Thèses : « Educational deprivation »

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Beckett, Celia Mary. « The relationship between severe early deprivation and educational outcome at age 11 ». Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429376.

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Eshuchi, Joshua Caleb Amunga [Verfasser]. « The Millennium Development Goals and educational justice : a critical realist analysis of capability deprivation in Kenyan education policy / Joshua Caleb Amunga Eshuchi ». Bielefeld : Universitätsbibliothek Bielefeld, 2014. http://d-nb.info/1074999061/34.

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Kestler, Jessica. « How Does Pre-Sleep Usage of LED Screen Technology Affect Sleeping Behavior and Academic Achievement ? » University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799309504311.

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FINETTI, SIMONA. « LA POVERTA' EDUCATIVA : UN'ANALISI IN PROSPETTIVA PEDAGOGICA ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/118473.

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Il sintagma “povertà educativa”, introdotto in Italia da Save the Children nel 2014 e successivamente tradotto dalla stessa onlus come “educational poverty” in ambito internazionale, ha avuto un certo successo sul piano politico e istituzionale nel contesto italiano, contribuendo a catalizzare l’attenzione sulle povertà dei minori e, in particolare, su quelle immateriali. Negli anni è stato utilizzato per designare un complesso insieme di fenomeni, tuttavia dal punto di vista pedagogico è mancata una disamina critica che ne facesse emergere i significati latenti. Pur provenendo dall’ambito delle discipline economico-sociali, il costrutto di “povertà educativa” interpella in modo inequivoco la riflessione pedagogica, riferendosi evidentemente a dimensioni squisitamente pertinenti al mondo dell’educazione. La presente ricerca ne ha ricostruito le origini e ha cercato di delineare direzioni di senso utili alla definizione dello spettro delle diverse “povertà educative” e di possibili modi per prevenirle e contrastarle. Le fonti selezionate attingono a letteratura internazionale aggiornata a dicembre 2021. Ulteriore fonte sono le voci di adolescenti, raccolte durante un esercizio di ricerca qualitativa ispirato al movimento Student Voice e condotto con un approccio di derivazione fenomenologica.
The phrase “povertà educativa”, introduced in Italy by Save the Children Italia in 2014 and later translated internationally as “educational poverty” by the same organization, has been successful in Italy both politically and socially, contributing to drawing attention to child poverty and, in particular, to financing prevention projects and enforcement actions against non-material child poverty. Over the years it has been used to denote a complex set of phenomena, however a critical pedagogical examination was missing in order to bring out some of its implicit meanings. Even if it originated from the fields of economics and social sciences, the idea of an “educational” poverty unequivocally challenges the pedagogical reflection, clearly referring to dimensions that are uniquely relevant to the world of education, both in its formal and informal implications. The present research reconstructed its origins and tried to outline meaningful directions for defining both the spectrum of different "educational poverties" and possible ways of preventing and contrasting them. The selected sources were drawn from an international literature updated in December 2021. Furthermore, adolescent voices were collected during a qualitative research exercise inspired by the Student Voice movement and conducted with a phenomenological derivation approach.

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Flannigan-Wheeler, Nadine. « The deprivation and application of standards in distance education program evaluation ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23132.pdf.

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Lee, Donna Golden. « An experimental examination of children's sleep quality and improvements resulting from a parent education intervention ». Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/LEE_DONNA_18.pdf.

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Conceição, Willian Lazaretti da. « Lazer e adolescentes em privação de liberdade : um diálogo possível ? » Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2630.

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The present study aims for a more consistent approach of the existing debates concerning leisure and the adolescents who committed infractions and are fulfilling socio-educational measures in confinement at Fundação CASA. This is a study of qualitative nature trying to understand the educational processes derived from leisure while a social practice, that should be considered a right for everyone. Five confined youths fulfilling socio-educational measure were enrolled in this study, along all the year of 2011. Data were collected from documentary analyses, observation of participants, semi-structured interviews, and image recordings. In order to build the results, we performed a content analysis in which we could identify three major instances: a) leisure concept; b) leisure activities; c) educational processes. The leisure activities instance (b) was evaluated under three perspectives: before privation, while fulfilling confinement measure, and while fulfilling disciplinary action. The educational processes instance was analyzed under two spots: that resulting from leisure activities in deprivation of liberty, and that derived from institutionalization. Our study makes evident that the adolescents understand leisure experiences as a source of pleasure and playfulness, even when they are mandatory, and that the fulfillment of disciplinary action restricting the participation in activities appears as a possibility for reflection, since it comes associated to dialogues, assuming that dialogues subsidize every educational process, regardless the context where people are inserted.
A presente investigação busca um aprofundamento das discussões existentes em relação ao lazer e aos adolescentes que cometeram ato infracional e cumprem medida socioeducativa de internação na Fundação CASA. Trata-se de estudo de natureza qualitativa e buscou compreender os processos educativos decorrentes da prática social do lazer, entendida como um direito de todos. Participaram deste estudo, cinco jovens que cumpriam medida socioeducativa de internação, ao longo do ano de 2011. Os dados foram coletados utilizando-se as técnicas de análise documental, observação participante, entrevistas semi-estruturadas e registros de imagens. Para a construção dos resultados, foi utilizada a análise de conteúdo, sendo possível identificar três grandes focos de análise: a) concepção de lazer; b) atividades de lazer; c) processos educativos. O foco atividades de lazer (b) foi analisado em três perspectivas: antes da privação, durante o cumprimento da medida de internação e durante o cumprimento de sanção disciplinar. O foco processos educativos foi analisado em dois eixos: os que são decorrentes das atividades de lazer em privação de liberdade e os que decorrem da institucionalização. O estudo evidencia que os adolescentes compreendem vivências de lazer como as que geram prazer e momentos de ludicidade, mesmo quando são obrigatórias, e o cumprimento de sanção disciplinar e restrição em participar de atividades, pode se constituir em possibilidade de reflexão desde que aliada ao diálogo, uma vez que, este subsidia todos os processos educativos, independente do espaço em que as pessoas estejam inseridas.

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Bailey, Wayne Derrick. « Social deprivation and widening participation : the continuing power of local culture ». Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/24267/.

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This thesis explores why a group of young people with level 3 qualifications, living within traditionally working-class communities, choose not to participate in HE. It discusses their expectations, motivations and aspirations and the social, cultural and personal factors that contribute to their decision making. The findings are drawn from a set of semi-structured interviews with 36 sixth form students. The research adapts a Bourdieuian framework and utilises a three-level methodology. Though the analysis considers the subjective points of view of the participants, with respect to their non-participation, it also pays attention to factors which appeared to have shaped and moulded decisions. Participants’ decisions appeared to be shaped by their place of study, their friends and family and, most importantly, by their parent(s) and this impacted on their aspirations and how motivated they were to participate in HE. The importance of academic-related support is evidenced throughout. It seemed to instil a sense of belonging and solidarity and was motivational. Without a guarantee of similar support, participants were not prepared to participate in HE. A particularly complex attitude to debt was also highlighted. Not incurring debt appeared to be a cultural rule, particularly when there was no guaranteed financial and employment related benefit to participation. This thesis argues that similar outlooks, backgrounds, interests, lifestyles and opportunities resulted in the adoption of shared practices, common patterns of reactions and accepted ways of doing things when it came to HE participation. This thesis helps us to understand why a particular group of young people has not been influenced in the same way as some others by the change in attitude towards HE. More specifically, it enhances our understanding of the complex, yet subtle influences that can lead young people to choose not to participate in HE.

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Padovani, Andréa Sandoval. « Vozes aprisionadas : sentidos e significados da internação para adolescentes autores de atos infracional ». reponame:Repositório Institucional da UFBA, 2013. http://www.repositorio.ufba.br/ri/handle/ri/12254.

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Este trabalho teve como objetivo compreender e analisar os sentidos e significados da internação para os adolescentes autores de ato infracional, delineando a trajetória dos adolescentes no envolvimento em ato(s) infracional(is) e sua relação com os aspectos da medida socioeducativa de internação, bem como sua percepção e seus sentimentos em relação a estas medidas enquanto socioeducativas e/ou punitivas. Utilizou-se, como aporte teórico, a Psicologia Histórico-Cultural, que concebe a construção social da pessoa em uma relação dialética e historicamente situada. A técnica do fotovoz e a entrevista narrativa foram os instrumentos utilizados para a coleta de dados, com a participação de seis adolescentes, autores de ato infracional, que cumpriam medida socioeducativa de internação (MSEI). Os adolescentes receberam, individualmente, máquinas fotográficas descartáveis e foram instruídos a fotografar o que significava a medida socioeducativa de internação. Após a revelação das fotos, foram realizados encontros para que os adolescentes pudessem falar sobre as imagens. Nestes encontros os jovens também contaram suas trajetórias até o momento da internação. A análise dos dados pautou-se no discurso dos sujeitos sobre as fotografias e sobre suas histórias de vida. A apresentação dos resultados apresenta-se em sete grandes áreas temáticas, subdivididas em categorias que se dividem em imagens e falas que: 1) fazem alusão a como as pessoas julgam as unidades de privação de liberdade e os adolescentes autores de ato infracional; 2) remetem a MSEI ao seu caráter punitivo (pagar pelo que fez) e ao seu caráter prisional (grades, muros, guaritas); 3) referem-se ao sentido de proteção; 4) remetem aos momentos de reflexão sobre os erros e sobre si mesmo (autoconhecimento); 5) mencionam as relações e interações estabelecidas na internação (regras de convivência e os espaços físicos de convivência religiosa, familiar e de lazer, eventos comemorativos e relações/interações estabelecidas com profissionais); 6) fazem referência a oportunidades de aprendizagem e profissionalização, e as expectativas em relação ao futuro. A análise destes dados permitiu perceber que a medida socioeducativa de internação tem significados tanto punitivos quanto socioeducativos e que, no caso da unidade pesquisada, os aspectos socioeducativos se sobressaem, proporcionando aos adolescentes o desenvolvimento de expectativas positivas em relação ao futuro em liberdade. A instituição de privação de liberdade, e suas nuances, garante a estes jovens o acesso aos direitos antes não vivenciados, além de oportunizar a reflexão sobre suas trajetórias e vislumbrar uma vida distante da vivência infracional. Os resultados indicam que é possível o envolvimento desses jovens com a escola e a profissionalização e apontam, assim, a necessidade urgente de se pensar Políticas Públicas que visem à formação de crianças e adolescentes, de modo a evitar seu envolvimento infracional, através da garantia de direitos. This study had the purpose to understand and analyze the senses and meanings of deprivation of liberty for adolescents authors of criminal offenses, outlining the trajectory of the adolescents’ involvement with criminal offense (s) and their relationship with the social-educational measure of deprivation of liberty, as well as their perception and feelings regarding these measures as being social-educational and/or punitive. The theoretical approach of Cultural-Historical Psychology was used, inasmuch as it conceives the construction of subjectivity as the result of a dialectic relationship between the subject and his/her social-historical context. The photo voice technique and narrative interview were instruments used for data collection. The participants were six adolescents, authors of criminal offenses, who were under social-educational measures of deprivation of liberty in a facility located in Salvador, State of Bahia. Data analysis was based on the subjects' discourses about the photographs and their life histories. Results are presented according to seven major areas, subdivided into categories assorted into images and speeches, which: 1) allude to how people judge the units of deprivation of liberty and adolescents authors of criminal offenses; 2) relate to MSEL in its punitive aspect (pay for what one did) and to its prison aspect (railings, walls, watchtowers); 3) refer to the sense of protection; 4) refer moments of reflection regarding mistakes they made and regarding themselves (self-knowledge); 5) mention the relationships and interactions established during the period of deprivation of liberty, as the rules of coexistence and the physical spaces of religious, family and leisure conviviality, celebratory events and relationships / interactions established with professionals; 6) refer to opportunities, involving learning and professionalization, and their expectations about the future. Analysis of these data enabled the understanding that the participants have both punitive and social-educational meanings regarding the social-educational measure of deprivation of liberty, in a way that social and educational aspects stand out, providing them development of positive expectations about their future in freedom. The institution of deprivation of liberty, and its nuances, ensures that these youngsters have access to rights not previously experienced, and may allow them to reflect on their careers and envision a life detached from the infraction experience. Results indicate the urgent necessity to think about Policies for the assistance of children and adolescents, in order to prevent their involvement in crime by ensuring rights and the possibility of drawing up plans for their lives away from violence and crime; in addition to policies aimed at monitoring the adolescents who served in the social-educational system, so the expectations created within the social-educational facilities are not lost in face of an uncertain future, which is far from what was experienced and perceived by these subjects during the period they were in the social-educational facility.
Salvador

