mentioned areas, is related to social, historical and educational factors. Besides illiteracy, it was noticed, among other aspects, that children in obligatory school age do attend teaching public institutions, however those ones who are more than fourteen years old, and out of the obligation to attend school, experience school exclusion processes, since the schools do not provide the students who come from rural areas, with oportunities for being kept at school.
Este estudo, uma investigação quali-quantitativa, tem como objetivo apresentar as condições socioeconômicas e de (não)escolaridade dos moradores do Paredão e da Costa do Bica (Piratini, R/S). O trabalho de campo desenvolveu-se nos meses de janeiro e fevereiro do ano de 2008, quando foram visitadas 114 famílias, sendo 57 na localidade do Paredão e 57 na Costa do Bica. O material de coleta de dados utilizado consistiu principalmente em entrevista estruturada. Através da entrevista estruturada, pôde-se mapear dados de 344 pessoas, sendo que as/os responsáveis pela (auto)declaração de informações desse número total foram as 114 pessoas que se disponibilizaram a responder as questões, bem como a assinar a autorização para o uso público das informações coletadas. As informações constantes na entrevista e apresentadas neste trabalho versam sobre a condição socioeconômica dos moradores do Paredão e da Costa do Bica e sobre a (não)escolaridade, foco central da dissertação. Com relação aos dados sobre a (não) escolaridade dos moradores do Paredão e da Costa Bica, quatro eixos básicos foram apresentados: os que não estavam em idade escolar; os que estavam matriculados na Rede Municipal ou Estadual de Ensino; os que não frequentavam mais a escola e os que nunca frequentaram a escola. As análises, que focalizaram principalmente aqueles com idade superior a 15 anos de idade, estão apoiadas em teóricos como Ferraro (1999; 2002; 2004), Galvão (2007), Pinto (2000), Ribeiro (1997; 2004; 2006), dentre outros. Os dados coletados através da entrevista estruturada revelaram que, entre as pessoas com 15 anos ou mais, 40% são analfabetos. As análises realizadas trouxeram indícios de que o analfabetismo nas localidades citadas está relacionado a fatores sociais, históricos e educacionais. Além do analfabetismo, foi constatado, dentre outros aspectos, que as crianças em idade escolar obrigatória frequentam a instituições públicas de ensino, porém aqueles com idade superior a 14 anos, fora da obrigatoriedade, vivenciam processos de exclusão escolar, uma vez que as escolas não oportunizam meios para a permanência desses estudantes oriundos da zona rural.
45
Monkam, Towo Agathe. "L'éducation des adultes peu qualifiés dans le contexte socio-économique du Cameroun : de l'insertion à l'intégration socioprofessionnelle des acteurs du secteur informel." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30024/document.
Full textAbstract:
Le Cameroun est un pays neuf, dont les habitants sont à la recherche d'une identité entre la tradition culturelle ancestrale et le monde moderne. Ces difficultés, en convergence avec les difficultés économiques sont la cause ou causent des problèmes d'éducation. L'un des symboles de ces difficultés est l'exceptionnel nombre de rébus créés par l'institution scolaire. Ces nombreuses populations en inadéquation avec l'école gonflent le secteur économique dit informel. Exclus de l'école, ils sont de fait des marginaux sociaux et professionnels. Comment les intégrer dans l'univers socioprofessionnel ? À travers une analyse macroscopique tenant compte des facteurs sociologiques, psychosociologiques et psychoprofessionnels, les observables d'une enquête compréhensive ont révélé la possibilité d'une valorisation des acteurs et des activités de l'informel. Les données ont montré qu'un ensemble d'institutions et d'actions d'insertion sociale et d'insertion professionnelle était en place, mais sa réussite demandait de mettre l'individu au centre des interactions de la société et du milieu professionnelCameroon is a brand new country, in which inhabitants are looking up for identity between traditional culture from ancestral and the modern world. Those difficulties as well as economical ones are the cause of educational problems. One of the symbols of these difficulties is that exceptional numbers of waste, created by scholar institution. Those heaps of population with inadequate of scholar system are those who are sent into informal sectors. Thrown out from schools they are though marginalized from social and professional. How to reintegrate them into socioprofessional environment ? Through macroscopic analysis within sociological and psychological and psychoprofessional, the observers have noticed that possible sustainable activities on informal sectors can be done. The inputs data have shown that some institutions and actions to reinsert socially and professionally was in place, but the success of this needs to put mankind in the middle of all interactions as well as professional sectors
46
Mohajer, Nicole. "Adolescent empowerment programmes in two vulnerable populations: a cross-cultural study in rural Australia and rural India." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/2061.
