Thèses : « Studenti vulnerabili »

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MASTROKOUKOU, SOFIA. « Teaching Effectiveness and SWOC analysis at a Greek Higher Education Institution ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325866.

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Questa tesi di dottorato consiste in quattro saggi sulla sociologia dell'educazione. Il primo saggio, attraverso una rassegna approfondita, mira a migliorare la comprensione e a concettualizzare l'efficacia degli insegnanti nell'istruzione terziaria. Questa rassegna rappresenta un primo passo avanti nella comprensione della pratica didattica fondata sull’evidenza empirica. Il secondo saggio introduce un nuovo modo di analizzare le università utilizzando la tecnica di analisi SWOC. Per essere più precisi, l'analisi SWOC viene applicata per la prima volta ad una università greca. I risultati mostrano che alcune debolezze metodologiche e pragmatiche dell’ateneo possono essere superate (ad esempio, budget e tempo di elaborazione, vincoli di spazio, lingua del corso in greco), mentre altri limiti sistematici emersi non possono essere superati senza una riforma istituzionale (ad esempio, l'ingresso di pratiche commerciali nell'istruzione superiore) implementata a livello centrale. Allo stesso modo, alcune sfide possono essere risolte (p. es., limitazioni delle infrastrutture), mentre altre non possono o possono essere risolte solo parzialmente, ma c’è bisogno di tempo, riforme istituzionali di tutto il sistema universitario e creazione di una cultura all’interno della società (p. es., necessità di fondi esterni e maggiore autonomia, auto-finanziamento). Il terzo saggio si propone di comprendere le determinanti dell’efficacia dell’insegnante in una università greca, confermando la validità di una scala di 21 item in greco intitolata TAGGED. Mira anche alla creazione di una scala più breve (8 elementi) che possa essere utilizzata da qualsiasi università greca per valutare la qualità dell’insegnamento. I risultati rivelano che TAGGED è uno strumento a costituito da tre dimensioni: stile di insegnamento, difficoltà del corso e coinvolgimento degli studenti. Essendo la prima ricerca accademica che indaga la possibilità di utilizzare un questionario più breve presso le università greche per misurare l'efficacia degli insegnanti attraverso la soddisfazione espressa dagli studenti, questo studio può aiutare i ricercatori a condurre indagini accurate utilizzando la scala breve in una qualsiasi università greca. Il quarto saggio, esplorando il concetto di vulnerabilità, presenta alcuni risultati preliminari riguardanti lo stile di insegnamento preferito dagli studenti vulnerabili di un istituto di istruzione superiore greco. Il saggio individua la vulnerabilità come quadro teorico generativo, e lo utilizza, pur con la limitatezza dei dati a disposizione, per esplorare le vite degli studenti a rischio di vulnerabilità nell’università. I risultati rivelano che, sebbene molti degli studenti intervistati si trovino ad affrontare un qualche tipo di vulnerabilità, la metà di essi non si auto-definisce “vulnerabili”, probabilmente per non essere associati ad etichette e quindi per non essere discriminati o stigmatizzati. L’analisi inoltre analizza la percezione dell’efficacia dell’insegnamento da parte di questi studenti vulnerabili, mostrando come una valutazione negativa dell’efficacia di insegnamento emerga solo per gli studenti che si autodefiniscono vulnerabili, e per gli studenti che chiedono all’ateneo consulenza per la loro carriera. È troppo presto per trarre conclusioni, se non la necessità di ulteriori indagini e la necessità di un ulteriore impegno da parte dell’università per sviluppare opportuni servizi di sostegno agli studenti.
This dissertation consists of four separate essays on sociology of education. The first essay, through a scoping review, aims to enhance understanding and further conceptualise teacher effectiveness in higher education from both practical and research-driven perspectives. This review represents an initial step forward in understanding evidence-based practice in the classroom. The second essay introduces a new way of analysing universities by exploring the use of the SWOC analysis technique. To be more specific, the application of the SWOC analysis is carried out in the Greek Higher Education Institution. Results report that certain methodological and pragmatic weaknesses can be overcome (e.g., budget and process time, space constraints, course language in Greek), while other basic systematic limitations cannot without institutional reform (e.g., entrance of business practices into higher education). Similarly, certain challenges can be solved (e.g., limitations of infrastructure), while others cannot or can only be partially resolved, but there is a need for time, institutional and framework reforms and society preparation (e.g., necessity for external funds and increased self‐funding). The third essay sets out to understand the determinants of teacher effectiveness at a Greek Higher Education Institution by confirming the validity of a 21-item instrument entitled TAGGED, based on an exploration of its dimensionality among undergraduate students. It also aims to assess the perceived teaching quality offered at a Greek university by proposing a shorter (8-item) scale that is extremely accurate in measuring teacher effectiveness. Results reveal that TAGGED is a three-factor instrument consisting of the three dimensions: teaching style, course difficulty, and student engagement. As the first academic research that investigates the possibility of assessing a shorter questionnaire at Greek universities related to teacher effectiveness and thus student satisfaction, this study can help researchers conduct confident investigations using the adapted and validated teaching quality instrument within the Greek higher education system. The fourth essay, exploring the concept of vulnerability, presents some preliminary results concerning the teaching style that vulnerable students at a Greek Higher Education Institution prefer. The essay has gone some way, in the limited context of the data, to make a strong case for locating vulnerability as a generative theoretical framework for exploring the lives of students at risk in Higher Education. Results reveal that although many students are facing some kind of vulnerability, they do not want to be self-defined as vulnerable in order not to be associated with labels and thus not to be discriminated or stigmatized. The analysis further identifies a lack of information to support vulnerable students in making choices about their futures, principally in relation to gaining information about pursuing Higher Education. Further investigation suggests that there must be a commitment on the part of Higher Education Institution to develop student support services and personal development planning must be embedded.

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Mann, Michael. « The relationship of narcissistic vulnerability, shame-proneness, and perfectionism, to college student adjustment / ». free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924904.

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Auletta, Jamie Lynn. « Disaster Vulnerability of University Student Populations ». Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3960.

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Student populations at Gulf Coast universities and colleges are subjected to multiple forces working together making them an especially vulnerable sub-group to hazards. Research has suggested that college students represent a segment of the population that hazards research has frequently overlooked and maybe not fully appreciated in university emergency planning. Most prior research has focused on university disaster experiences, highlighting what went wrong, and what should be done but little research focuses on what is actually taking place. The primary intent of this research was to gain better insight into university emergency planning and identify areas universities have neglected with respect to students' wellness. Interviews were conducted with various representatives from university Emergency Management, Student Affairs and Residence Life Offices at universities in the Florida State University System. Universities were found to have neglected concerns pertaining to student involvement, assessment of hazards perceptions, language barriers, mutual-aid agreements, emergency housing plans and personal emergency plans of key personnel. The results from this study will help fill gaps in hazards and emergency management research and provide useful suggestions for improving university emergency planning and areas for future research.

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Jandrucko, Sarah K. (Sarah Kutz). « Stereotype Vulnerability in Elementary Aged African American Students ». Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278149/.

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This study explores a link between "stereotype vulnerability" and the documented under performance of African American students on standardized tests. The subjects were 41 third grade African American students matched according to language arts grades with 41 third grade Anglo students. The students were from predominately middle class suburban schools, with similar educational experiences. The data suggest that third grade African American and Anglo students from predominately middle class schools, with approximately equivalent language arts grades and similar educational experiences, will score comparably to one another regardless of testing conditions. The data also suggest that this sample of third grade students are confident in their academic ability and are not affected by negative stereotyping.

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Orbay, Ozge. « Resilience / Vulnerability Factors As Predictors Of Turkish University Students ». Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610532/index.pdf.