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Richter, Maria Ann. « Estimated effects of perceived sleep deprivation on psychological well-being during college ». Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1740.

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This study examined the effects of perceived sleep deprivation on psychological well-being using multiple linear regression techniques on a longitudinal, multi-institutional sample of students at four-year universities and colleges. Using a College Outcomes model as a theoretical foundation, this study examined perceived sleep deprivation's influence on psychological well-being at the end of four academic years, while controlling for institutional and student background characteristics that are theoretically associated with psychological well-being. Pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS) created findings suggesting sleep deprivation is positively related to total psychological well-being and the six subscales composing the complete measure (self-acceptance, autonomy, environmental mastery, positive relationships with others, purpose in life, and personal growth). This study contributes to college outcome models by supporting the claims for the importance of healthy, habitual sleep in relation to student's ability to achieve overall psychological well-being, as well as the six subscales of the total model. This study has implications for higher education and public health policy, including practical applications for those involved with higher education, including students, staff, faculty, and administrators.

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Mtshali, Nothando Thabisile. « Assessing the impact of social grants in alleviating poverty in South Africa ». University of the Western Cape, 2018. http://hdl.handle.net/11394/6603.

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Magister Commercii - MCom
Amongst many challenges, South Africa is still struggling to address the problem of high levels of poverty in the country more than two decades after the apartheid regime has ended. The government has however remained resolute in its effort to alleviate poverty especially through the provision of social grants. The expansion of the social assistance scheme after the apartheid regime has played an important role in extending benefits to a wider population of South Africans particularly the poor and the vulnerable groups. The effects of social grants on poverty have been proven to be effective. This has been widely tested empirically using the monetary approach as a measurement of poverty. However, few academic works have studied this effect on multidimensional poverty. Moreover, existing studies have focused predominantly on single poverty dimensions. As a result, this study investigates whether social grants reduce multidimensional poverty in South Africa. This study uses the Multidimensional Poverty Index (MPI) as a poverty measurement, which encompasses three dimensions of poverty. This dissertation found poverty to have declined over the years but it is still prevalent amongst households headed by blacks and females residing in the Eastern Cape, KwaZulu-Natal and Limpopo provinces with large household. The relationship between social grants and multidimensional poverty is tested empirically through a logistic regression using the National Income Dynamics Study (NIDS) data for Wave 4, year 2014/15 to be specific. The empirical findings reveal that a R1 increase in income from social grants results in a 1% decrease in the odds of a household being multidimensional poor. As much as social grants reduce multidimensional poverty, they have been found to be statistically insignificant and thus less effective in the reduction of multidimensional poverty.

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Neves, Susana Paula Pereira de Faria das. « Impactos da educaçãona pobreza e na privação material das famílias em Portugal ». Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/5079.

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Mestrado em Eeconomia e Políticas Públicas
Esta dissertação tem como objetivo central analisar os impactos da educação na pobreza e na privação material das famílias em Portugal, evidenciando os canais através dos quais esses impactos se processam. Para tal, utilizaram-se os dados do Inquérito às Condições de Vida e Rendimento (ICOR), de 2010, do Instituto Nacional de Estatística (INE), a fonte oficial de estatísticas sobre a distribuição do rendimento, as condições de vida, a definição da linha de pobreza e para a estimação da taxa de pobreza. Seguindo a literatura relativa à natureza multidimensional da pobreza, iniciada por Sen, os principais referenciais teóricos desta problemática foram abordados numa tripla perspetiva: colocando os retornos monetários (rendimento) e não monetários (privação material) no centro da equação da relação entre educação e pobreza; discutindo a importância do contexto familiar na mobilidade intergeracional; sublinhando a importância de uma perspetiva multidimensional da pobreza. Discutiu-se também a relevância dos indicadores de pobreza e exclusão social definidos no âmbito da Estratégia Europeia 2020. Os resultados obtidos confirmam a heterogeneidade do efeito da educação nos diferentes percentis da distribuição do rendimento, assim como a existência de impactos negativos e crescentes da educação na probabilidade de risco de pobreza e privação material, à medida que aumenta a escolaridade dos indivíduos. OS elevados retornos da educação no mercado de trabalho, extensivos aos níveis de rendimento aquando da reforma, a transmissão intergeracional da educação e a prevalência de homogeneidade escolar no seio dos agregados domésticos constituem os principais canais de transmissão da educação na pobreza e na privação material em Portugal.
The present thesis aims to analyze the impact of education on poverty and material deprivation of households in Portugal, highlighting the channels through which these impacts are processed. To this end, we used data from the Survey on Income and Living Conditions – EU-SILC, 2010, from Statistics Portugal, the official source in Portugal of statistical data on income distribution, living conditions, the definition of the poverty line and estimations of the poverty rate. In line with current literature about the multidimensional nature of poverty, started by Sen, the main theoretical issues are addressed from a triple perspective: putting monetary returns (income) and non-monetary (material deprivation) in the center of the equation of the relationship between education and poverty; discussing the importance of family context in intergenerational mobility; and underlining the importance of a multidimensional perspective of poverty. The relevance of the indicators on poverty and social exclusion defined under the European Strategy 2020 are equally discussed. The results confirm the heterogeneity of the effect of education on the different percentiles of the income distribution, as well as the existence of an increase in the negative impacts of education on the probability of poverty risk and material deprivation, as educational attainment increases. The high returns to education in the labor market, the intergenerational transmission of education and the prevalence of school homogeneity within households are the main transmission channels of education on poverty and material deprivation in Portugal.

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Cinic, Bachelier Ayca. « L'Européanisation du droit pénal des mineurs : l'exemple de la Turquie ». Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010281.

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Le Conseil de l'Europe -créé à la suite de la Seconde Guerre mondiale afin de reconstruire un espace démocratique et juridique commun -dont les travaux sur le droit pénal des mineurs sont issus des évolutions nationales entamées au début du XXe siècle, s'attacha à valoriser l'expérience des juridictions spécialisées existantes dans quelques pays européens et grâce auxquelles les mineurs commençaient à faire l'objet d'un traitement différencié de celui des adultes. Depuis, observant les préoccupations des États membres à l'égard de la délinquance juvénile et les contours changeants de leurs politiques pénales, le Comité des Ministres du Conseil de l'Europe élabore, au moyen de recherches criminologiques et comparatives, de colloques et de conférences, des recommandations et lignes directrices conduisant à l'harmonisation des droits nationaux autour de principes directeurs. Mue par son engagement dans l'européanisation du droit pénal des mineurs, la Cour européenne des droits de l'homme intégra les instruments internationaux et européens pertinents dans sa jurisprudence. Ce qui prend un caractère primordial dans les pays où l'application de la Convention est problématique et les violations des droits de l'homme récurrentes, parmi lesquels la Turquie. En conséquence, et malgré les modifications apportées dans la législation turque depuis 2005, nous ferons apparaître dans cette étude que ce membre du Conseil de l'Europe méconnaît encore l'autonomie de l'enfant, promeut toujours la punition en modèle éducatif, use régulièrement de la détention, et appréhende finalement de manière balbutiante la primauté de l'éducation sur la répression prônée par les principes directeurs
The work by the Council of Europe -founded following the Second World War to rebuild a common democratic and legal order-in the field of juvenile justice has been influenced by the national developments emerged in the early twentieth century and has been focusing on enhancing the experiences of the existing special judicial bodies in some European countries of which were established for distinguishing the treatment of juvenile delinquent from adults. Since then, the Comrnittee of Ministers of the Council of Europe, which observes the concerns of the member states on juvenile delinquency as well as their changing criminal justice policies, adopts recommendations and guidelines in order to establish guiding principles leading to harmonization of the national systems through organizing meetings, conferences and conducting comparative research on criminology. Similarly, the European Court of Human Rights (ECHR) gives reference to the relevant international and European instruments in its jurisprudence so as to contribute to the Europeanisation of juvenile justice. This becomes especially important in countries like Turkey-where the implementation of the ECHR is problematic and human rights violations are recurring. Consequently, this study shows that despite the legislative changes made since 2005, Turkey, which is a member of the Council of Europe, still ignores the autonomy of the child, promotes punishment like an educational method, resort to detention as a regular measure, and finally displays an reluctant and abstaining attitude in giving priority to education over punishment as established by the guidelines

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Collinsworth, Tiffany A. « The Effects of 53 Hours of Sleep Deprivation on the Thermoregulatory, Hormonal, Metabolic, and Cognitive Responses of Young Adult Males to Recovery from Acute Cold Exposure ». Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1240368187.

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Farnes, N. C. « The place and influence of community education in people's lives : a study of Open University students in Glasgow's areas of multiple deprivation ». Thesis, Cranfield University, 1990. http://hdl.handle.net/1826/3816.

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Ibis thesis begins by examining various philosophies and models applied to social problems and community education. Policy analysis is carried out on Strathclyde Regional Council's social strategy and the Open University Community Education programme, and on the use of OU courses as a component of the social strategy. The research is concerned with students who took these courses in Glasgow's areas of multiple deprivation during the recent economic recession. It examines who participates and who benefits. and considers the place and influence of the courses in students' lives and in their communities. It recognises that students' personal characteristics and circumsiances have been and are affected by local services and facilities and by wider socioeconomic events and changes, and explores what influence community education has in the context of such opportunities and constraints. A life history approach is adopted which enables the activities and events in students' lives to be analysed into various careers - education, marital. childcare. employment, health, community and social: and to be represented as parallel lifelines. A longitudinal analysis shows that students' reactions to the courses are influenced by the stage they are at in each of these careers. This is followed by a systemic analysis focussing on the changes across all areas of their lives around the time of the courses and afterwards. These appear related to their social and economic instability Ue. marital breakdown or husbands' unemployment) and those with more instability have and make more changes and find the courses more helpful. 7be courses benefit those who are most disadvantaged in line with the objectives of the social strategy. A resource based model is proposed which attempts to explain why those with least resources have more changes in their lives and receive more help from the courses.