Full textAbstract:
Poor adolescents who are not attending school are a low priority in the minds and budgets of the people of the world. They are understudied, highly at risk for poor health outcomes and are less likely to be able to access health services, health promotion activities and other programmes designed to improve the well-being of the poor and needy. This thesis reports on a cross-cultural qualitative study with two populations: Aboriginal Australian adolescents who were poor attendees at school and rural North Indian adolescents who were school dropouts (or never enrolled). Both populations were further disadvantaged by belonging to socially disadvantaged and oppressed communities. The aim of the research was to identify the role of empowerment in improving the health and well-being of disadvantaged populations who are socially marginalised using the empowerment pedagogy of Freire.The settings for the research were rural areas with high levels of youth illiteracy, unemployment, substance abuse and ill-health. The Indian site was in the state of Uttar Pradesh, and was conducted in three districts of the state in sites that covered a wide range of social, religious and economic backgrounds. Most of the participants were from the lowest socio-economic strata of society and had left school because of poverty, inaccessibility of school or family pressure. The Australian site was deidentified at the request of the participants and included two Aboriginal-controlled communities and a large rural town with a high population of Aboriginal residents. Participants were poor attendees at school because of social disruption, poor academic performance, perceived discrimination or disinterest.Using an empowerment model developed during the literature search, elements of the empowerment process were tested in sequential focus group discussions and indepth interviews with out-of-school adolescents in both countries using a standard questionnaire developed in consultation with participants in the first pilot project. Data was analysed for each site and merged and compared across sites in each country and between each country until there were clear themes that emerged. The findings identified the identified needs of participants, the usefulness of the empowerment process and positive and negative features of the methodological approaches of empowerment; particularly peer education and the development of awareness through problem posing or critical discussion of photos and pictures.Despite the challenges involved in engaging ‘disempowered’ or ‘oppressed’ populations, this research provided an insight into the feasibility of empowerment programmes for health promotion and social change with vulnerable adolescents. Furthermore the study offered an opportunity to document the ‘generalisability’ of empowerment materials, methods and strategies to adolescents in diverse cultural and social situations.The findings support the promotion of empowerment methods as a means of health promotion and identification of the needs of vulnerable adolescents. In addition it highlighted the importance of making a commitment to also address the social determinants of health (education, sanitation, social justice and infrastructure) in communities and to involve parents and authority figures in the empowerment process. The special role that culture, traditions, families and the desire to learn play in the lives of vulnerable adolescents was revealed through the in-depth interviews and focus group discussions that were the mainstay of the research method. Recommendations for health promotion on a variety of levels are given, along with a proposal for a model of empowerment and suggestions for further research.
47
Sarot, Adeline. "Pourquoi n'ont-ils pas appris à lire ? : analyse transculturelle des facteurs de vulnérabilité et de protection dans le rapport aux savoirs." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB245/document.