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It may be assumed that the various resources individuals have will be needed in coping with the adjustments required in college. Any deficits in individuals&rsquo
psychological make-up or maladaptive coping strategies will block their adjustment to college. Within this idea of adjustment, adjustment to college and psychological well being were predicted by several variables named as personality, hardiness, and coping strategies under a stressful condition. Students who have completed their freshmen year were administered the scales related to the above variables and a series of path analyses were carried out. Results indicated that problem focused coping and helplessness/self blame had a mediator role between personality variables and psychological well being. Neuroticism was named as a vulnerability factor. Students with neuroticism as a personality characteristic were regarded as risk groups, who were likely to use helplessness/self blame coping. On the other hand, personality characteristics such as conscientiousness, openness/intellect, and hardiness were concluded to be a resilience factors together with problem focused coping.

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Kasai, Makiko. « Self-construal, narcissitic vulnerability, and symptoms of psychological distress among Japanese college students / ». free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841308.

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Dreher, Kevin Clark. « College Student Vulnerability to Harmful Religious Groups Based on Perceptions ». Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1957.

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This study was conducted in an attempt to understand which, if any, groups of college students are susceptible to cult influence based on false perceptions. Religion is a powerful practice that, if used for the wrong reasons, can influence a person to dissolve social and financial relationships with family, friends, and the surrounding community. Surveys were given to randomly selected cluster samples of students currently enrolled at the university. These surveys consisted of demographic questions and a scale designed to measure perceptions. Also devised was a scale to measure traits of depression. Both bivariate and multivariate analysis showed that the depression scale was more significant than the perceptions scale in measuring vulnerability.

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Lee, Sook-Young. « The interaction effect of television violence and cultural identity on international students' perceived vulnerability ». Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1124740.

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The purpose of this study was to examine the effects of television violence and cultural identity on international students' perceived vulnerability. A total of 73 international students who registered at Ball State University spring semester 1999 participated in the survey research project. MANOVA revealed a significant relationship between perceived vulnerability and television exposure. Although no significant relationship was found between perceived vulnerability and cultural identity levels, there was a significant interaction effect between television exposure and cultural identity. International students who were heavy viewers and had assimilated identity exhibited the greatest perceived vulnerability. Theoretical and methodological implications of the findings were discussed for future research.
Department of Speech Communication

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Cook, Travis Andrew Ross. « Associations of age of drinking initiation with other vulnerability factors for alcohol involvement among Chinese, Korean and white college students / ». Diss., Connect to a 24 p. preview or request complete full text in PDF formate. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3266846.

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Franklin, Cortney Ann. « Sorority affiliation and rape-supportive environments the institutionalization of sexual assault victimization through vulnerability-enhancing attitudes and behaviors / ». Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/C_Franklin_042408.pdf.

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Mance, Oyku. « The Factors Making First- Year University Students Vulnerable To Pathological Eating Attitudes ». Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607901/index.pdf.

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The purpose of the present study was to find out variables that make first year university students vulnerable to eating disorders. Pathological eating attitudes&rsquo
association with height and weight, family meal patterns, perceived social support, family values and socio-demographic variables were assessed. 299 first year university students from the Department of Basic English at Middle East Technical University participated in the study. Five assessment devices- Demographic data form, the Eating Attitude Test (EAT&ndash
40), Family Eating Attitude and Behavior Subscales, the Multidimensional Scale of Perceived Social Support, and the Traditional Family Values Questionnaire were administered. ANOVAs were conducted to assess differences on eating attitudes between participants in terms of gender, with whom they lived, perceived family type, socio economic status, body mass index and weight satisfaction. Stepwise multiple regressions were conducted to appraise to what extent perceived social support, family meal patterns, traditional family values and demographic variables predicted eating attitudes of first year students. The participants who perceived their family as traditional reported more pathological eating attitudes in dieting, preoccupation with food, social pressure on weight factor. Regression analyses for female participants revealed that dieting, parents occupation, body mass index (current / desired) perceived social support- family, relationships with family and kin, and perceived family income were associated with pathological eating attitudes. Regression analyses for males revealed that dieting, father occupation, desired body mass index and relationships with family and kin were associated with pathological eating attitudes. These findings were discussed with reference to relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.

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D'Abreu, Lylla Cysne Frota. « Sexual aggression and victimization among college students in Brazil : prevalence and vulnerability factors ». Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/6923/.

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Despite the increased attention devoted to sexual aggression among young people in the international scientific literature, Brazil has little research on the subject exclusively among this group. There is evidence that sexual aggression and victimization may start early. Identifying the magnitude and factors that increase the chance for the onset and persistence of sexual victimization are the first steps for prevention efforts among this group. Using both cross-sectional and prospective analyses, this study examined the prevalence of, and vulnerability factors for sexual aggression and victimization in female and male college students (N = 742; M = 20.1 years) in Brazil, of whom a subgroup (n = 354) took part in two measurements six months apart. At Time 1, a Portuguese version of the Short Form of the Sexual Experiences Survey (Koss et al., 2007) was administered to collect information from men and women as both victims and perpetrators of sexual aggression since the age of 14. The students were also asked to provide information on their cognitive representations (sexual scripts) of a consensual sexual encounter, their actual sexual behavior, use of pornography, and experiences of child abuse. At Time 2, the same items from the SES were presented again to assess the incidence of sexual aggression in the 6-month period since T1. The overall prevalence rate of victimization was 27% among men and 29% among women. In contrast, perpetration rates were significantly higher among men (33.7%) than among women (3%). Confirming the hypotheses, cognitive (i.e., risky sexual scripts, normative beliefs), behavioral (i.e., pornography use, sexual behavior patterns) and biographical (i.e., childhood abuse) risk factors were linked to male sexual aggression and to male and female victimization both cross-sectionally and longitudinally with the path models analyses demonstrating good fit with the data. The results supported: a) the role of the sexual script for a first consensual sexual encounter as an underlying factor of real sexual behavior and sexual victimization or perpetration; b) the role of pornography as “inputs” for sexual scripts, increasing indirectly the risk for victimization, and directly and indirectly the risk for perpetration; c) the direct and indirect link between childhood experiences of (sexual) abuse and male sexual aggression and victimization mediated by sexual behavior; and d) the direct link between child sexual abuse and sexual victimization among women. Few gender differences were found in the victimization model. The findings challenge societal beliefs that sexual aggression is restricted to groups with low socio-economic status and that men are unlikely to be sexually coerced. The disparity between male victimization and female perpetration rates is discussed based on traditional gender roles in Brazil. This study is also the first prospective investigation of risk factors for sexual aggression and victimization in Brazil, demonstrating the role of behavioral, cognitive and biographical factors that increase the vulnerability among college students.
Apesar do aumento da atenção dedicada ao fenômeno da agressão sexual entre jovens na literatura científica internacional, o Brasil tem pouca pesquisa no assunto exclusivamente neste grupo. Há evidências de que a agressão e vitimização sexual podem começar precocemente. A identificação da magnitude e dos fatores que aumentam a chance do surgimento e persistência de agressão sexual são os primeiros passos para a prevenção do problema. Usando delineamento transversal e prospectivo, o presente estudo investigou a prevalência e fatores de risco para a agressão e vitimização sexual em estudantes universitários de ambos os sexos (N = 742; M = 20,1 anos) no Brasil, dos quais um subgrupo (n = 354) participou em dois momentos separados por um intervalo de seis meses. Na primeira coleta (T1), uma versão em Português de Short Form of the Sexual Experiences Survey (SES) (Koss et al.
2007) foi aplicada para obter informações sobre experiências de vitimização e agressão sexual em homens e mulheres desde os 14 anos de idade. Os estudantes também foram convidados a fornecer informações sobre suas representações cognitivas de um encontro sexual consensual (scripts sexuais), seu comportamento sexual real, o uso de pornografia e experiências de abuso na infância. Na segunda coleta (T2), os mesmos itens de SES foram apresentados para investigar a incidência de agressão sexual no período de seis meses desde T1. Os resultados mostraram que a taxa de prevalência de vitimização foi de 27% entre os homens e 29% entre as mulheres. Em contraste, as taxas de perpetração foram significativamente maiores entre os homens (33,7%) do que entre as mulheres (3%). Confirmando as hipóteses, variáveis cognitivas (scripts sexuais e aceitação normativa de risco), comportamentais (uso da pornografia e padrões de comportamento sexual) e biográficas (história de abuso na infância) constituíram fatores de risco para agressão sexual masculina e vitimização sexual feminina e masculina, tanto transversal quanto prospectivamente. Os resultados demonstram: a) o papel dos scripts sexuais como um fator subjacente ao comportamento sexual real e à vitimização ou perpetração sexual; b) o papel da pornografia como "input" para os scripts sexuais, aumentando, direta e indiretamente, o risco de perpetração e, indiretamente, o risco para vitimização; c) a ligação direta e indireta entre as experiências de abuso (sexual) infantil na agressão e vitimização sexual masculina mediada pelo comportamento sexual e d) a ligação direta entre o abuso sexual infantil e vitimização sexual entre as mulheres. Poucas diferenças de gênero foram encontradas no modelo de vitimização. Os resultados desafiam crenças de que a agressão sexual é restrita a grupos com baixo nível sócio-econômico e que homens não estão susceptíveis à coerção sexual. A disparidade entre as taxas de vitimização masculina e perpetração feminina é discutida com base nos papéis tradicionais de gênero no Brasil. Este estudo é o primeiro com delineamento prospectivo a investigar o papel de fatores comportamentais, cognitivos e biográficos na etiologia da agressão sexual no Brasil.