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Fellman, Fredrika, et Maria Sääf. « To Harvest Development from Education in Agribusiness : A minor field study of the significance of higher education in agrieconomy on the development in northern Ghana ». Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67243.

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To learn more about how higher education can contribute to economic development through the development of the business perspective in the agricultural sector, this study has been conducted from the point of views of students, graduates and lecturers of the Agribusiness program at the University for Development Studies, UDS, in Tamale, northern Ghana. Although several quantitative studies on the Ghanaian universities’ role for development have been conducted, there is a research gap within this qualitative field. From a social-constructivist perspective, it is crucial to understand the social context, why a qualitative research with open ended interviews proved to be beneficial. The findings have been analysed by the Capability Approach through the perspectives of Relative Deprivation and Knowledge Based Views of Organisations. The result of the study clarifies the importance of paying attention to the capability of the students, the farmers and the region where the higher education is offered. It is also clear from the result that there is a gap between the expectations of the students and the lecturers on the outcome of the education and the actual output. Hence, the Relative Deprivation theory served applicable for the Agribusiness program at UDS. Furthermore, the research reveals the significance of that the institutional conditions, such as financial institutions, are developed to enable the region to benefit from the education programmes.

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Menotti, Camila Cardoso. « O exercício da docência entre as grades : reflexões sobre a prática de educadores do sistema prisional do estado de São Paulo ». Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2672.

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Brazil faces challenges today regarding education in general and particularly with regard to education in prisons, once lived moment of effervescence in the construction of public policies to meet the legal provisions outlined by the National Guidelines for provision of education in prisons, approved in 2010. Given this scenario, discuss some issues about school education in this repressive environment, governed by strict rules and standards, is an important contribution towards uncovering ways and possibilities to cope with the demands put to the implementation of DNs. The state of São Paulo has over the years presented a unique situation with regard to school education in Brazilian prisons, with regard to professionals who work in classrooms, with the figure called the monitor attached, as this craft has been exercised in literacy and basic education for licensed teachers and gazetted for the teaching profession. The legal provision approved created a series of impasses, since it determines that education in prisons is commitment of the state and the Department of Education has made efforts to comply with this legal requirement. It is in this context that this research now falls - this is a study conducted in the Penitentiary of Assis/SP, with the objective to identify and understand how educators in a situation of deprivation of liberty, working in São Paulo prison system, their mean teaching experience, compared to the particularities of the prison context and the condition in which they are imprisoned. The research, qualitative in nature, was used as methodological tools for data collection, mixing, observation of the school recorded in field diaries, informal conversations and interviews with six teachers at the Penitentiary of Assis/SP. The data collected in the months of april/2012 june/2012 were organized into three foci of analysis: the role of schools and education in the view of educators, the sense of teaching among the bars and wellness lecturer in prison. Data analysis based on theoretical frameworks of Enrique Dussel, Ernani Maria Fiori, Paulo Freire and researchers the Hispanic compromised with the social inclusion and school education in prisons, showed that living in imprisonment contributes for the establishment of the dialogue relationship between educator and students, as they both share the same living conditions in prison. It was possible to identify the meaning assigned by study participants with regard to teaching practice has a close relationship with a feeling of well-being generated in school, interfering positively in the teaching and learning of students. Data analysis also indicated that teaching behind bars mark the lives of these educators with regard to the construction of teachers' identities, the acquisition of new knowledge, the change of conceptions and attitudes, improving their relationships within and outside walls, returning them self-esteem, since the school can be understood as a differentiated space prerogatives prison because there is no interaction and mutual respect.
O Brasil enfrenta nos dias de hoje desafios em relação à educação de maneira geral e especialmente, no que diz respeito à educação em prisões, uma vez que vive momento de efervescência na construção de políticas públicas para atender ao dispositivo legal traçado pelas Diretrizes Nacionais para a oferta de educação nas unidades prisionais, aprovadas no ano de 2010. Diante desse cenário, discutir algumas questões sobre a educação escolar nesse ambiente repressivo, regido por normas e regras rígidas, é uma contribuição importante no sentido de desvelar caminhos e possibilidades para o enfrentamento das demandas postas para a implementação das DNs. O estado de São Paulo tem ao longo dos anos, apresentado uma situação singular em relação à educação escolar nas prisões brasileiras, no que se refere ao profissional que atua nas salas de aula, contando com a figura do chamado monitor preso, uma vez que tal ofício não tem sido exercido na alfabetização e no ensino fundamental, por professores licenciados e concursados para o exercício da docência. O dispositivo legal aprovado criou uma série de impasses, uma vez que determina que a educação escolar nas prisões é compromisso do estado e a Secretaria da Educação tem envidado esforços para cumprir com essa exigência legal. É no contexto desse momento que esta investigação se insere trata-se de estudo realizado na Penitenciária de Assis/SP, com o objetivo de identificar e compreender como os educadores em situação de privação de liberdade, que atuam no sistema prisional paulista, significam sua experiência docente, frente às particularidades do contexto prisional e da condição de aprisionados em que se encontram. A pesquisa, de natureza qualitativa, utilizou como recursos metodológicos para a coleta de dados, o convívio, a observação do espaço escolar registrada em diários de campo, as conversas informais e as entrevistas com seis educadores da Penitenciária de Assis/SP. Os dados coletados nos meses de abril/2012 a junho/2012 foram organizados em três focos de análise: o papel da escola e da educação na visão dos educadores, o sentido da docência entre as grades e o bem-estar docente na prisão. A análise dos dados, com base em referenciais teóricos de Enrique Dussel, Ernani Maria Fiori, Paulo Freire e de pesquisadores/as latinoamericanos comprometidos/as com a inclusão social e com a educação escolar em prisões, evidenciam que o convívio no aprisionamento contribui para o estabelecimento da relação dialógica entre educador e educandos, visto que ambos partilham das mesmas condições de sobrevivência no cárcere. Foi possível identificar que o sentido atribuído pelos participantes do estudo no que se refere à prática docente possui estreita relação com um sentimento de bem-estar gerado na escola, interferindo positivamente no processo de ensino e aprendizagem dos educandos. A análise dos dados indicou também, que a docência entre as grades marca a vida desses educadores no que diz respeito à construção da identidade de professores, à aquisição de novos saberes, à mudança de concepções e de posturas, aprimorando seus relacionamentos dentro e fora das muralhas, devolvendo a eles a autoestima, uma vez que a escola pode ser compreendida como um espaço diferenciado das prerrogativas carcerárias, pois ali há interação e respeito mútuo.

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Bedük, Selçuk. « Measuring poverty in the EU : investigating and improving the empirical validity in deprivation scales of poverty ». Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:22f61b32-32a3-4fb3-b0ce-67b1b8fe8c00.

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Non-monetary deprivation indicators are now widely used for studying and measuring poverty in Europe. However, despite their prevalence, the empirical performance of existing deprivation scales has rarely been examined. This thesis i) identifies possible conceptual problems of existing deprivation scales such as indexing, missing dimensions and threshold; ii) empirically assesses the extent of possible error in measurement related to these conceptual problems; and iii) offer an alternative way for constructing deprivation measures to mitigate the identified conceptual problems. The thesis consists of four stand-alone papers, accompanied by an overarching introduction and conclusion. The first three papers provide empirical evidence on the empirical consequences of the missing dimensions and threshold problems for the measurement and analysis of poverty, while the fourth paper exemplifies a concept-led multidimensional design that can reduce the error introduced by these conceptual problems. The analysis is generally held for 25 EU countries using European Survey of Income and Living Conditions (EU-SILC); only in the second paper, the analysis is done for the UK using British Household Panel Survey (BHPS).

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Sun, Yu. « Investigation of Causes and Evaluation of Programs : three applications of Health Economics ». Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78247.

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In chapter 1, a comprehensive meta-analysis is conducted to synthesize the effectiveness, cost, and cost-effectiveness of lifestyle diabetes prevention interventions and compare effects by intervention delivery agent and channel. Sixty-nine studies meet inclusion criteria. The results show that participants receiving intervention with nutrition education experienced a reduction of 2.07 kg (95% CI: 1.52 to 2.62; p<0.001; 95% CI: 88.61% to 92.87%) in weight at 12 months with effect sizes over time ranging from small (0.17, 95% CI: 0.04 to 0.30; p=0.012; 95% CI: 80.42% to 91.14%) to medium (0.65, 95% CI: 0.49 to 0.82; p<0.001; 95% CI: 98.52% to 98.94). In sum, lifestyle interventions are effective in reducing body weight and glucose-related outcomes. Dietitian-delivered interventions achieve greater weight reduction compared to those delivered by other personnel. In chapter 2, this study attempts to examine the effects of household relative deprivation on children's health outcomes. A modified household production model is developed with energy intake, energy expenditure and a composite good as main inputs in the health production. A two-stage Stackelberg game facilitates the need to model the parent-child interaction which follows similar structure as You and Davis (2011). We use three measurements of relative deprivation based on per capita household income and four reference groups based on combinations of geographic and demographic characteristics. The results show that relative deprivation is negatively associated with child health. In chapter 3, we define "process benefits" as the direct effect on utility from engaging in an activity and examine how "process benefits" associated with food activities, both uptake and duration, are related to factors such as socio-economic status and demographics. A household production model is utilized to demonstrate the vital role of process benefits in home food production and the implications it will have for nutrition based policies targeting resources. The results display that the process benefits are associated with some demographic characteristics. This implies that shortfalls in food activities are not simply a matter of technology or resource shortfalls, but also reflect disutility associated from these activities which in turn will attenuate the impact of policies design to merely address resource shortfalls.
Ph. D.

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Majluf, Alegría. « New approaches for the asessment and education of children under socio-cultural disadvantages ». Pontificia Universidad Católica del Perú, 2003. http://repositorio.pucp.edu.pe/index/handle/123456789/102394.

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The present paper describes the traditional psychometric parameters thal don 't fit by workingwith children who suffer socio-cultural deprivation (or who are living under socio-cultural disadvantages)and the new assessment and education strategies for this population. Vygotsky's socio-cultural approach, that emphasizes the Zone of Proximal Development, and the Dynamic Assessment and the Mediated Learning developed by Feucrstein and complemented by Coll relatedwith the Significative Learning are stressed.
En el presente trabajo se describen los supuestos de la psicometría tradicional, no apropiada para niños que sufren de privación socio-cultural y las nuevas estrategias para la evaluación y educación de estos niños. Para una mejor comprensión de éstas se mencionará la orientación socio-cultural iniciada por Vygotsky, se destacara el concepto de Zona de Desarrollo Próximo,la evaluación Dinámica y el Aprendizaje Mediado, ampliado por Feuerstein y complementado por Coll respecto al Aprendizaje Significativo.