Full textAbstract:
Afin d'identifier finement les facteurs de vulnérabilité et de protection face au risque d'illettrisme, nous avons choisi une méthode de recherche qualitative, fondée sur la théorisation ancrée, le complémentarisme et la triangulation. Nous avons rencontré vingt-trois adolescents en situation d'illettrisme, scolarisés dans six lycées professionnels parisiens, leurs parents et leurs enseignants, dans le cadre d'entretiens semi-directifs. Ce processus de recherche nous a peu à peu permis d'élaborer les guides d'analyse T.FAME et T.FAME sco, qui permettent une analyse fine de processus de filiation, affiliations et métissage, concernant les cultures ethniques - y compris sociales et régionales - et les cultures scolaires respectivement. L'analyse transversale du matériel recueilli fait ressortir une importante altération de la fonction parentale dans la migration, qui entrave la transmission transgénérationnelle des savoirs familiaux à l'enfant et entraîne pour l'enfant un important sentiment d'insécurité et d'illégitimité dans le cadre scolaire, qui se traduit par des difficultés d'apprentissage, notamment au moment de l'entrée dans l'écrit, et une difficulté à tirer profit des aides extérieures proposées. Cependant, le désengagement scolaire qui en découle semble avant tout constituer une stratégie de sauvegarde narcissique face à l'échec mais aussi une stratégie de sauvegarde des savoirs autres que scolaires. L'orientation en filière professionnelle offre une possibilité de reprise dans l'après-coup et de réinvestissement scolaire, que les enseignants de lycées professionnels sont susceptibles de favoriser. Ainsi, nos résultats nous amènent à poser l'hypothèse de l'illettrisme comme stratégie de résistance face à une école vécue comme coloniale. Nous avons de ce fait mis en œuvre le dispositif Métisco, premier dispositif de médiation scolaire transculturelle, pour accompagner les professionnels scolaires, leurs élèves et les parents d'élèves dans l'élaboration de ces enjeux collectifs et favoriser l'instauration d'une nécessaire alliance éducativeIn order to identify vulnerability and protection factors regarding the risk of illiteracy, we chose a qualitative research methodology, based on the grounded theory, complementarism and triangulation. We interviewed twenty-three illiterate teenagers in six Parisian Vocational high-schools, their parents and teachers. This process allowed us to develop the two guides T.FAME and T.FAME sco, in order to analyze transcultural processes such as filiations, affiliations and metissage, regarding ethnic cultures - including regional and social ones - and school cultures respectively. Transversal analyses show the importance of the maternal function alteration in the migration process, which hinders the transgenerational transmission of familial knowledge to children. This leads to children feeling insecure and illegitimate within the school environment, which causes learning difficulties, notably when it comes to reading and writing. It also leads to difficulties to benefit medical help. However, the resulting school disengagement appears to mainly constitute a strategy to preserve one's self esteem when facing failure, as well as to preserve knowledge other than the school one. Streaming towards vocational studies offers a possibility to reinvest school learning. Vocational teachers are an asset for such reconciliation. Thus, our results lead to the hypothesis of illiteracy as a resistance strategy against a school system which is experienced as a colonial one. We then developed Metisco, the first transcultural school mediation design. It aims at accompanying school professionals, their students and the students' parents to elaborate such conflicts and at promoting the instauration of a necessary educative alliance
48
Pereira, Dulcineia de Fatima Ferreira. "Revisitar Paulo Freire : uma possibilidade de reencantar a educação." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251870.
Full textAbstract:
Orientadores: James Patrick Maher, Ana Maria Araujo FreireDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-06T22:01:21Z (GMT). No. of bitstreams: 1 Pereira_DulcineiadeFatimaFerreira_M.pdf: 10703199 bytes, checksum: 49571c326b0a676e69f17d35ffe77d32 (MD5) Previous issue date: 2006
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
49
Andrade, Daiana Cristina de. "A escola de portas abertas e olhos fechados: situações de permanência desqualificada." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10461.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:32:57Z (GMT). No. of bitstreams: 1
Daiana Cristina de Andrader.pdf: 1784582 bytes, checksum: 4d94871454a826686bb5f30ecc6c984c (MD5)