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Glace, Alyssa Marie. « Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses ». PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4473.

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Understanding how students endorse affirmative consent in their sexual relationships is essential to sexual violence prevention. Some research has indicated that LGBT students and students with disabilities may negotiate and endorse consent uniquely because of socially constructed traditional sexual scripts. Research indicates gender differences may exist as well. The proposed research examines differences based on gender, LGBT status, and disability in affirmative consent endorsement and peer norms around sexual violence. Results indicated that women, nonbinary students, LGBT students, and students with disabilities were significantly less likely than their privileged counterparts to indicate low endorsement of affirmative consent. Results also indicated that women and some LGBT students are significantly less likely than their privileged counterparts to indicate high peer norms supporting sexual violence. Limitations, implications, and future directions are discussed.

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Nghaamwa, Twahafifwa Ndahekelekwa Tupavali. « The perceptions of students about risky behaviour that could make them vulnerable to HIV infection ». Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85861.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The existing studies have shown that HIV is highly prevalent among the students at the institutions of higher learning. However, none of the studies has established the perceptions of risky behaviour that could lead to HIV infections among students. The chief aim of this study was is to establish the perceptions of the students at the Polytechnic of Namibia towards the risky behaviour which could make them vulnerable to HIV and ADIS in order to improve the life skill programmes and HIV and AIDS awareness programme. The objectives of the study were to establish the knowledge of the students about HIV infection, to evaluate what the students perceive as risky behaviour and identify risks that expose students to contracting HIV, to determine the perceptions of the students about risky behaviour that makes them vulnerable to HIV and AIDS, to identify the students’ attitudes towards a person living with HIV and AIDS, and to suggest strategies that can be implemented to improve HIV and AIDS awareness among the students and enhance life skills programme, and HIV and AIDS education. The objectives were met through a quantitative approach conducted to gather data from 500 full time students at PoN, the second largest institution of higher learning in Windhoek, the capital city of Namibia, in July 2013. The data was collected by using a self-administered questionnaire which exclusively consisted of close-ended questions. Ethical approval was obtained from the Ethics Committee of Stellenbosch University. The permission to conduct the study was requested and given from the registrar at the PoN. The participants were given a consent form to sign as an indication that they consent to take part in the study. Data collected was analysed using Epi-Info software and presented by means of pie charts, frequency tables, and bar graphs. It was found the students have efficient general knowledge on HIV and AIDS. The perceptions of risky behaviour were generally acceptable, however some students lack information on the epidemic. It was recommended that HIV and AIDS education and awareness programmes be expanded. Elimination of perceptions, and negative beliefs and reduction of alcohol and drug abuse among students are further recommended.

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McCabe, Cameron Trim. « Vulnerability and Protective Factors of Stress-Related Drinking : an Exploration of Individual and Day-Level Predictors of Alcohol Involvement ». PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3287.

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Problem alcohol use has far-reaching economic, intra-, and interpersonal consequences. One particularly hazardous form of drinking pertains to the consumption of alcohol as a means of regulating stress, or drinking to cope. As such, it is critical to identify pathways through which stress-related alcohol use occurs, as well as protective factors which may mitigate the aforementioned consequences. To achieve this, I conducted three studies examining these topics at multiple levels of analysis among two at risk populations for engaging in problematic drinking: College students and military service members. Study 1 is a published manuscript examining the association between personality, a known vulnerability factor, and daily alcohol use among college students. This study tested whether these associations were mediated by the utilization of daily coping behaviors. Study 2 is an exploration of the association between of post-traumatic stress symptoms (PTSS) and alcohol involvement among employed service members. I conducted conditional process analysis to determine whether the indirect association of PTSS on alcohol involvement through coping motivations was conditional on one's perceived level of social support. Finally, Study 3 examined how daily experiences of occupational stressors influence alcohol consumption using a subsample of married and cohabiting participants from Study 2. I tested the moderating roles of coping motives and more adaptive, support-based coping strategies on work stress-daily drinking associations. Together, these studies help elucidate why individuals typically drink when stressed, who may be more apt to do so, and under what conditions these effects hold true.

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Chui, Wai-sum Winsome. « A study of perfectionism, self-esteem and vulnerability of mental stresses in medical students in their first three years of study / ». View the Table of Contents & ; Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31494985.

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O'Neil, John Nolen. « The association of family history of coronary heart disease, sex, psychosocial vulnerability, and hostility among college students / ». The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960170939.

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Hellsing, Widén Petra. « “Not as bad as they seem” : A discourse analysis of representations of particularly vulnerable areas in Sweden, within student theses ». Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169409.

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The main purpose of this thesis is to analyse the discourses of particularly vulnerable areas in Sweden, a categorization made by the police authority, as these areas appear within student theses, written between 2010 and 2018. The aim of using this material along with theoretical discourse analysis is to gain a deeper understanding of academic as well as non-academic perspectives of these areas, in relation to the ongoing discussion of territorial stigmatization. Three main discourses where identified, structuring the analysis: the suburban discourse, the Swedish society discourse, and the critical meta discourse. In addition, I found that these are also present within studies conducted by higher scholars, and thus conclude that student theses can successfully serve as a source through which wider academic discourses can be understood. While parts of the discourses found has been identified by previous researchers as well, I argue that the critical meta discourse, having been dismissed as marginal, is prominent as a discourse within student theses. However, although the critical meta discourse serves to nuance the predominantly gloomy discourse of the suburb, I argue that this narrative also functions to preserve this image, and therefore should be used with some caution. Due to the magnitude of studies set out to “challenge the bad reputation” of these areas, the solidity and importance of these reputation are seen as given and thus possibly enhanced.

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Fonseca, Aline Arruda da. « Vulnerabilidade à AIDS : um estudo das crenças de adultos jovens em contexto universitário ». Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/6956.