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Sabric, Deborah Ann. « A comparative analysis of education reform and its impact on socio-economic reform in the twentieth century ». Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/276193.

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The research project, conceptualized through a comparative historical framework, focuses on an analysis of American and English education policy from 1964 to 2000 with particular emphasis on the inter-relationships between education policy and socio-economic disadvantage. Although the focus of the project is primarily the last four decades of the twentieth century, there is an initial consideration of immediate post-war discourses on poverty and education focusing on the impact that these had upon educational structures and curricula. Critical theory, particularly as conceptualized by Jürgen Habermas, and the Culture of Poverty thesis advanced by Oscar Lewis, form the methodological frameworks that underpin the research project. The research, which was conducted in two post-industrial communities with significant rates of socio-economic deprivation and records of poor educational attainment within secondary education, considers the impact of national policy upon the communities, particularly in relationship to socio-economic deprivation, access to education, equality of opportunity and equality of outcomes. The research design utilises the case study method to scrutinise two secondary schools within these communities as a means of analysing how teachers negotiated the implementation of education policies for their respective student populations. Documentary evidence and oral histories provide the methods to delve into this interconnection between education and socio-economic deprivation while modified Skinnerian and Eastonian frameworks provide the foundations upon which to analyse the data. The dissertation is not meant to trace the history of two schools and two communities but to see the schools and communities as a microcosm of American and English secondary education. The intention, therefore, is to employ the research findings to prescribe potential and future policy directions. Essentially, tracing educational history to understand it while utilising educational history as a tool to inform new and innovative policy where education can ameliorate socio-economic deprivation in each nation.

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Mpofu, Charles. « Immigrant medical practitioners' experience of seeking New Zealand registration a participatory study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Master of Health Science, 2007 ». Click here to access this resource online, 2007. http://hdl.handle.net/10292/404.

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This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.

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Morat, Marie Thérèse. « Langage des signes, langage oral : question épistémologique. : Clinique de la rencontre bébé sourd environnement ». Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20035/document.

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Comment La langue vient à l’enfant sourd selon qu’il se trouve dans un environnement sourd ou entendant ?Telle est la question que tente de mettre au travail cette thèse de psychologie clinique.L’histoire des sourds du moyen-âge jusqu’à nos jours comporte différentes positions idéologiques quant à l’accès au langage. Encore aujourd’hui la position « phonocentrée » reste prépondérante. La personne sourde est perçue comme une personne handicapée qu’il faut rééduquer. Les appareillages les plus sophistiqués, les séances d’orthophonie, doivent faire parler l’enfant sourd. La langue des signes ne reste qu’un pis-aller, non réellement investie comme une langue à part entière dans l’éducation de l’enfant sourd.Le bébé sourd naît le plus souvent dans un environnement entendant. La découverte de la surdité n’a lieu qu’aux environs du second semestre de la vie du bébé. Ce diagnostic représente un véritable traumatisme psychique pour les parents entendants. Ils se sentent le plus souvent trahis par ce « nouveau » bébé. L’urgence de la rééducation orale vient colmater la blessure narcissique faite aux parents. Dans ce contexte, le risque est grand pour le bébé de perdre l’étayage du « miroir environnement » et de se retrouver face à un vécu de « déprivation ». La surdité représente une autre manière d’être au monde, une autre manière de l’appréhender et d’interagir avec lui. Etre sourd aux bruits environnants ne signifie pas être sans langage. La langue des signes est une invention humaine extraordinaire qui nécessite de changer de paradigme. Elle interroge la problématique de la communication en général.Comment le bébé sourd interagit avec son environnement sourd et entendant? Ce bébé sourd présente une sensorialité spécifique qui nécessite un positionnement relationnel particulier de la part de son environnement entendant.L’observation filmée de trois dyades mère-bébé sourd, âgés de deux mois à deux ans, propose quelques éléments de réponse Le rythme, dans la clinique de la rencontre, apparaît comme un concept essentiel dans l’accordage de la dyade mère-bébé
How does a child acquire language whether it finds itself in a deaf environnement or a normal (hearing) one ?That is the question that this clinical psychology thesis inquires.The history of the deaf community through the Middle Ages until today is composed of different ideological positions concerning how language is acquired. Until today, the « phonocentric » position remains preponderant. The deaf person is percieved (apprehended) as a handicapped person who needs to be re-educated. The most sophisticated material, speach therapy sessions, are supposed to make the deaf child speak. Sign language remains the last resort, not really considered as a language, in all senses of the term, when used as education for the deaf child.The deaf baby is most frequently born in a normally hearing environment. Discovery of deafness only occurs around the second semester of the baby’s life. This diagnosis can represent an absolute trauma for normally hearing parents. They often feel betrayed by this « new » baby. The emergency of getting oral re-education started is an attempt to make up for the narcissic wound inflicted on the parents. In this context, there is a great risk that the baby will lose the propping up of the « mirror environment » only to find itself confronted with a feeling of « deprivation ».Deafness represents a different way of being in the world, another way of apprehending and interacting with it. Being deaf to environing noise does not imply being without language. Sign language is an extraordinary human invention which implies changing the paradigm. It questions the problem of communication in general.How does the deaf baby interact with both normally hearing and a deaf environment ? The deaf baby has specific sensoriality which requires a particular relational position on behalf of its normally hearing environment.The video-observation of three mother-deaf baby dyads, from two months old to two years of age, proposes parts of a reply to these questions. Rythm, in the clinical situation of meeting, appears as a fundamental concept concerning the getting together of mother and baby dyad

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Guralh, Soeli Andrea. « O REGIME DE PRIVAÇÃO DE LIBERDADE SOB ENFOQUE DA SOCIOEDUCAÇÃO : EXPERIÊNCIA DO CENTRO DE SOCIOEDUCAÇÃO REGIONAL DE PONTA GROSSA ». UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2010. http://tede2.uepg.br/jspui/handle/prefix/300.

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The present study is about the challenges and contradictions inherent for the development of the social educative professional practice, by a multiprofessional team, into the everyday reality of the freedom liberty deprivation regime – the internment – of Social Education Center of Ponta Grossa – CENSE PG. The main objective is to approach the limit and the possibilities of development of a professional practice of education for the social connivance, which promotes the autonomy and strengthen the interpersonal relation of the subjects and the demands that are faced by the professionals in this process. The methodological procedures used had been: bibliographic research; documental source study; and observation. For the data gathering, it had been used a qualitative research procedure; the focal group. The interviews with the selected professionals had been analyzed, using as a resource, the categorical content analysis. The first chapter relates the category freedom, in its legal dimension, as social educative internment, the institution's daily attendance, and the socializing and punitive dimensions of detention procedure with an emphasis on institutional social control. The second chapter approaches the social educative care, while public policy in its construction process. The third chapter refers to the operationalization of the concepts and guidelines of the social educational in the institution. The main finding in the survey is that the absence of a design and an own of the social education to causing a split in the formative processes of these professionals, who become trained for different lines of action prevents professionals to have clarity of their attributions and limits of intervention.
O presente estudo trata dos desafios e contradições inerentes ao desenvolvimento da prática profissional socioeducativa, por uma equipe multiprofissional, na realidade cotidiana do regime de privação de liberdade – a internação − do Centro de Socioeducação Regional de Ponta Grossa – CENSE PG. O objetivo geral é abordar os limites e as possibilidades de desenvolvimento de uma prática profissional de educação para o convívio social que promova a autonomia e fortaleça as relações interpessoais dos sujeitos, e as exigências que se colocam para os profissionais neste processo. Os procedimentos metodológicos utilizados foram: pesquisa bibliográfica, estudo de fontes documentais e observação. Para a coleta dos dados, utilizou-se um procedimento de pesquisa qualitativa: o grupo focal. Os depoimentos dos profissionais selecionados foram analisados sob recurso da análise de conteúdo categorial. O primeiro capítulo relaciona a categoria liberdade, em sua dimensão jurídica, à medida socioeducativa de internação, o cotidiano da instituição de atendimento e as dimensões socializadora e punitiva da medida de internação, com ênfase no controle social institucional. O segundo capítulo aborda o sistema de atendimento socioeducativo, enquanto política pública, em seu processo de construção. O terceiro capítulo refere-se à operacionalização dos conceitos e das diretrizes da socioeducação na instituição. A principal constatação apontada pela pesquisa é que a ausência de uma concepção e uma metodologia própria da socioeducação desencadeia uma cisão nos processos formativos dos profissionais, os quais passam a ser capacitados para linhas diferenciadas de ação impedindo que estes profissionais tenham clareza de suas atribuições e dos limites da intervenção.

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Kobayasi, Renata. « Qualidade de vida, resiliência, empatia, sonolência diurna e desempenho acadêmico em residentes de clínica médica : análise qualitativa e quantitativa ». Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5169/tde-02082018-114511/.