Previous issue date: 2014-08-27The interest of this subject of this study arose as a result of contact with reality in some public schools, where I've been as a teacher, often permeated by processes that enable poor school performance, being the most obvious facet of marginalization that the route does allow that portion the public school complete primary education provided illiterate. This research was then aimed to investigate forms of school survival o~ subjects who have not mastered the process of reading and writing, which are therefore conclude or for completing elementary school (9th grade) without being literate. The initial hypothesis is that the lack of mastery of the school cultural capital, most1y expressed through reading and writing, has articulated the centrality game for that portion, other words, hypothesized that they acquired in primary socialization provisions as incorporated the game rules operated by the school, through your secondary socialization, the point they can not survive in view of the type of school success that is valued in school. Procedures throughout the study had the basics key concepts of Pierre Bourdieu, but had other collaborations for their analyzes. The research was in two municipalities in São Paulo and the São Paulo State, were selected four students who were enrolled in or completed elementary education in public schools, whose criterion for the choice was not to be literate. Strategies such school subjects for survival given the condition of illiterate interviews were conducted to capture the school careers, the meaning of his stay at the school as well as the consequences of this remain disqualified at school, inside and beyond. Also, some documents were located in schools of the subjects and conducted interviews with representatives of the management of these schools. The results were different ways of acting young possible to be understood by analysis of adverse relationships that delineate situations, allowing you to identify all despite the lack of command of what has been the central minimal expectations of the school, which were to be educated, the literacy, the fact that different forms of expression that causes exclusion, of knowledge, but not for, many others
O interesse pelo tema deste estudo surgiu em decorrência do contato com a realidade de algumas escolas públicas, onde estive como professora, muitas, vezes permeada por processos que favorecem uma trajetória escolar precária, sendo a faceta mais evidente da marginalização o percurso que possibilita que parcela do público escolar conclua o Ensino Fundamental na condição de analfabetos. A presente pesquisa teve, então, como objetivo, investigar as formas de sobrevida escolar de sujeitos que não dominam o processo de leitura e de escrita, os quais, portanto, concluem ou estão por concluir o Ensino Fundamental (9° ano) sem que estejam alfabetizados. A hipótese inicial é a de que a ausência de domínio do capital cultural escolar, expresso, sobretudo, pela leitura e escrita, não tem centralidade, no jogo articulado por essa parcela, ou seja, hipotetiza-se que eles adquiriram disposições na socialização primária assim como incorporaram as regras do jogo operacionalizado pela escola, por meio da sua socialização secundária, a ponto de conseguirem sobreviver não atendendo à modalidade de sucesso escolar que é valorizada na escola. Os procedimentos de todo o estudo tiveram como fundamentos os principais conceitos de Pierre Bourdieu, mas contou com outras colaborações para suas análises. A pesquisa se deu em dois municípios da grande São Paulo e um do interior paulista. Foram selecionados quatro alunos que estivessem cursando ou concluído o ensino fundamental em escolas públicas estaduais, cujo critério para a escolha foi o de não estarem alfabetizados. Foram realizadas entrevistas para apreender os percursos escolares, as estratégias de tais sujeitos para sobrevida escolar face à condição de não alfabetizados, o significado de sua permanência na escola, bem como as consequências desta permanência desqualificada na escola, em seu interior e para além dela. Além disso, foram localizados alguns documentos das escolas dos sujeitos e realizadas entrevistas com representantes da gestão dessas escolas. Os resultados apontam para diferentes formas de atuação dos jovens possíveis de serem compreendidas pelas análises de diversas relações que as situações delineiam, permitindo identificar que todos foram escolarizados a despeito do não domínio daquilo que tem sido a expectativa mínima central da escola, qual seja, a alfabetização, fato que de diferentes formas provoca essa expressão de exclusão, a de um saber, porém não de tantos outros
50
Cassimiro, Luciana. "Iowa Gambling Task: avaliação da tomada de decisão em idosas saudáveis analfabetas e com baixa escolaridade." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-06092016-143108/.
Full textAbstract:
Introdução: A TD pode ser definida como um processo no qual o indivíduo tenta maximizar benefícios através da seleção de respostas que levam a resultados positivos. O efeito da baixa escolaridade na TD ainda é pouco compreendido. Objetivos: Descrever o desempenho de uma amostra de idosos saudáveis analfabetos e com baixa escolaridade no Iowa Gambling Task (IGT). Metodologia: Participaram do estudo 164 idosas com idade igual ou superior a 60 anos. Destas, 60 eram analfabetas e 104 apresentaram escolaridade entre um e quatro anos, divididas em 1-2 e 3-4 anos de escolaridade. As participantes foram submetidas aos instrumentos: Bateria Breve de Rastreio Cognitivo (BBRC), Mini Exame do Estado Mental (MEEM), Fluência Verbal (FV), Teste do Desenho do Relógio (TDR), Escala Depressão Geriátrica (EDG), Inventário de Ansiedade Geriátrica (IAG), Dígitos Ordem Direta e Ordem Inversa, Matrizes Progressivas Coloridas de Raven (MPCR), Wisconsin Card Sorting Test (WCST) e Iowa Gambling Task (IGT). Resultados: Os grupos divididos pela escolaridade foram equivalentes quanto à