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Made available in DSpace on 2015-05-14T13:16:23Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1369856 bytes, checksum: 86571806efd244a4805f5aeb4c932d4d (MD5) Previous issue date: 2013-09-30
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Vulnerability is perceived as the possibility of one getting sick due to various conditions that are influenced by their particular context. This assertion and the interest in how young people behave towards the possibility of contracting the Human Immunodeficiency Virus HIV were the starting point of the present study, analyzing the behavior of subjects with better access to information in higher education institutions, the locus of knowledge and exchange of scientific information. The study aimed to examine the beliefs and prophilactic practices of young adults inside the university system about AIDS as factors that may predispose to vulnerability. To reach that goal, two empirical studies were conducted. Study 1 aimed to assess the psychometric properties of condom use Beliefs Scale and AIDS Beliefs Scale and the operational boundaries of the variables of interest and analytical categories of the study, based on the feedback of young adults from six higher educational institutions in the State of Paraíba; four public and two private ones. Data were collected using a self-administered structured questionnaire, organized into three modules that involved sociodemographic characteristics, common beliefs about AIDS and condom use. The sample consisted of 500 university students aged 20-29 years (M=22.4, SD=2.37), 63% female. The results showed psychometric adequacy of scales, consistent with the Study1 proposal. Study 2 sought to describe sexual and prophilactic practices of the subjects; identify gender differences concerning prophilactic practices, AIDS and condom use beliefs and perception of vulnerability; examine the influence of AIDS and condom use beliefs in prophilactic practice (condom use) and vulnerability perception; examine the influence of the social (information, socioeconomic status and religion) and psychological (risk perception) variables on prophilactic practice; analyze the participants' statements about young people s vulnerability to HIV/AIDS. A structured questionnaire was used, divided into five modules: sexual practices, prophilactic practices, vulnerability, access to information and statements about vulnerability to HIV/AIDS. The sample profile was the same employed in Study 1. The results showed negative beliefs about condom use and 20 % responded affirmatively about the possibility of getting contaminated. When asked about access to information about AIDS, even though 83% reported having enough information, 29 % refered to AIDS transmission through household items, indicating that many still have doubts about AIDS (61%). The study also found that the greater the perception of vulnerability, positive beliefs about condoms and its possibility of access, the greater the prophilactic practice. Religiosity was negatively assessed, inhibiting condom use. The statements given by the students on the reasons young people do not use prophilactic methods against HIV/AIDS was associated with the idea of their invulnerability and immaturity, which also includes beliefs in presumably healthy relationships. The conclusion is that more information on HIV/AIDS prevention is called for, incorporated in everyday practices and relational dynamics, and that the access to information shall provide greater prevention in order to modify the actual scenarios of social interactions.
A vulnerabilidade é entendida como a possibilidade de as pessoas adoecerem devido a condições diversas que são influenciadas pelo contexto em que elas estão inseridas. Considerando este quadro, esta tese tomou como ponto de partida o interesse em saber como os jovens se comportam frente à possibilidade de contrair o Vírus da Imunodeficiência Humana HIV, buscando-se analisar o comportamento de pessoas com melhores condições de acesso a informações, por estarem inseridas no ensino superior, arena de conhecimento e trocas de informações científicas. Neste sentido, esta tese teve como objetivo analisar as crenças e práticas preventivas de adultos jovens em contexto universitário acerca da Aids enquanto fatores que podem predispor à vulnerabilidade. Para atingir o objetivo proposto, decidiu-se realizar dois estudos empíricos. O Estudo 1 teve como objetivo conhecer as propriedades psicométricas da Escala de crenças em relação ao uso do preservativo e da Escala de crenças sobre a Aids e as delimitações operacionais das variáveis de interesse e categorias analíticas do estudo, considerando respostas de adultos jovens de seis instituições de ensino superior do Estado da Paraíba, sendo quatro públicas e duas privadas. O instrumento utilizado foi um questionário estruturado, autoaplicável, organizado em três módulos que contemplaram as características sociodemográficas, crenças acerca da Aids e do uso do preservativo. Fizeram parte da amostra 500 estudantes universitários com idade de 20 a 29 anos (M=22,4; DP=2,37), sendo 63% do sexo feminino. Os resultados evidenciaram adequações psicométricas das escalas, coerente com a proposta do Estudo1. O Estudo 2 objetivou: Descrever as Práticas Sexuais e Preventivas dos participantes; Identificar as diferenças entre os sexos em relação às práticas preventivas, crenças acerca da Aids e do uso de preservativo e percepção de vulnerabilidade; Examinar a influência das crenças acerca da Aids e crenças acerca do uso de preservativo na prática preventiva (uso de preservativo) e percepção de vulnerabilidade; Examinar a relação de variáveis sociais (informações, status socioeconômico e religiosidade) e psicológica (percepção de risco) na prática preventiva; Analisar as explicações dos participantes acerca da vulnerabilidade dos jovens ao HIV/Aids. Utilizou-se um questionário estruturado, dividido em cinco módulos referentes às práticas sexuais e preventivas, vulnerabilidade, acesso às informações e explicações atribuídas ao comportamento de vulnerabilidade à Aids. O perfil da amostra foi o mesmo utilizado no Estudo 1. Os dados evidenciaram crenças negativas sobre o uso do preservativo. Sobre a possibilidade de se contaminarem 20% responderam afirmativamente. A partir destas crenças, foi questionado sobre o acesso à informação acerca da Aids, assim, 83% afirmaram receber informações, contudo referiram a transmissão da Aids através de utensílios domésticos (29%), mostrando que muitos ainda têm duvidas em relação a Aids (61%). Foi verificado que quanto maior a percepção de vulnerabilidade, as crenças positivas sobre o preservativo e a possibilidade de acesso ao insumo, maior a prática preventiva. A religiosidade foi analisada de forma negativa, prejudicando o uso de preservativo. As explicações dadas pelos estudantes sobre os jovens não fazerem uso de métodos preventivos ao HIV/Aids esteve associada à ideia de invulnerabilidade e imaturidade por parte destes jovens. Isso inclui as crenças em relacionamentos considerados saudáveis. Conclui-se que é necessário que haja mais informação sobre prevenção ao HV/Aids, incorporada nas práticas do dia a dia, nas dinâmicas relacionais, e que a partir do acesso à informação haja maior prevenção, buscando uma modificação nos cenários das interações sociais.

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Huddy, Shannon. « Vulnerability in the classroom| How undergraduate business instructors' ability to build trust impacts the student's learning experience ». Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163664.

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Vulnerability is the ability to risk emotional exposure, chance making a mistake, or disclose personal information because the outcome is viewed as favorable. Vulnerability is a highly effective way to build trust with others. Trust is a valued leadership trait within corporate business because it encourages employees to take risks, share information, and ultimately become more effective and productive (Robbins & Judge, 2013). This paper explores the practicing of vulnerability in college-level business classrooms to appropriately prepare business students to become leaders who are able to build trust within the workplace.

To further understand vulnerability in the classroom and develop a preliminary operational definition of the complex construct of vulnerability, a mixed methods research study was conducted at Sierra Nevada College that included a two-stage factor analysis followed by short interviews with instructors to gain further insight into the data collected. First, students from four randomly selected business classrooms were asked to participate in a study by completing a survey with 18 variables that describe vulnerable, productive teaching techniques. Then, the same survey was distributed to the five classrooms of instructors who were nominated for the 2014 or 2015 Nazir and Mary Ansari Excellence in Teaching Gold Medal award or Teacher of the Year award. The four Nazir and Mary Ansari Excellence in Teaching Gold Metal award candidates and the Teacher of the Year were interviewed for 30-minutes to provide insight and commentary on the findings from the first round of surveys. The goal of this study is to create a preliminary operational definition of the construct of “vulnerable teaching techniques” and to have an assessment tool to further understand vulnerability in a classroom setting.

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Hartley, Mark. « Understanding What the 2% Know : A Mixed Methods Study on Grit, Growth Mindset and Vulnerability Among Thriving Community College Students ». CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/784.

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Currently, the California Community College system is graduating 2.83% of its first-time freshmen from these two-year institutions in a two-year period of time (CCCCO, 2017). In addition, less than 40% of this same group are graduating in a six-year period of time. This study sought to find commonalities between the students who were in the 2.83%, as well as to learn if these thriving students’ experiences centered on possessing the skill sets of grit (Duckworth, 2007), growth mindset (Dweck, 2006), and vulnerability (Brown, 2006). For this study, thriving students were defined as first-time college students during the fall of 2017, who had a GPA equal to or greater than 3.0 on a 4.0 scale, and who had obtained a minimum of 30 units towards graduation and/or transferring at the time of the study. A sequential explanatory mixed methods approach was used to identify skill sets obtained by thriving community college students who were on track to graduate and transfer in a two-year period of time. First, a 58-question quantitative survey was sent to thriving community college students in a three-college district in southern California. The survey combined questions on the topic of grit, growth mindset, and vulnerability. Three weeks after the online survey closed, 10 students participated in a three-hour focus group based on the same topics. The goal for the focus group was to better understand from the thriving students’ perspective the primary skill sets they possess for academic success. In addition, the participants were asked if these skills could be learned by other students. The results from the survey revealed that grit, growth mindset, and vulnerability were non-significant skill sets in the students’ journey towards graduation and transferring to a four-year school. Conversely, the focus group revealed that all three were major factors in contributing to the academic success of the participants. While the quantitative data was not statistically significant, there were four key elements within the survey which did reveal significance. These key elements aligned with the findings of the qualitative data from the focus group, which revealed eight additional elements thriving students consider significant. The contradictory results were interpreted by the researcher to mean more research on grit, growth mindset, and vulnerability needs to be done at the community college level. However, it is clear that there are key elements embedded within grit, growth mindset, and vulnerability, which could positively impact students towards achieving higher graduation and transfer rates.