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INTRODUÇÃO: Na residência médica, inúmeros fatores favorecem o desgaste emocional, colocando em risco atitudes relevantes, como empatia, resiliência e percepção da qualidade de vida, o que pode comprometer o desempenho profissional. OBJETIVO: Avaliar o impacto do treinamento em Clínica Médica na percepção da qualidade de vida, empatia, resiliência e sonolência diurna, e suas correlações com o desempenho médico na avaliação de competências clínicas pelo método OSCE. A influência do gênero nesses construtos também foi investigada. METODOLOGIA: Estudo transversal com médicos residentes do primeiro ano de Clínica Médica, com questionários de autorrelato para avaliar a percepção de qualidade de vida específica para residência médica (Veras-Q), dados sociodemográficos, empatia (escala Jefferson), resiliência (escala Wagnild& Young RS-14) e sonolência diurna (escala de Epwoth). O desempenho acadêmico foi avaliado pelo método OSCE no final do primeiro ano da residência em Clínica Médica. Análise de grupos focais com residentes do sexo feminino foi feita para compreender as diferenças entre os gêneros nos construtos investigados. RESULTADOS: Cento e nove médicos residentes participaram do estudo: 31 (28,4%) do sexo feminino e 78 (71,6%) masculinos. As residentes do sexo feminino apresentaram escores de qualidade de vida significativamente menores do que os residentes masculinos nos domínios de uso do tempo (30,3, feminino vs 41,1, masculino p < 0,001), psicológico (48,1, feminino vs 56,7, masculino p < 0,01) e saúde física (42,8, feminino vs 53,6, masculino p < 0,05). Os escores de sonolência diurna foram significativamente maiores para as residentes do sexo feminino (13,0, feminino vs 9,0, masculino p < 0,001), com valores considerados patológicos (p < 0,001). Houve moderada correlação negativa entre sonolência diurna e o domínio manejo do tempo da qualidade de vida (p < 0,01). Houve forte correlação positiva entre resiliência e os domínios psicológico e saúde física da qualidade de vida (respectivamente, 0,48 e 0,50; p < 0,01). Os escores do desempenho acadêmico pelo método OSCE não diferiram entre os gêneros e não apresentaram correlação com os construtos investigados. A análise dos grupos focais destacou dificuldade de manejo do tempo, insegurança, sensação de perda, autocobrança, dificuldade de estabelecer laços afetivos, dificuldade de concentração e de aquisição do conhecimento como fatores relacionados à pior percepção da qualidade de vida para as residentes do sexo feminino. CONCLUSÃO: Ao final do primeiro ano da residência em Clínica Médica, os residentes apresentaram baixos escores na percepção da qualidade de vida e maior sonolência diurna. Houve diferenças significativas entre os gêneros na percepção da qualidade de vida e na sonolência diurna, com escores menores de qualidade de vida e escores maiores de sonolência diurna nas residentes do sexo feminino. Não foram identificadas correlações entre qualidade de vida, empatia, resiliência, sonolência diurna e o desempenho acadêmico pelo método OSCE em residentes do primeiro ano de Clínica Médica
INTRODUCTION: During medical residency, many factors may lead to emotional distress, putting at risk relevant attitudes such as empathy, resilience and perception of quality of life, which can compromise professional performance. OBJECTIVE: To evaluate the impact of training in internal medicine on quality of life, empathy, resilience, daytime sleepiness and their correlation with academic performance using the OSCE method. The influence of gender in these constructs was also investigated. METHODOLOGY: A cross-sectional study with first-year internal medicine residents was performed to evaluate self-reported quality of life specific for medical residency (Veras-Q), socio demographic data, empathy (Jefferson scale), resilience (Brief Resilience Scale from Wagnild and Young) and daytime sleepiness (Epwoth scale). Academic performance was assessed by the OSCE method at the end of the first year of internal medicine residency. Differencesbetween genders were investigated using focus groups analysis with female residents. RESULTS: One hundred and nine resident physicians participated in the study: 31 (28.4%) were female and 78 (71.6%) were male. Female residents presented significantly lower scores than those of male residents for quality of life in the domains of time management (30.3, females vs 41.1, males p < 0.001), psychological (48.1 females vs 56, 7, males p < 0.01) and physical health (42.8, females vs 53.6, males p < 0.05). They also scored higher in daytime sleepiness (13.0, females vs 9.0, males p < 0.001) with pathological scores for daytime sleepiness. A moderate negative correlation between daytime sleepiness and time management domain of quality of life (p < 0.01) was observed. There was a strong positive correlation among resilience, psychological and physical health domains of quality of life (respectively 0.48 and 0.50, p < 0.01). Academic performance scores by the OSCE method did not differ between genders and did not correlate with empathy, resilience and daytime sleepiness scores. The focus group assessment revealed difficulty in concentration and knowledge acquisition, insecurity, feeling of loss, greater critical perception, self-doubt and difficulty in creating affective bonds to support the training period as the main factors involved in the lower perception of quality of life among the women. CONCLUSION: Female residents had lower scores of quality of life and higher scores on daytime sleepiness. No significant differences between genders were detected for academic performance scores and no relationship among quality of life, empathy, resilience, daytime sleepiness and academic performance by the OSCE method was observed in first-year internal medicine residents. Measures to improve quality of life among female residents during this critical period of medical training might include investing in mentoring to help them better manage their time and encouraging activities that facilitate relationship development

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Daye, Eureka Capri. « Correlations Between Childhood Obesity and Obesogenic Environmental Variables Within Durham County, North Carolina ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/233.

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The application of geographic information systems was used to map obesogenic conditions by zip code tabulation areas in Durham County, North Carolina and evaluated associations between those conditions and the understudied area of early childhood obesity. Of the thirty one percent of the children in Durham County, North Carolina who were considered obese in 2010, four hundred and thirty three (1:5) 2 - 4 year old children who received supplemental nutrition services for women, infants and children were obese with BMI levels greater or equal to the 95th percentile and were used as the criterion variable in the study (N=433). The study's research questions examined conditions of the neighborhood that impeded the weight status of young children. The theoretical framework included the environmental stress, socioeconomic, multiple exposures-multiple effects, and attachment theories. The twenty - six variables used in this secondary quantitative study included demographics on socioeconomic and education levels, home occupancy and vacancy rates, age of homes, and neighborhood accessibility features: access to parks; recreation facilities; grocery stores verses convenience stores; fast food restaurants; medical facilities; schools; day cares; and neighborhood incivilities such as numbers of reported crimes. The t - test were configured as Grouping Variables with the cut-point of 18.7% and with an Alpha of .05 and produced statistical significance on five of twenty - six variables. A mean rate of 19.3% yielded statistical significance on ten of twenty - six variables. The Levene's Test for Equality of Variances expressed assumptions on scores met for statistical significance on t-test at the Alpha = 0.05 level for twenty - four of the twenty - six variables. The results of this study would possibly increase the use of the innovative geographic information systems to inform policy decisions, environmental interventions and environmental design on obesogenic correlates between the understudied area of early childhood obesity and the built environment.

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Lobo, Valéria de Jesus. « CONSIDERAÇÕES DOS ATORES DO SISTEMA DE GARANTIA DE DIREITOS SOBRE O PROCESSO DE EXECUÇÃO DA MEDIDA SOCIOEDUCATIVA DE PRIVAÇÃO DE LIBERDADE ». Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/2054.

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Made available in DSpace on 2016-07-27T14:22:14Z (GMT). No. of bitstreams: 1 Valeria de Jesus Lobo.pdf: 5631168 bytes, checksum: 6de38fdb11ff754c4ef5598f6e2edd4f (MD5) Previous issue date: 2011-09-09
This study came from the matrix research entitled O Estudo do sistema socioeducacional para adolescentes autores de atos infracionais no estado de Goiás that was coordinated and financially supported by Secretaria Especial Direitos Humanos da Presidência da República (SEDH/PR). Were made interviews with the actors of the Rights Guarantee System by the relevance that each actor has in the execution process of the social educative measures. The present research had as study method the Vigotski s social historic psychology perspective. It had as objective to seize by means of the actors considerations of the Rights Guarantee System the process of execution of the freedom deprivation of social education measure. Has participated 25 subjects, among them, judges, prosecutors, police chiefs and law counsellors of Goias seven counties where exist youth detention centers that execute the freedom deprivation of social education measure. It was shown the poor childhood treatment politics in Brazil, since it´s colony period until nowadays. The execution of treatment politics to teenagers who committed infraction acts show advances and relevant shifts after ECA s term, mainly in the concern of constructing youth detention centers, offering a specific site for youth treatment. It was possible to realize, through the reports, a fragility in the accomplishment of freedom deprivation measures. In this way, the Estatuto da Criança e do Adolescente; The National Social Educative Treatment System and the Rights Guarantee System are tools that allow to qualify the treatment to the teenagers that committed infraction acts, as well guide the creation of a social educative proposal that can be executed in the context of each detention centers
Este estudo originou-se da pesquisa matriz O Estudo do sistema socioeducacional para adolescentes autores de atos infracionais no estado de Goiás que foi coordenada e financiada pela Secretaria de Direitos Humanos da Presidência da República (SDH/PR). Foram realizadas entrevistas com os atores do Sistema de Garantia de Direitos pela relevância que cada ator tem no processo de execução das medidas socioeducativas. A presente pesquisa teve como método de estudo a perspectiva da psicologia sócio-histórica de Vigotski. Teve como objetivo apreender por meio das considerações dos atores do Sistema de Garantia de Direitos acerca da execução da medida socioeducativa de privação de liberdade em Goiás. Participaram 25 sujeitos, dentre eles Juízes, Promotores, Delegados e Conselheiros de Direitos dos sete municípios goianos onde existem os Centros de Internação que executam a medida socioeducativa de privação de liberdade. Apresentou-se a política de atendimento à infância pobre do Brasil Colônia a atualidade. A execução da política de atendimento ao adolescente autor de atos infracionais apresenta avanços e mudanças significativas após a vigência do ECA, principalmente no que diz respeito à construção de centros de internação, proporcionando um espaço específico para o atendimento ao adolescente. Foi possível perceber, por meio dos relatos, uma fragilidade na execução das medidas privativas de liberdade. Nesse sentido, o Estatuto da Criança e do Adolescente como uma lei que busca assegurar as crianças e adolescentes como sujeitos de direitos; o Sistema Nacional de Atendimento Socioeducativo como norteador da política socioeducativa e o Sistema de Garantias de Direitos como ferramenta estratégica de alcance dos direitos fundamentais de crianças e adolescentes são ferramentas que permitem por meio de um trabalho em rede, parcerias poderão qualificar o atendimento ao adolescente autor de atos infracionais, bem como nortear tanto a elaboração de uma proposta socioeducativa que possa ser executada no contexto de cada unidade de internação.

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Hoosier, Brianetta. « Leadership practices in two successful primary schools in Soweto, South Africa educating learners afflicted by multiple deprivation ». Thesis, 2019. https://hdl.handle.net/10539/28120.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, in accordance with the requirements for the degree of Doctor of Philosophy at the University of the Witwatersrand. January 2019
The study investigated the ways in which principals and other school leaders navigated issues of multiple deprivation to achieve high academic performance. The study was grounded in the theoretical framework of the University of Chicago Consortium on Chicago School Research (Bryk, Sebring, Allensworth, Easton, & Luppescu, 2010), which proposes five essential supports (5 Essentials) for successful schools. The framework was the lens used to understand whether or not successful school leaders implemented these five essentials supports in response to their learners’ battle with multiple deprivation. The main research question of the study is: what can we learn about school improvement from the leadership practices of successful school leaders in primary schools educating learners afflicted by multiple deprivation in Soweto? Interviews were conducted with two principals, three School Management Team (SMT) members, and three educators. Using thematic content analysis, recurrent themes emerged including stakeholders involvement, policy, academic support, progress monitoring, collaborative teachers, teacher quality, team building, parental involvement, and distributed leadership. In the South African context, this study expands the 5 Essentials framework through a contribution toward the emergence of a model of leadership practices of successful school leaders educating learners afflicted by multiple deprivation in primary township schools. In this model, the four core leadership practice with related themes, explain the leadership practices that underpin learner achievement. The core leadership practices and themes includes: (1) safety practices: stakeholder involvement and policy; (2) instructional practices: collaborative teachers; 3 (3) teacher quality and team building academic practices: academic support and progress monitoring; and (4) family engagement practices: parental Involvement (Biological or Proxy)
MT 2019

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Gosselin-Gagné, Justine. « Résilience scolaire chez les élèves allophones du primaire récemment immigrés ». Thèse, 2012. http://hdl.handle.net/1866/8517.