idade, número de doenças, uso de medicamentos, sintomas depressivos e ansiosos. Observou-se que no IGT as idosas alfabetizadas realizaram mais escolhas vantajosas do que as analfabetas. A análise do desempenho por blocos revelou diferenças significativas entre os grupos de escolaridade, exceto no primeiro bloco. A partir do bloco 2 observou-se uma diferenciação nas escolhas de cartas entre as faixas de escolaridade. As idosas analfabetas passaram a escolher as cartas das pilhas vantajosas com maior frequência somente a partir do bloco 3. Entretanto, no último bloco, quando os baralhos vantajosos e desvantajosos foram igualmente escolhidos pelas idosas analfabetas. O desempenho no IGT correlacionou-se significativamente com a escolaridade e todos os testes cognitivos, com exceção do teste de memorização de figuras da BBRC. Conclusão: Os resultados sugerem a influência da escolaridade na TD, com pior desempenho entre as analfabetas. O desempenho no IGT melhorou linearmente com maior nível de escolaridade. Descritores: Testes psicológicos; Cognição; Tomada de decisão; Idoso; Envelhecimento; Analfabetismo; Mulheres·. ABSTRACT Cassimiro L. Iowa Gambling Task: evaluation of decision-Making in healthy illiterate older adults and with low education [Dissertation]. São Paulo: \"Faculdade de Medicina, Universidade de São Paulo\"; 2016. Background: Decision making can be defined as a process in which the individual attempts to maximize benefits through the selection of responses that lead to positive results. The effect of minimum schooling on decision making is poorly understood. Objective: to investigate the pattern of decision making in a sample of healthy illiterate older adults and with low education in the Iowa Gambling Task (IGT). Methods: 164 non demented community-dwelling women participated in the study. 60 were illiterate, 52 had 1-2 years of schooling and 52 had 3-4 years of schooling. Participants completed the instruments: Brief Cognitive Screening Battery (BCSB), Mini Mental State Examination (MMSE), Verbal Fluency Test (animal category), Clock Drawing Test (CDT), Geriatric Depression Scale (GDS), Geriatric Anxiety Inventory, Digit Span Forward and Backward, Raven\'s Coloured Progressive Matrices (CPM), Wisconsin Card Sorting Test (WCST), Iowa Gambling Task (IGT). Results: The groups, divided by levels of schooling, were equivalent as to age, number of diseases, medications taken daily, depression and anxiety symptoms. In the IGT the literate older adults made more advantageous choices than the illiterate. Analysis of performance per block revealed significant differences among the groups for all blocks except the first. From Block 2 onwards, a significant difference in the pattern of card choices among the educational levels was observed. The illiterate seniors started to choose cards from the more advantageous piles more frequently only after block 3. However, on the final block, both advantageous and disadvantageous cards were chosen with equal frequency by the illiterate seniors. IGT performance correlated significantly with education and all cognitive tests scores with the exception of the memorization of pictures on the BCSB. Conclusion: The results suggest that education influences IGT, with worse scores among the illiterate. IGT performance improved linearly with higher levels of educationBackground: Decision making can be defined as a process in which the individual attempts to maximize benefits through the selection of responses that lead to positive results. The effect of minimum schooling on decision making is poorly understood. Objective: to investigate the pattern of decision making in a sample of healthy illiterate older adults and with low education in the Iowa Gambling Task (IGT). Methods: 164 non demented community-dwelling women participated in the study. 60 were illiterate, 52 had 1-2 years of schooling and 52 had 3-4 years of schooling. Participants completed the instruments: Brief Cognitive Screening Battery (BCSB), Mini Mental State Examination (MMSE), Verbal Fluency Test (animal category), Clock Drawing Test (CDT), Geriatric Depression Scale (GDS), Geriatric Anxiety Inventory, Digit Span Forward and Backward, Raven\'s Coloured Progressive Matrices (CPM), Wisconsin Card Sorting Test (WCST), Iowa Gambling Task (IGT). Results: The groups, divided by levels of schooling, were equivalent as to age, number of diseases, medications taken daily, depression and anxiety symptoms. In the IGT the literate older adults made more advantageous choices than the illiterate. Analysis of performance per block revealed significant differences among the groups for all blocks except the first. From Block 2 onwards, a significant difference in the pattern of card choices among the educational levels was observed. The illiterate seniors started to choose cards from the more advantageous piles more frequently only after block 3. However, on the final block, both advantageous and disadvantageous cards were chosen with equal frequency by the illiterate seniors. IGT performance correlated significantly with education and all cognitive tests scores with the exception of the memorization of pictures on the BCSB. Conclusion: The results suggest that education influences IGT, with worse scores among the illiterate. IGT performance improved linearly with higher levels of education