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Romney, Rachel Jayne. « Discovering Self Together : An Art Teacher Exploring Her Role in Helping Adolescent Students on Their Journey to Self-Awareness ». BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6070.

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A case study of a junior high and high school art classroom that examines students' development of identity and self-awareness through reflective practice in a caring community. This project considers what the role of teaching is and how working through vulnerability to create caring relationships can inspire teachers and aid adolescent students, within an art curriculum, to discover their true selves.

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D'Abreu, Lylla Cysne Frota [Verfasser], et Barbara [Akademischer Betreuer] Krahé. « Sexual aggression and victimization among college students in Brazil : prevalence and vulnerability factors / Lylla Cysne Frota D'Abreu. Betreuer : Barbara Krahé ». Potsdam : Universitätsbibliothek der Universität Potsdam, 2014. http://d-nb.info/1046725912/34.

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Chui, Wai-sum Winsome, et 徐慧心. « A study of perfectionism, self-esteem and vulnerability of mental stresses in medical students in their first three years of study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45009958.

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Arnold, Brandy. « Teaching in the Real World : Autoethnography Meets Meta-Autoethnography from a Practicing Teacher's Perspective ». Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104464.

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Abstract In "Who are You," I narrate seven vignettes of my lived experiences from childhood through the beginning of my Ph. D. I examine how they directly relate to the relationships I build with my students as a teacher in an urban public high school. I deconstruct how my experiences push me to break standard professional teacher boundaries in order to support and advocate for my students. I discuss the realities of my lived experiences and the impact they have had on me personally, educationally, and professionally. I explain my choice for using narrative vignettes tied to the Lewis Carroll novels Alice in Wonderland and Through the Looking Glass and their connection with my adolescent and professional experiences. I explain my choice of autoethnography as my method and how I have come to terms with the vulnerability necessary to successfully use this genre of qualitative research while learning about the difficulties and benefits of the method. In "Where Soul Meets Body," I reflect on occurred during those experiences, and how they shaped the person and the teacher I am today. I reflect on the collapse of family, the effects of divorce on my actions, the seeking of solace and emotional repair, the effects of abusive relationships, the changes in my identity, the rebuilding of my identity, and the impact of my lived experiences on my teaching pedagogy. I reflect on the need for transparency and vulnerability in teaching. I explore how the acceptance and realization of my lived experiences has a deep impact on personal pedagogy, practices, and meaningful relationships with students, specifically in an urban school setting. I explore how my personal experiences intertwine with my students' personal experiences and how all teachers need to acknowledge the importance of transparency and vulnerability in their pedagogy.
Doctor of Philosophy
General Audience Abstract In "Who are You," I narrate seven stories from my life. I begin with my childhood and continue through the beginning of my Ph. D. I look at how they directly relate to the relationships I build with my students as a teacher in a public high school. I take apart how my experiences help me to support and advocate for my students. I discuss how my experiences influenced me personally, educationally, and professionally. I write about why I chose to use stories and why I used the Lewis Carroll novels Alice in Wonderland and Through the Looking Glass to connect them with my adolescent and professional experiences. I explain why I chose to use a research method that is completely a reflection of myself. I also discuss how I have come to terms with being vulnerable necessary to successfully when writing about oneself. In "Where Soul Meets Body," I look at what ac during those experiences, and how they shaped the person and the teacher I am today. I reflect on how my family changed and how my parent's divorce caused a change in my personality and actions. I also look at how I began to look for relationships I thought I had lost due to my parent's divorce. I explore abusive relationships and how I was able to heal from those relationships. I talk about the need for teachers to be open with who they are as teachers. I write about how my life often is similar to what my students experience and how it is helpful if all teachers include self-reflection as part of their teaching practice. urban school setting.

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Ribeiro, dos Santos Ana Sofia [Verfasser]. « Mapping vulnerability through a capabilities approach. A biographical study of first generation students in Portuguese higher education / Ana Sofia Ribeiro dos Santos ». Bielefeld : Universitätsbibliothek Bielefeld, 2015. http://d-nb.info/1078728402/34.

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Couch, Matthew M. « A Phenomenological Study of Over-Involvement in Undergraduate Students ». The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1466343554.

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Gialopsos, Brooke A. M. S. « For Whom the School Bell Tolls : Explaining Students’ Fear of Crime and Perceptions of Risk ». University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321641936.

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Belfer, Sharon Eilene. « The need to binge and the need to feel thin in a sample of university students, self-regulation, self-representation, and vulnerability during change ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0018/MQ37483.pdf.

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Oliveira, Maria Elizabete de. « O momento das ações para a permanência no ensino superior : visitando a política de assistência estudantil da Universidade Federal de Juiz de Fora ». Universidade Federal de Juiz de Fora (UFJF), 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/5605.

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O presente estudo aborda a política de assistência estudantil da Universidade de Federal de Juiz de Fora. A perspectiva geral é problematizar a combinação de duas variáveis: o atendimento universal aos alunos da graduação presencial em vulnerabilidade socioeconômica e o aumento expressivo de vagas no ensino superior no período de 2009 a 2012. Este enfoque é desenvolvido sob o aporte teórico das discussões sobre democratização do ensino superior e desigualdade social implicando no delineamento da trajetória escolar. O objetivo central do Plano de Ação Educacional é apresentar propostas de modernização da referida política e compatibilizar a norma institucional com a legislação nacional. Os objetivos específicos deste Plano de Ação Educacional estão circunscritos na análise parcial da operacionalização da Política de Assistência Estudantil da UFJF, visando possibilidade de modernização face a evolução da referida política; além de compatibilização da norma institucional com a legislação nacional, em virtude da publicação do Decreto-Lei n. 7.234, de julho de 2010 e a mudança do perfil do aluno assistido. Mediante esses objetivos, são elencadas duas hipóteses principais: se a Assistência Estudantil da UFJF contribuiu, no período estudado, para o alcance das metas estipuladas pelo Programa de Reestruturação e Expansão das Universidades Brasileiras de diminuição da evasão escolar e efetivação de maiores índices de conclusão da graduação. O estudo é subdividido em três partes principais, no qual no primeiro capítulo é mostrado o cenário nacional e institucional da Assistência Estudantil, fomentado por breve histórico e pela demonstração do formato de atendimento aos alunos apoiados. A seguir no capítulo dois, além do apontamento da metodologia de pesquisa, são apresentadas as contribuições teóricas sobre os temas acima distinguidos. E no terceiro e último capítulo são apresentadas as propostas de ação educacional com vistas à modernização da norma institucional coordenada com a legislação nacional e aumento do número de alunos assistidos.
The present study deals with the student assistance politics at Universidade Federal de Juiz de Fora. The general perspective is to discuss the combination of two variables: the universal assistance to the attending graduation students under socioeconomics vulnerability and the expressive increase of places in higher education in the period of 2009 to 2012. This point of view is developed under the theoretical basis of the discussions on the democratization of higher education and social inequality implicating in the delineation of school pathway. The central objective of the Educational Action Plan is to present proposals to modernize the aforementioned politics and harmonize the institutional norm with the national legislation. The specific objectives of this Educational Action Plan are described in the partial analysis of the execution of the Educational Assistance Politics at UFJF, aiming the possibility of modernization due to the evolution of the aforementioned politics; besides the harmonization of the institutional norm with the national legislation, due to the publication of the Decree-Law 7.234, of July 2010, and the change in the assisted student profile. Based on these objectives, two main hypothesis are considered: if the Student Assistance at UFJF contributed, along the studied period, to reach the aims that were stipulated by the Restructuring and Expansion Program of the Brazilian Universities to reduce dropout rate and to guarantee higher indices of graduation. The study is divided in three main parts, in the first chapter it is show both the national and the institutional scenarios of Student Assistance, consisting in a brief historical description and in demonstrating the format of the assistance to the supported students. Next, in chapter two, besides pointing the research methodology, it is presented the theoretical contributions about the themes aforementioned. In the third and last chapter it is presented the educational action proposals, aiming to the modernization of the institutional norm, coordinated with the national legislation and the increase in the number of supported students.