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Chaque année, un nombre considérable d’élèves récemment immigrés intègrent les écoles du Québec. Pour ces jeunes, les risques de faire face à des difficultés socioscolaires sont potentiellement élevés, en particulier chez ceux pour qui des facteurs tels que l’allophonie et la défavorisation s’additionnent. De nombreuses recherches soulignent la réussite de l’adaptation socioscolaire de plusieurs de ces élèves, mais il demeure que d’autres jeunes éprouvent des difficultés et il est capital de chercher à mieux comprendre comment les accompagner à travers ce processus. L’objectif général de cette recherche est de décrire le phénomène de la résilience scolaire chez des jeunes allophones du primaire récemment immigrés dans le but de savoir comment mieux soutenir leur intégration sociale ainsi que leur réussite scolaire. Le concept de la résilience a été employé comme cadre théorique afin de capter le caractère systémique de l’intégration socioscolaire de ces élèves immigrants qui, à leur arrivée, ne maîtrisent pas le français. Les résultats de l’analyse de nos données révèlent que les caractéristiques qui ont soutenu l’adaptation socioscolaire des jeunes que nous avons rencontrés appartiennent à quatre catégories : l’élève (motivation scolaire et importance accordée aux études en général, volonté d’apprentissage du français), son environnement familial (intérêt porté par les parents à l’éducation de l’enfant, discours positif du parent quant à l’éducation), son environnement extra-familial (lieux de culte et espaces d’épanouissement socioculturel pour le jeune, organismes communautaires, adultes significatifs qui peuvent soutenir la résilience du jeune) et son vécu scolaire (enseignants engagés, disponibles, qui inspirent confiance et qui sont outillés, climat psychosocial positif en classe et à l’école).
Every year a considerable number of recently immigrated students attend the schools of Quebec. For these students, the risk of facing socio-educational difficulties is potentially high, particularly for those who are allophones and living in deprivation. Several studies highlight success of socio-educational adaptation of numerous students, but it still remains that others have difficulties and it is capital to look into better understanding how to best support them through this journey. The general objective of this research is to describe the phenomenon of educational resilience in young allophones in elementary schools who have recently immigrated in order to know how to better foster and support their social integration and educational success. The concept of resilience was used as the theoretical framework in order to capture the systemic character of socio-educational integration of these immigrant students, who at their arrival do not master the French language. The results of the data analysis show that the characteristics that have supported the socio-educational adaptation of the students we have met with, can be organized in four categories: the student (educational motivation and the importance placed on education in general, the will to learn French), his/her family environment (parents’ interest in the child’s education, parents’ positive discourse in regards to education), his/her environment outside the family (places of worship and spaces for socio-cultural development, community organisations, significant adults who can support the child’s resilience) and his/her school experience (involved and available teachers, who inspire trust and are appropriately equipped, positive psychosocial climate in class and in school).

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Wang, kai-haio, et 王楷皓. « Area Deprivation, Parental Education, and Childhood Obesity ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/61678124751305096748.

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碩士
國立臺灣大學
衛生政策與管理研究所
93
Objective: To examine the associations of childhood obesity with area deprivation and parental education among children aged 2 to 11. Design: Cross-sectional study. The study data came from two data sets; one is the 2001 National Health Interview Survey and the other is the 2000 Census of Population and Housing Taiwan-Fukien Area. We used two indictors to compose the area deprivation Index, the rate of primary occupation population and prevalence of non-schooling among 17-19 years. Study Sample: The children aged 2 to 11 years old. Main result: The rates of overweight and obese children in this study was 15.3%and 4.9% respectively.(1) The rate of childhood obesity is higher with increased area deprivation. (2) The higher the parental education, the greater the probability of childhood obesity. (3) After controlling parental education, the effect of area deprivation diminished and only maternal education remained a significant factor. Conclusion: The parental education was significantly associated with childhood obesity. After controlling parental education, the relationship between area deprivation and childhood obesity became weaker. Therefore, the possible effect of area deprivation on childhood obesity warrants further exploration.

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Harper, Michael Leigh. « Teaching street children in a school context : some psychological and educational implications ». Thesis, 2003. http://hdl.handle.net/10500/2190.

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This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting.
Psychology
D. Litt. et Phil. (Psychology)

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Almeida, Tânia Rodrigues. « Limites ao internamento de jovens em centro educativo ». Master's thesis, 2017. http://hdl.handle.net/10362/21415.

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Entitled “Limits of young offenders’ institutionalisation in educational centres”, this thesis aims to reflect upon the limits of deprivation of the liberty of young offenders in said context. This research arises from the importance of recognising fundamental rights of young offenders institutionalised in educational centres, and from the need to review current legislation concerning situations which result in the aggravation of that specific measure. The institutionalisation measure in education centres is the most severe educational tutelary measure, since it encompasses the restriction of young offenders’ fundamental rights as well as those of their parents’, representing a large constraint on free decision-making and life choices. Therefore, we examine the consequences of the deprivation of young offenders’ liberties in the educational centre environment, the results of their education towards the law, as well the analysis of the effects of aggravating the institutionalisation measure, namely by extending its duration or the severity of the execution regime. Based on the research conducted, we find grounds to affirm that the aggravation of the institutionalisation measure due to the non-compliance of its obligations by young offenders, contradicts the principles and rights established in both national and international Law. The respect for the fundamental rights of young offenders in educational centres and the annulment of the legal provisions that allow it, stand as important goals towards the establishing of the procedural statute of young offenders as subjects of rights.
Com o título “Limites ao internamento de jovens em centro educativo”, a presente dissertação tem como objetivo refletir sobre a determinação de limites à restrição da liberdade dos jovens internados em centro educativo. A investigação resulta da importância do reconhecimento dos direitos fundamentais do jovem delinquente internado em centro educativo e da necessidade de rever a atual legislação no que respeita às situações que impliquem o agravamento da medida de internamento. A medida de internamento em centro educativo é a medida tutelar educativa mais grave, uma vez que importa a restrição dos direitos fundamentais do jovem, dos seus pais e limita a sua autonomia de decisão e de condução de vida. Portanto, analisamos as consequências da privação de liberdade do jovem internado em centro educativo, os resultados obtidos na sua educação para o direito e os efeitos da revisão da medida de internamento que implique a alteração da duração da medida ou do seu regime de execução. Com base na investigação realizada, ao longo da dissertação, encontraremos os argumentos que justificam que a decisão de revisão da medida de internamento, motivada pelo incumprimento da medida pelo jovem, que determine o agravamento da restrição da liberdade do jovem contraria princípios e direitos estabelecidos em disposições legais nacionais e internacionais. O respeito dos direitos fundamentais do jovem internado em centro educativo e a revogação das disposições legais que permitam o agravamento da restrição do seu direito à liberdade constituem metas importantes para a afirmação do estatuto processual do jovem delinquente enquanto sujeito de direitos.

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Chen, Chun-Ying, et 陳俊穎. « The Relative Deprivation of Continuing Education – A Study into the Accessibility of Professional Continuing Education in Social Work ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/hqty2x.

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碩士
高雄醫學大學
醫學社會學與社會工作學系碩士班
105
In view of the fact that continuing education for social workers has reached the first renewal period after 2016, it has not been able to complete the update. This study, from the sociological point of view, to explore the experience of continuing contact with social workers in Taiwan, to understand the process has not encountered difficulties. And finishing the domestic and foreign professional continuing education approach, and then sort out the information after the opening of Taiwan, found that the existence of regional problems in 2015, showing a very uneven geographical distribution, but also the lack of distance teaching. In addition, the present study explored the experience of 20 social workers when they came into contact with education through guided interviews, and supplemented them with government practice registration units and curriculum reviewers to check the authenticity of the data. We look forward to explaining this phenomenon and to assist the social workers in the future development of professional education, to provide future recommendations After analysis, it is clear that some social workers have difficulties in completing continuing education. The availability of resources for continuing education courses will be differentiated according to their areas of residence, work areas and so on, and they are "hospitals, public departments and large organizations , Which is easier to obtain than the private sector, "" the western region, the metropolitan area is easier than partial township and outlying islands "," association energy influence curriculum selection "," supervisor support has a direct impact "," female role difficulties "," ethics and quality points difficult to obtain "and" lack of distance learning ". Coupled with the possibility of facing a "penalty" in the future, the social workers responded to pay more, less feedback, more restrictions, and compared with the unregistered social workers and other professional (better freedom and resource richness), the feelings are not worth the pay, there has been "relative deprivation" feelings. Behind the behavior may be anxious, to avoid registration, and even choose to leave the social work system, perhaps not obvious but should be alert to the important issue. It is suggested that the Government should "build social worker distance teaching" as soon as possible, which will affect the issue of "fairness of resources" and "professional abundance" behind "penalty". We also hope that this discussion will be conducive to the future development of our social welfare, and we will have the opportunity to review the policy and make the social professional education system more perfect.

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Naicker, Kalamathy. « The impact of psychosocial deprivation on the scholastic performance of grade seven learners ». Thesis, 2011. http://hdl.handle.net/10413/6077.

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This research topic presents a discussion on psychosocial deprivation and how it impacts on learners academic performance. It is a case study guided by the following questions: To what extent does psychosocial deprivation influence scholastic performance of grade seven learners? How can the school counteract the effects of psychosocial deprivation? What forms of assistance do parents and teachers need in order to work together to benefit the learners? This is a quantitative study underpinned by the ecosystemic perspective as well as the social constructivist theory. The sample size consisted of seventy learners taken from a primary school which was later reduced to twenty eight learners. The findings of the study were lack of motivation, absenteeism, learning disabilities, difficulties learning English as a second language, stressful family life, poverty and the like were some of the factors that affect learners and eventually results in their poor academic performance. The learners’ environment or neighbourhood is seen as one of the many social contexts that shape children’s cognitive, social and emotional development. However the neighborhood context does not simply “imprint” itself on children, but can be mediated or moderated by other social contexts, in particular the family. Learners who struggle with schoolwork without receiving effective intervention often drop out of school and, as a consequence, have increasingly dire employment prospects. Many learners are invisible strugglers, falling through the cracks and being written off as not needing the extra effort and intervention that educators can provide. Schools, educators and education policy makers must strive to level the playing field by counteracting or minimizing the impact of socio-economic factors on learner’s academic performance by doing the following: Supplying educational materials timeously. Preparing syllabi suited to the age, level and language of learners. Provide ongoing learner support with the help of guidance counselors and social workers. Provide nutritious programmes to supplement those with inadequate diets. Parents and teachers should work together to promote teaching and learning.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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Kurdi, Vanessa. « Application d’un modèle motivationnel à l’école primaire en milieu défavorisé : effets différentiels selon les caractéristiques des élèves ». Thèse, 2017. http://hdl.handle.net/1866/21160.

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Votava, Tomáš. « Rizikové faktory ústavní výchovy ve vztahu k užívání nelegálních drog - případové studie ». Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-332005.

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The objective and main task of this thesis is to ascertain, in the individual case studies of users of illicit addictive substances who underwent institutional care, what risk factors occurred in the examined persons, which of them were represented by the greatest number and what life event or events were associated with the beginning of drug abuse career of the examined persons. The theoretical part of the thesis first describes the institutional care with regard to its function, legislative and statutory regulations applicable in the Czech Republic and the reasons for placing children into institutional care. The thesis further deals with institutional care with regard to formation of human personality and describes the individual risk factors of institutional care in relation to development of personality which follow from the current theoretical knowledge of this phenomenon where the main attention is paid to psychological deprivation in childhood in connection with institutional care. This thesis is concerned with qualitative research in the form of case studies and the data for the purposes of this thesis were collected using the method of semi-structured interview. The results of this thesis indicate that the examined persons manifested, to a certain degree, all the described risk factors of...