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Luguetti, Carla Nascimento. « Movendo-se do que é para o que poderia ser : desenvolvendo um protótipo de modelo pedagógico do esporte para meninos residentes em áreas de vulnerabilidade social no Brasil ». Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-20022015-093608/.

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Este estudo explora uma abordagem ativista, a fim de desenvolver um protótipo de modelo pedagógico do esporte, para trabalhar com meninos residentes em áreas de vulnerabilidade social, respondendo às seguintes questões de pesquisa: a) qual é o tema central, os elementos críticos e os resultados da aprendizagem de um protótipo de modelo pedagógico?; b) quais processos ocorrem na construção colaborativa do tema central, elementos críticos e resultados da aprendizagem?; c) quais são os desafios e facilitadores no processo de construção colaborativa do tema central, elementos críticos e resultados de aprendizagem? Durante seis meses em 2013, foi conduzida uma pesquisa ação participativa num programa de futebol, em uma área de vulnerabilidade social do Brasil. O estudo incluiu 17 meninos, quatro treinadores, um coordenador pedagógico e uma assistente social. Também uma especialista em pedagogia centrada no aluno e numa abordagem ativista baseada em questionamentos, participou do trabalho como facilitadora (debriefer), ajudando na análise progressiva dos dados e no planejamento das sessões de trabalho. Múltiplas fontes de dados foram coletadas, incluindo: 38 diários de campo/observações e gravações de áudio de 18 sessões de trabalho com os jovens, 16 sessões de trabalho com os treinadores e três sessões de trabalho com os jovens e com os treinadores. Além disso, aconteceram 37 encontros entre o pesquisador e a especialista. O tema central que emergiu foi à necessidade da co-construção de possibilidades de empoderamento, por meio do esporte, para meninos residentes em áreas de vulnerabilidade social. Cinco elementos críticos surgiram quando se trabalhou com meninos residentes nas referidas áreas: a importância de uma pedagogia centrada no aluno, uma abordagem ativista baseada em questionamentos, uma ética do cuidado, uma atenção para a comunidade e a formação de uma comunidade de esporte. Quando os cinco elementos críticos foram combinados, surgiram os resultados de aprendizagem: \"tornando-se responsáveis/comprometidos\", \"aprendendo com os erros\", \"valorizando o conhecimento um do outro\", e \"comunicando-se com os outros\". O processo de construção colaborativa foi dividido em duas fases. A primeira destinada a entender os meninos e como poderíamos fazer um esporte melhor para eles. Os cinco elementos críticos foram desenvolvidos nessa fase. Os quatro resultados de aprendizagem emergiram na segunda fase (fase ativista), quando os cinco elementos críticos foram combinados e usados em conjunto para desenvolver um programa de liderança. Foi necessário negociar desafios, tais como: \"encontrar maneiras de nomear nossas experiências\", \"falta de confiança no processo\", \"valorizar e privilegiar o conhecimento de adultos\" e \"premissas sobre os jovens\" na primeira fase. Negociamos esses desafios, permitindo que todos tivessem \"tempo para desenvolver relacionamentos\", apresentassem uma \"disposição de viver na desordem\" e serem \"pacientes de modo que os elementos críticos pudessem surgir\". Na segunda fase, os desafios negociados foram: \"premissas sobre os jovens\", \"valorizar e privilegiar o conhecimento de adultos\" e a \"cultura do esporte\". Esses desafios foram negociados apresentando-se uma \"predisposição para aceitar riscos\", assumindo \"possibilidades transformadoras realistas\" e sendo \"pacientes para o programa se desenvolver\". O esporte pode ser um bem cultural capaz de beneficiar jovens residentes em áreas de vulnerabilidade social, oferecendo-lhes um espaço onde possam se sentir protegidos e sonhar com outros futuros - movendo-se do que é para o que poderia ser
This study explores an activist approach for developing a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds, answering the following research questions: a) what is/are the key theme, critical elements and learning outcomes of a prototype pedagogical model?; b) what processes take place in the collaborative construction of the key theme, critical elements and learning outcomes?; c) what are the challenges and enablers in the process of collaborative construction of the key theme, critical elements and learning outcomes? This 2013 six month participatory action research was conducted in a soccer program in a socially vulnerable area of Brazil. The study included 17 boys, four coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquirybased activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches\' work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. The key theme that emerged was the need to co-construct empowering possibilities through sport for boys from socially vulnerable backgrounds. Five critical elements arose when working with boys from socially vulnerable backgrounds: the importance of a student-centered pedagogy, an inquiry-based activism approach, an ethic of care, an attentiveness to the community and a community of sport. When the five critical elements were combined, becoming responsible/committed, learning from mistakes, valuing each other\'s knowledge, and communicating with others were the learning outcomes that emerged. The process of collaborative construction was divided into two phases. The first phase was designed to understand the boys and how sports could be improved for them. The five critical elements developed in this phase. The four learning outcomes emerged in the second phase (activist phase) when the five critical elements were combined and used together to develop a Leadership Program. It was necessary to negotiate challenges such as: \"finding ways to name our experiences\", \"lack of trust of in the process\", \"valuing and privileging adult knowledge\" and \"assumptions about youth\" in the first phase. We negotiated these challenges by allowing all involved \"time to develop relationships\", having a \"willingness to live in messiness\", and being \"patient so that the critical elements could emerge\". In the second phase, the challenges negotiated were: \"assumptions about youth\", \"valuing and privileging adult knowledge\" and \"the culture of sport\". These challenges were negotiated by having a \"willingness to take risk\", taking \"realistic transformative possibilities\", and being \"patient while the program unfolds\". Sport can be a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about other futures - moving from what is to what might be

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Jenner, Helen. « Lighting some candles : an examination of the impact and effectiveness of an intervention programme designed to support vulnerable students as they transfer from primary to secondary school ». Thesis, King's College London (University of London), 2013. http://kclpure.kcl.ac.uk/portal/en/theses/lighting-some-candles(77c754cd-49ff-44b7-9761-2065b51134b5).html.

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This study is based on a mixed methods examination of an intervention programme designed to support children at risk of social exclusion during their transfer from primary to secondary school. The study has two main aims; to gain insight into the impact of the project on the experiences of children who are considered vulnerable at the primary to secondary school transfer stage. Second, the study explores issues of evaluation more generally. In the English context there remain concerns about anxiety on transfer between schools and a measurable “dip” in attainment. The first chapter provides a contextual framework for the empirical work that follows. It highlights a gap in what is known about the transfer of vulnerable children who may be more at risk of facing difficulties at the point of transition. It also illustrates the lack of in-depth evaluation of small scale projects designed to ameliorate school transfer risks. A mixed methods approach, examining quantitative outcomes and drawing on qualitative in-depth interviews with children, parents, and teachers was designed to meet the two main aims of this study. The second chapter outlines the methodology and methods that were deployed. The study then turns to document the findings from the study; one strand explores data related to the students’ attainments and attendance as well as their behaviour during the period of the intervention project. A second strand explores the perceptions of the participants and key stakeholders about the project and its outcomes. The study concludes that more guidance on the use and evaluation of targeted support for vulnerable children is needed to supplement current national policy and practices for primary-secondary school transfer.