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TŮMOVÁ, Kateřina. « Vliv zrušené pěstounské péče na vývoj dítěte ». Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-172604.

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This paper deals with the impact of prematurely canceled foster care on a deve-lopment of a child. It gives an overview of the system of care of endangered children in the Czech Republic. It also presents the current legislation which is the basis of the surrogate family care in the Czech Republic. In 2013, an amendment of the Social and Legal Protection of Children law came into force, which the legislators built up on the experi-ence with professional foster care in Slovakia. Its goal is to reduce the number of chil-dren in children's institutions. The paper further includes a thorough analysis of develo-pmental needs of a child. Foster parents have to accept the fact, that they decided to take in a child with an unfulfilled attachment bond. Premature cancellation of foster care can bear witness to the fact that a foster family cannot create an attachment bond to the child and does not provide a sufficient amount of support for its development. The pa-per takes into consideration the dangers the juveniles are challenged with as a result of an unsuccessful foster care. Based on the interviews with many directors of children's homes in the South Bohemian region, negative impact of the canceled foster care on children has been noted. New questions suitable for further research in this region have emerged out of the interviews. Host care is one of the possibilities to provide children with a family educational model in children's home. The directors agree that it is the first-rate personality of a foster parent that is crucial for a first-rate foster care, i.e. a foster parent who can open her- or himself to the child and grant him or her his or her own family affectionate environment. The problem of unsuccessful foster care can be minimized only by genuine acceptance of a child and unconditional love for him or her.

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Liao, Mei-shan, et 廖美珊. « The Multicultural Education Cognition of Elementary School Teachers and the Experience of Teaching New Immigrant Children in Remote Townships : Reconsider the Viewpoint of Cultural Deprivation ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25763884313788599944.

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碩士
南華大學
國際暨大陸事務學系亞太研究碩士班
100
In recent years, the population of school-aged children of new immigrant is rapidly growing, elementary school teachers are the first to get exposure to multicultural environment, therefore more and more emphasis needs to be placed on multicultural education. The instructors definitely are the ones who play important roles to promote multicultural education, and whether the elementary school teachers possess a multicultural viewpoint in leading these "New children of Taiwan" is an issue of concern. 　　　This study was conducted by qualitative and in-depth interviews. Semi-structured interviews to six teachers of remote elementary school supplemented by participant observations were performed and the data was further analyzed in reconsideration of the viewpoint of cultural deprivation. The analysis was done in several aspects: teachers’ education experience to children of new arrivals, teachers'' cognition and awareness of multicultural education, the ways that the teachers look at learning and adaptation of new immigrant children in the viewpoint of cultural deprivation. 　　　The results of this study are as the followings: (1) Teachers'' lack of awareness of multicultural education. (2) Teachers try to meet the learning needs of the children of new immigrants in the viewpoint of “cultural deprivation”. (3) The lack of teaching time and lack of appropriate teaching materials hinder the implementation of multicultural education. (4) Most teachers carry out a multicultural teaching based on the textbook. 　　　Finally, according to the results of this study, we provide our recommendations to teachers, schools, educational authorities, as well as future researchers as reference.

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Datta, Atreyee Rupa. « Composition effects in labor markets and families : two essays / ». 2001. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3006485.

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DREVIANKOVÁ, Lenka. « Zájmy a využívání volného času dívkami ve výchovném ústavu v porovnání s jejich vrstevnicemi vyrůstajícími v rodinném prostředí (navštěvujícími učiliště nebo střední odbornou školu) ». Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-200445.

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This thesis is divided into two main parts. The first theoretical part consists of 8 chapters and informs of main topics, on which is based the research in the second part. The chapters are as follows: 1) Characteristics of adolescence age; 2) Definition of leisure; 3) Education outside the classroom; 4) Family; 5) The school as an institution acting on adolescent leisure; 6) Behavioral disorders; 7) The legal basis for the issue of spare time and 8) Juveniles in an educational institute. The main chapters are further divided into subsections, which are in some cases divided into more chapters. In the second practical part are set research objectives and hypotheses based on previous theoretical part. The use of research methods is justified and it also describes the research sample. The validity of the hypotheses was tested by research techniques of the questionnaire, the complementary technique was the interview. The research was focused on mapping the interest of girls living in the Reformatory and girls growing up in a family environment, attending secondary vocational school or vocational school and finding out what are their strongest patterns. It was found that the interests of the compared groups of girls compared to expectations do not differ significantly.

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Christmas, Candice. « Disentangling the Effects of Material and Social Deprivation on Early Childhood Development in the KFL&A Public Health Planning Area ». Thesis, 2013. http://hdl.handle.net/1974/8024.

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Life course literature states that early childhood development (ECD) can influence most aspects of health throughout the life-cycle. Canada ranked last among 25 wealthy nations in meeting ECD objectives. Fewer than 5% of children born have clinically detectable shortcomings in developmental health, increasing to 26% by school age with emerging socioeconomic associations. Understanding how social determinants of health (SDH) influence ECD at the household and neighbourhood scales would help identify conditions for optimal developmental outcomes. The effects of SDH on ECD in the Kingston, Ontario area were studied. SDH were classified via marginalization (ONMarg) and deprivation (Pampalon) indices. ECD was measured via 2006 Early Development Instrument (EDI) scores for children most at risk upon school entry (Grade One). The basic spatial unit of analysis was 2006 Census of Canada Dissemination Areas, subdivided into quintiles of deprivation (Q1 being the least deprived and Q5 the most). EDI results from each of the quintiles within the two indices were compared and then combined. The socioeconomic health gradient assumes that EDI scores will directly correlate to material and social deprivation. Social deprivation had a slightly greater impact than material deprivation on children’s developmental vulnerability, with Q5 being the most vulnerable in all competencies. Surprisingly, emotional health and social competence were significant areas of vulnerability for children in Q1 and Q2. “Village effects” – when social determinants at the neighbourhood level have protective effects on ECD despite material deprivation at the household level – were present within the Q3 and Q4 groups for the domains of social competency and emotional health. While the highest proportions of early childhood developmental vulnerability are found within the most deprived households, the largest numbers of vulnerable children are spread throughout the middle-class in a variety of neighbourhoods. Canadian policy should focus on mediating avoidable risks within this critical time to avoid future deleterious health effects and costs. Mapping the effects of SDH at the neighbourhood level generates knowledge that informs intersectoral action by policy makers to provide the supports needed to foster healthy children.
Thesis (Master, Geography) -- Queen's University, 2013-05-04 10:36:25.165

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Vondrušková, Martina. « Kooperace vládního a nevládního sektoru v oblasti péče o zanedbávané děti ». Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313219.

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The thesis Cooperation of governmental and non-governmental sector in the care of neglected children has theoretical and research nature and is divided into theoretical and practical parts. The first chapter of the theoretical part focuses on the child neglect in the family. In addition to defining the concept are given the educational implications of child neglect in the family, its risk factors and failure of family in relation to child neglect. The second chapter deals with governmental and non-governmental sector entities, intervening in the area of child neglect. Attention is focused on social work in the department of social and legal protection of children, NGOs working with endangered families and children and socio-educational work with children at risk of neglect in selected schools and school facilities. The third chapter deals with the cooperation of governmental and non-governmental entities in the area, factors that affect their cooperation and rehabilitation of the family as an effective intervention in the family of the endangered child. The practical part is aimed at qualitative data analysis of documents concerning activities and cooperation of Department of social and legal protection of children in Prachatice, local NGOs, which have been granted authority to exercise social and legal...

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Dempers, Gerda. « Moedersorg by "Onvermoë-om-te-gedy"-sindroom : 'n opvoedkundig sielkundige perspektief ». Thesis, 2012. http://hdl.handle.net/10210/5955.

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M.Ed.
Failure-to-thrive syndrome presents itself as severely inadequate weight increase in children under the age of five without any organic aetiology. It is found particularly in developing countries, constituting about half the malnutrition figures for children under five. Failure-to-thrive research has shown that this is a complex syndrome for which it is difficult to find an aetiology. There are frequently signs of disrupted emotional bonding between mother and child, as well as problematic mother-child interactions. However, the maternal attributes which contribute to the phenomenon are not yet fully understood. Intervention is usually unsuccessful. This study aims to investigate the role of the mother in order to increase understanding of the failure-to-thrive phenomenon. The research design is qualitative, explorative, descriptive and contextual. A multiple casestudy method was used. Three mothers were selected for the study. Data was gathered by means of interviews, supplemented by the observation of interactions and the researcher's own impressions. The interviews were videotaped in their entirety, and were transcribed verbatim afterwards. All data sources were synthesised in the form of case studies. Then the data was interpreted in the light of object-relation theory. The results suggest the importance of several factors already present before the birth of the child, including inadequate emotional care during the mothers' own childhood, and maternal inability to control their emotions. In all the cases studied, the pregnancy was unplanned and additional external stressors made the pregnancy more difficult. These mothers experienced their children as a threat, as competition or as symbols of their powerlessness. These mothers described their children as "wild" and demanding. Observation of interactions indicated that this type of behaviour in the children may be an attempt to attain affection from their mothers, or an anxious reaction to the mothers' inability to set limits. The restlessness of these children exacerbated the mothers' sense of inadequacy and contributed to a vicious cycle. These mothers were unable to provide what Winnicott describes as "good enough mothering". They were too emotionally needy themselves. Observations of interactions revealed an inability to adjust to the needs relevant to the children's age groups, inadequate responsiveness, inconsistency, instrumental care and a lack of involvement. It appeared that these mothers had themselves not been mothered enough during their own early development, so that they could not internalise these attributes. Their descriptions suggest inadequate environmental provision for what babies need in their first year of life to experience the world as a secure place, to reach personal integration and to interact trustfully with others. This early deprivation of the mother obviously has implications for the way these women treat their own children at the age when these mothers themselves were neglected as children. Suggested intervention tends to focus on support and mothering for the mothers, but the most appropriate type of intervention is individual psychotherapy which allows adequate internalisation of the "good mother" image. This would facilitate personal integration, enabling the mother to focus on her child's needs, freed from her own.

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Assis, Luana Mayara Santos de. « Execução da Pena : Alguns Caminhos para a Ressocialização ». Master's thesis, 2017. http://hdl.handle.net/10316/83979.

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Dissertação de Mestrado em Direito apresentada à Faculdade de Direito
The prisoner despite his condition is a human being, and as such he should have his dignity protected while serving his time in deprivation of liberty. Since ancient times the purpose and execution of prison sentences have been discussed, occurring a development of harsh punishments and treatments to more humane penalties. Unfortunately, practice does not always match with the prisional system's reality, which is characterized by subhuman conditions, overcrowding, unsanitary conditions, a true attack to the humanity's principle. Besides that, while in jail the prisoner is immersed in the prison culture, which makes him worse than who he was before getting into it. Therefore, it is necessary to investigate resocialization and re-education possibilities for the prisoners while serving their time, as an opportunity for reflection, personal growth and a change of mindset, being prepared for a future social reintegration. Also, both Brazilian and Portuguese legal systems classify social reintegration as purpose of a sentence. Thus, based on doctrine and written law, we will point to some possible ways to resocialization, which are education, religion and work. In the last chapter, serving as an example, we will present a project of resocialization developed by State University of Paraiba, entitled “Campus Avançado” (in English, “Advanced Campus”), which makes theory possible. Finally, studying sentence execution, reflecting about the prisoners living conditions, discussing about resocialization are a process of rediscovery of our humanity, which is oppressed by the violence that is in the world, but which, through us, looks forward to having a voice and transforming the world in a place of better results.
O recluso apesar de sua condição carcerária é um ser humano, e como tal deve ter sua dignidade protegida no cumprimento da pena privativa de liberdade. Desde a antiguidade a idade contemporânea tem se discutido a finalidade e a aplicação da pena, sucedendo uma evolução do suplicio às penas mais humanas. Infelizmente, a prática nem sempre condiz com a realidade do sistema prisional, caracterizado por condições subumanas, superlotação, insalubridades, verdadeiro atentado ao princípio da humanidade. Além disso, no cárcere o preso mergulha na cultura de prisão, tornando-o pior do que quando entrou. Portanto, é necessário investigar as possibilidades de ressocialização, reeducação dos apenados durante o cumprimento da pena como oportunidade de reflexão, crescimento pessoal e mudança de mentalidade, preparando-o para a futura reintegração social. Inclusive, o ordenamento jurídico brasileiro e português dispõem a reinserção social como uma finalidade da pena. Sendo assim, partindo de um viés doutrinário, e subscrito na lei, iremos apontar alguns possíveis caminhos para a ressocialização, sendo eles, a educação, a religião e o trabalho. No último capítulo, servindo como exemplo, apresentaremos um projeto de ressocialização desenvolvido pela Universidade Estadual da Paraíba, intitulado “Campus Avançado”, tornando teoria em possibilidade. Enfim, estudar a Execução da Pena, refletir sobre a condição de vida dos apenados, debater a ressocialização são um processo de redescoberta da nossa humanidade, oprimida pela violência que há no mundo, mas que anseia, através de nós, ganhar voz e transformar o mundo em lugar de melhores resultados.

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Beránková, Monika. « Alkoholismus rodičů a jeho dopad na psychiku dětí ». Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-353160.

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In the theoretical part of this bachelor thesis, there is a general summary of information about alcoholism, children's psyche and their developement, family, and strategies focusing on coping with the fact that their parents are people with greater problems, issues in the family and the impact of family on a child. The thesis consists of a possible precaution for children of parents- alcoholics and publication which was written mainly by the offspring of such parents for them. As the research method in practival part, the analysis of obtained questionnaire was used, quantity research in other words. Powered by TCPDF (www.tcpdf.org)

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KAISERŠOTOVÁ, Marie. « Ústavní výchova jako faktor využívání volného času ». Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-48946.

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This diploma dissertation is dealing with spending of leisure time in connection with institutional education and the results, which that education brings, when the main view is set on forming of subjecťs relations to his leisure time in connection of family and system for achievement of institutional or protective education. Dilatelly is treated about family as a natural background of education, which can significantly qualify the relation between the individual and his leisure time. At the end are mentioned problems, which are young people dealing with after leaving the institute, and which are caused in their spending of leisure time.

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Nascimento, Valdete Batista do. « Educação de adultos no sistema prisional : estudo de caso sobre a educação de adultos em uma penitenciária brasileira ». Master's thesis, 2016. http://hdl.handle.net/1822/44486.

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Dissertação de mestrado em Ciências da Educação (área de especialização em Educação de Adultos)
A presente dissertação tem como objetivo pesquisar sobre a experiência de Educação prisional desenvolvida no Estado do Rio Grande do Norte. Para tanto, realça o direito a educação dos detentos que vivem privados de liberdade. Apontamos a importância do processo de ressocialização por meio do acompanhamento educacional em uma Penitenciaria situada no Município de Caicó no estado do Rio Grande do Norte. A pesquisa desenvolve a metodologia tipo estudo de caso, buscando compreender a cultura e as relações sociais, pedagógicas e institucionais que ocorrem no interior da penitenciaria. A pergunta de partida é: Como a realidade do sistema prisional pode representar um auxilio à construção da cidadania e para o retorno dos apenados à sociedade? Tivemos como suporte teórico as concepções de ARROYO(2009), ALVES(2008), ANDER(2002), CARRASCO(1997), BECCARIA (1999), CANÁRIO(2000), CAPUCHO(2012), FERREIRA (2009), FREIRE(1992), FOUCAULT, M.(1987), GADOTTI(1999), JARDILINO2014) e LIMA(2010). A abordagem da pesquisa se configura predominantemente como qualitativa. Os sujeitos da investigação são quatorze (14) pessoas que ocupam diferentes atuações no presídio investigado. As técnicas de pesquisa utilizadas foram: questionário semiestuturado aplicados a dez (10) estudantes apenados, questionário semiestuturado aplicados a três (3) professoras do presídio e uma (1) entrevista semiestruturada com o Diretor do presídio. A Penitenciária potiguar estudada se configura como uma instituição prisional com oferta de cursos de EJA – Educação de Jovens e Adultos. Os resultados da investigação apontam que o comportamento dos apenados se apresenta com mais qualidade social quando inseridos em situação de aprendizagem escolar. De acordo com a pesquisa, faz diferença nas rotinas dos apenados freqüentar as aulas, ter rotina criativa e desafiante no dia-a-dia, ter acesso a processos de socialização com os colegas e ter interação com os agentes e/ou com a Direção. Essas são, dentre outras, experiências valiosas oportunizadas pelo momento de escolarização prisional. Os processos de educação formal são uma alternativa segura para o resgate dos sonhos que ficaram para trás. A experiência escolarnos presídios realça os projetos futuros e as esperanças no seio da prisão. Os resultados obtidos com a pesquisa desvelam a relevância atribuída a formação educacional de sujeitos privado de liberdade.
This study aims to highlight the prison education experience developed by the state of Rio Grande do Norte. Therefore, it emphasizes the education rights of the inmates who live deprived of freedom. We point out the importance of the resocialization process through educational monitoring at Peneteciária Potiguar, placed in Caicó City, at the state of Rio Grande do Norte. The research develops the case study methodology, looking for an understanding of the teaching process inside the penitentiary. The starting question is: how can the prison system reality represent some kind of aid to the building of the citizenship and the inmates’ return to the society? We have had the following theorists as theoretical support,: ARROYO (2009), ALVES(2008), ANDER(2002), CARRASCO(1997), BECCARIA (1999), CANÁRIO(2000), CAPUCHO(2012), FERREIRA (2009), FREIRE(1992), FOUCAULT, M.(1987), GADOTTI(1999), JARDILINO2014) e LIMA(2010). The approach used along this research was quantitative. There were fourteen (14) investigation subjects, people who occupy different roles at the prison. The research techniques we used were: semistructured questionnaire applied to tem (10) studying inmates, semistructured questionnaire applied to three (3) prison teachers e one (1) semistructured interview applied to the prison’s Director. The Penitenciária Potiguar of Caicó/RN is set out as a prison institution that offers EJA (Education for Young Adults and Adults) courses. The investigation’s result shows that the inmate’s behavior presents more social quality when they are inserted on a school learning situation. According to the research, attending to classes, having creative and challenging daily lives, having access to socialization processes with their colleagues, and interaction with agents and/or the director, make a difference on the inmates’ routines. Those, among others, are valuable and fortunate experiences brought by the prison schooling. The formal education process is a safe alternative to the rescue of dreams that were left behind. The schooling experience at the prisons highlights the future projects and hopes inside the prison. The results obtained by the research reveal the relevance that should be attributed to the educational formation of people deprived of freedom.

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ZEMANOVÁ, Markéta. « Kdo jsou děti základní školy praktické ». Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363609.

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This thesis deals with the deep knowledge of the pupils of primary school who attend special school, a primary school established pursuant to Section 16 (9) of the Education Act. The main aim of the thesis was to describe the broad context of a child attending this type of school. The aim of the theoretical part was to characterize themes - mental disabilities, education of pupils with mentally disabilities, deprivation and socially disadvantaged environment, including issues of Gypsies ethnicity. The practical part has a qualitative charakter and presents case studies of five pupils. The aim was to produce detailed diagnostics and understanding of special school pupils through case studies, interviews with children, teachers, parents and teacher assistants.

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Mashile, Elias Oupa 1963. « Political and social factors related to secondary school pupils' attitude towards school ». Diss., 1995. http://hdl.handle.net/10500/18148.

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The purpose of this investigation was to determine sociopoli tical factors related to students' attitude towards school. A questionnaire was compiled based on the literature study and was completed by 306 students doing standards eight, nine and ten at a secondary school in Benoni. Five socio-political factors were identified, namely: school experience, extrinsic motivation, pedagogical deprivation, political socialisation and school administration. The empirical study revealed: * A positive attitude towards school by the research group. * Significant correlations between attitude towards school and the five independent variables. * No significant difference in attitude towards school of: boys and girls, standard eight, nine and ten students and students staying with parents or with guardians. * The maximum variance in attitude towards school explained by a combination of variables is 43.2%. Recommendations are made for the enrichment of the family and school environments and areas of possible future research postulated.
Psychology of Education
M. Ed. (Psychology of Education)

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Cruz, Inês Filipa Graça da. « Privação material da família, bem-estar parental e envolvimento parental em casa ». Master's thesis, 2020. http://hdl.handle.net/10071/21618.

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A investigação tem indicado que o estatuto socioeconómico está relacionado com o stress familiar e o envolvimento parental. Neste estudo, pretendeu-se investigar a relação entre o nível de privação material da família, o bem-estar parental e o envolvimento parental em atividades em casa. Participaram no presente estudo 116 mães com uma escolaridade média de oito anos e com filhos entre os dois e os seis anos, dos quais 57 eram do sexo feminino e 59 do sexo masculino. Mais de dois terços das mães (72.4%) afirmaram ter um rendimento mensal inferior a 620€, tratando-se de uma amostra de baixo nível socioeconómico. Os dados obtidos não confirmaram as hipóteses formuladas mas revelaram relações positivas e estatisticamente significativas entre os anos de escolaridade da mãe, a idade das crianças e a frequência de leitura partilhada.
Research has indicated that socioeconomic status is related to family stress and parental involvement. In this study, we aimed to investigate the relationship between the level of material deprivation of the family, parental well-being and parental involvement in activities at home. 116 mothers participated in this study with an average schooling of eight years and with children between two and six years old, of which 57 were female and 59 were male. More than two-thirds of mothers (72.4%) stated that they had a monthly income of less than € 620, being a sample of low socioeconomic status. The data obtained did not confirm the hypotheses formulated but revealed positive and statistically significant relationships between the mother's years of schooling, the children's age and the frequency of shared reading.

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Thèses sur le sujet « Educational deprivation »

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