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Neal, Melissa F. « Evaluating the School Performance of Elementary and Middle School Children of Incarcerated Parents ». Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1888.

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Children of incarcerated parents are at significantly increased risk of negative long-term outcomes. With about 1% of the adult population incarcerated, the United States has millions of children at risk for these negative outcomes. Research on this population is increasing; however, it is still unclear whether children of incarcerated parents are at an increased risk for poor school performance as a specific result of parental incarceration above that associated with their social and economic status. Because parental incarceration may result in a variety of outcomes that can negatively impact school performance including school mobility, prolonged exposure to stress, and insufficient adult support, it is likely that parental incarceration is an independent risk factor for poor school performance. This study evaluated the impact of parental incarceration on children's school performance. Analyses revealed a trend in lower test scores for children with incarcerated parents when compared with children in single-parent households and of similar socioeconomic status. Children with incarcerated parents were also 3.8 times more likely to be raised by a caregiver with less than a high school education. Finally, within a population of low SES, poverty still significantly predicted lower test scores along with caregiver education level and school mobility. The findings of this study should be useful in helping schools, communities, and service organizations more accurately identify high risk students and formulate effective intervention programs for these students. Finally, this study further informs an understanding of the societal impact of adult incarceration.

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Espar, Sinaya. « 'You Never Truly Feel at Home' : Students' Perceptions of their Multilingualism and its Role in their Identity Construction : - A Study Performed in a Suburb Located in a Socially Vulnerable Area ». Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131723.

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A relevant subject in our globalized world concerns the relationship between language and identity, specifically amongst migrant youngsters’ experience of group belonging. This study therefore focused on how adolescents born to foreign parents in Sweden, perceived their multilingualism as part of their identity formation. I also aimed to include how socio-economic aspects could affect the process of identity construction. Thus, the investigation was performed with seventh grade students at a primary school located in the Stockholm suburb Bredäng. The methods consisted of a questionnaire, which was completed by the entire class and a group interview where six students participated. The results revealed that students adapted their language use based on the context, but Swedish was used most habitually. The informants viewed their multilingualism as beneficial but yet fully aware of the linguistic ideologies functioning in society. By combining their minority and majority language, the students were left with different ethnic identities and had diverse interpretations of what it meant to be Swedish. Even though all of them perceived themselves to have multiple ethnic identities, this was not solely seen positively. The issue of belonging was raised and the students claimed to be outcasts everywhere. However, the results differed depending on whether the students were born in Sweden or not. Also, most of them struggled with the process of assumed and ascribed identities, since they perceived themselves to be Swedish but experienced that society valued them as immigrants. Lastly, the study revealed that there were connections between their multilingualism and social mobility as the relationship towards the motherland was highly prioritized even with low levels of economic capital.

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Powell, Emmalee Glauser. « A Pedagogy of Constraints : How Self-Imposed Limitations Influence Art-Making and Teaching ». BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8464.

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This study explores how self-imposed limitations affect anxieties about art-making and the art-making process. As a teacher, I was interested in how limitations affected student art-making. I used arts-based research methodology to explore spiritual and personal quandaries in my own life through the process of art-making. A consistent thread throughout this investigation was using the process of making art as a way to gain understanding about my own life and teaching. I was also able to create a culture of vulnerability and honesty in my classroom and help my students embrace themselves and their physical, emotional, and situational limitations through the art-making process.

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Silva, Ágela Maria Pereira da. « Educação e políticas públicas : impactos e contribuições do programa de assistência estudantil no desenvolvimento dos discentes do IFTO Campus Araguatins - TO ». Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=682.

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O presente trabalho aborda a questão da educação e políticas públicas. O objetivo é avaliar os impactos e contribuições do Programa de Assistência Estudantil no desenvolvimento dos discentes do IFTO Campus Araguatins/TO sob a perspectiva dos contemplados pelo programa. A educação é compreendida como um instrumento para promover o crescimento e reduzir a pobreza. Recentemente o investimento no educando tem sido cogitado e desenvolvido a fim de contribuir para o crescimento não só intelectual, mas também físico, psicológico e social. Neste panorama, surge o Programa de Assistência Estudantil com objetivo de garantir a inclusão e permanência dos alunos que apresentam vulnerabilidade socioeconômica. Neste sentido, é relevante entender o processo de educação, das políticas públicas e por fim conhecer os resultados da implantação do programa no IFTO Campus Araguatins/TO. Para atingir os objetivos, foi realizada uma pesquisa por meio de aplicação de questionários com perguntas abertas e fechadas aos 280 alunos, o que corresponde a 100%, ou seja, todos os alunos contemplados pelo programa PNAES no ano de 2012. A pesquisa caracterizou-se como exploratória, sendo utilizados métodos de abordagem quantitativa e qualitativa. Quanto ao delineamento a pesquisa foi documental seguida de pesquisa de campo e de levantamento. Os resultados obtidos mostram a grande importância do programa na mudança positiva na vida dos estudantes. Os mesmos afirmam a amplitude de desenvolvimento no aspecto financeiro, bem como educacional, pois depois da inclusão sentiram-se motivados a darem continuidade aos estudos.
This paper addresses the issue of education and public policy. The objective is to evaluate the impacts and contributions Student Assistance Program in the development of students of Campus IFTO Araguatins / TO from the perspective of the contemplated program. Education is understood as an instrument to promote growth and reduce poverty. Recently the investment in schooling has been considered and developed in order to contribute to the growth not only intellectual, but also physical, psychological and social. In this scenario, there is the Student Assistance Program in order to ensure the inclusion and retention of students who have socioeconomic vulnerability. In this sense, it is relevant to understand the process of education, public policy and finally know the results of the implementation of the program in IFTO Campus Araguatins / TO. To achieve the objectives, a survey was conducted through questionnaires with open and closed questions to 280 students, which corresponds to 100%, ie all students covered by the program PNAES in 2012. The study was characterized as exploratory, being used methods of quantitative and qualitative approach. Regarding the research design was followed by documentary research and field survey. The results show the importance of the program in positive change in the lives of students. They claim the breadth of development in the financial aspect, as well as educational, because after inclusion felt motivated to build on the studies.

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Ulloa, Becerra Sergio Fernando. « Caracterización de los directores/as de establecimientos educacionales de excelencia académica. Un estudio de la región del Biobío-Chile ». Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399523.

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La investigación tuvo como propósito conocer las características de los directores/as de establecimientos educacionales de excelencia académica y de alta vulnerabilidad económica y social en la región del Bio-Bío-Chile. Se investigaron variables como la reforma educacional de los años 90, liderazgo pedagógico, gestión escolar, concepciones de liderazgo, competencias profesionales, clima organizacional y relación entre nivel socioeconómico y resultados académicos que obtienen los estudiantes. Se trató de una investigación empírica, de campo, y descriptiva con una muestra de 30 directores/as que trabajan en establecimientos educacionales de dependencia municipal, con estudiantes de alta vulnerabilidad, pertenecientes a familias de niveles socioeconómico medio bajo y bajo que obtuvieron excelentes resultados académicos en las pruebas de medición SIMCE aplicadas los años 2014 y 2015. El investigador realizó visita de campo para aplicar cuestionario validado por juicio de expertos y utilizando escala likert de apreciación. Se desarrollaron entrevistas con preguntas abiertas a directores, docentes, estudiantes y padres y apoderados. Las respuestas arrojadas por el cuestionario y por las entrevistas aplicadas se representaron en gráficos y tablas, posteriormente, se hizo un análisis cuantitativo y descriptivo de las respuestas entregadas por todos los actores del proceso educativo. La investigación arrojó una tipología del director/a de un establecimiento educacional vulnerable con excelentes resultados académicos, referidas a estilo de liderazgo predominante, prácticas de liderazgo pedagógico, acciones representativas de una gestión escolar eficiente y rasgos personales distintivos del director/a. La investigación aporta, además, un análisis crítico de la práctica directiva en los establecimientos educacionales de alta vulnerabilidad en los que se perpetúa una cultura dominante. Finalmente, esta investigación propone también una serie de desafíos profesionales a los directores/as que trabajan en establecimientos educacionales con estudiantes de alta vulnerabilidad, para aportar a la disminución de las desigualdades sociales, culturales y económicas.
The purpose of the research was to know characteristics of headteachers in educational establishments with academic excellence and high social and economic vulnerability in Bío-Bío Region, Chile. It was investigated some variables such as education reform in the 1990s, pedagogical leadership, school management, educational leadership ideas, professional competences, school environment, and relationship between socioeconomic status and academic results that get students. It was an empirical, field, and descriptive research with a sample of 30 headteachers who work in public educational establishments. Besides, this research worked with high vulnerability’s students, that belong to families with medium-low and low socioeconomic status. These students got good academic results in evaluations of measuring as SIMCE ( Sistema de Medición de la Calidad de la Educación), applied between 2014 and 2015. The field researcher applied a survey, based on expert judgment. On the other hand, he/she used likert-type scale. It made interviews with open questions to headtachers, teachers, students, and parents. The answers were showed through charts and boxes. Then, it was made a quantitative and descriptive analysis of the all answers given by participants of educational process. The research generated a typology of the headteacher in a vulnerable educational establishment with excellent academic results due to a style of predominant leadership, experiences in pedagogical leadership, representative actions in an efficient school management, and distinctive personal characteristic of the headteacher. In addition to this, the research shows a critic analysis of the work done by the headteachers in educational establishments with high vulnerability in which there is a dominant culture. Finally, this research proposes some professional challenges for headteachers that work in educational establishments that has high vulnerability of the students in order to decrease the social, cultural and economic inequalities.

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Savadogo, Pingréwaoga Béma Abdoul Hadi. « Desafios de jovens muçulmanos em Burquina Faso no retorno de estudo em países de língua árabe : entre vulnerabilidade e a reconstrução da cidadania ». Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/6892.

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Our study discuss the process of returning to homeland faced by young muslins Burkinabes who studied in countries of Arabic language Saudi Arabia, Egypt, Syria and Libya, among others. It is about a theoretical study that has been complemented with a preparatory fieldwork made at Ouagadougou (Burkina Faso), in 2010. It can be seen, by one side, the search for religious knowledge and sociocultural legitimation; by other, the problems faced at return and the role of institutions in the reconstruction of social, professional and economical network. Burkina Faso is a country taking place at west of Africa, with a population of 16.241.811 inhabitants, from which 60% are muslins. The population aged between 15 to 39 years old represents more than 31%, raising its social and economic importance. Most of the population has studied at the so called franco-arab schools, in an education imbricated with a deeply religious manner, within a context that the study of French (the official language) is a matter of secondary concern. Considering the challenges of getting a university degree, countries of Arabic speaking languages became attractive because its stronger appeal of having equivalent values and due to offers for scholarships by countries like Egypt, Syria, Libya and Saudi-Arabia. By the time of return, there are plenty of difficulties about social and professional insertion for returnees. Among the possibilities that seem to be more open there are these of teaching at Franco-Arabic schools and working for associations that promotes the Islam and rights of Islamic populations. It is noted, firstly, the social historic context of education in the country and, then, the role of Muslim Institutions, mainly, of local Islamic Universities in the process of social support in constructing spaces that aim social belonging and work.
Nosso estudo discute o processo de retorno de jovens muçulmanos burquinabês que realizaram seus estudos em países de língua árabe - Arábia Saudita, Egito, Síria e Líbia, principalmente. Trata-se de estudo teórico complementado com atividade de campo preparatória realizada em Ouagadougou (Burquina Faso), em 2010. Destaca-se aqui, por um lado, a busca do conhecimento religioso e/ou de legitimidade de posição sociocultural; por outro, as problemáticas no momento do retorno e o papel das instituições na reconstrução dos laços sociais, profissionais e econômicos. O Burquina Faso é um país localizado na África do Oeste, possui uma população de 16.241.811 habitantes, sendo cerca de 60% muçulmanos. As pessoas com idade entre 15 a 39 anos representam mais de 31%, evidenciando, assim, sua importância econômica e social. A maior parte delas estudou em escolas chamadas de franco-árabes, passando por um processo formativo profundamente imbricado ao universo religioso, dentro de estruturas em que o ensino do francês (língua oficial do país) é matéria de interesse secundário. Diante do desafio da formação universitária, os países de língua árabe tornam-se atraentes tanto pela confluência de valores como pelo oferecimento de bolsas de estudo por alguns países como Egito, Síria, Líbia e Arábia Saudita. Na ocasião do retorno muitas são as dificuldades de inserção social e profissional. Entre as possibilidades que parecem abertas para eles, encontra-se tanto o ensino nas escolas franco-árabes como o trabalho em associações que atuam para a promoção do Islã e os direitos da população muçulmana. Descreve-se, por um lado, o contexto social e histórico da educação no país e, por outro, o papel das instituições muçulmanas, notadamente, das universidades islâmicas locais no processo de busca de suporte social para a construção de espaços de pertencimento social e de trabalho.

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Holmgren, Anders. « Klassrummets relationsetik : Det pedagogiska mötet som etiskt fenomen ». Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-934.

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The main purpose of the present study is to explore how the ethical relationship between teacher and student in the classroom can be described and understood from the approach of the French philosopher Emmanuel Lévinas. I also examine the theoretical concepts that can be derived from Lévinas’ ideas in order to be able to interpret the manner in which this ethical relationship manifests itself in the classroom. The empirical data was generated through observation of the kind often found in ethnographical studies like microanalyses using a variety of digital techniques. I also made use of direct observation and stimulated recall interviews in close connection with the classroom events. The study was carried out at two Swedish schools and the focus was placed on classroom practice and ethical communication in the classroom. Facial expressions, eye contact, gestures and other non-verbal communication was of great interest. Through microanalysis of classroom interaction I have attempted to uncover what exists under the surface of the classroom communication in more detail. According to Lévinas, ethics is understood as a relation of the infinitive responsibility to the Other person. In a pedagogical context, we may speak of the ”first meeting” face-to-face before any categorization of the other individual is formulated. The key concepts are Saying (in relation to the Said), the Other, the Face, asymmetrical relationships and alterity. In their encounter with the empirical data collected, the concepts have been freighted with edagogical significance. These original ethical thoughts of Lévinas, much of which challenge what has previously been taken for granted, can provide new insight into educational work. This investigation has provided other insights into the ethical dimension of education, especially as the teacher-student relationship is concerned. The close connection between vulnerability and interdependence in the teacher-student relationship, and communication as self-exposure, are important findings that can help teachers and pedagogues to understand the ethical dimension of the educational encounter with the student. Throughout the study, a relational ethical perspective has been developed as an alternative interpretative tool for analyzing and reflecting upon the teacher-student relationship.

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Morenon, Olivier. « Vulnérabilité et processus de résilience en formation infirmière : quels tuteurs pour les étudiants vulnérabilisés ? » Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2097/document.

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Cette recherche a été initiée à partir des constats suivants : les étudiants en soins infirmiers français réussissent en majorité à achever leurs scolarités en dépit d’un vécu de stress important durant celles-ci, les conduisant parfois au burnout. Grâce à une approche exploratoire avec en premier une revue de littérature puis une enquête auprès de 30 participants à l’aide d’entretiens semi-directifs analysés de manière thématique, nous avons étudié ces phénomènes sous l’angle de la vulnérabilité et de la résilience. D’une part, les principaux résultats nous permettent de confirmer que la formation infirmière place l’individu dans une situation de vulnérabilité conjoncturelle. Les facteurs personnels de vulnérabilité soulignés sont entre autres : le processus de transformation identitaire opérant lors de la scolarité, les enjeux dus à un apprentissage durant la jeunesse (alterner formation et premier travail d’étudiant, apprendre à s’autogérer dans un premier appartement, s’éloigner pour la première fois du cocon familial, etc.) ou plus tard dans la vie adulte (revenir à un statut financier plus précaire, se faire encadrer par des plus âgés que soi, assumer son rôle de parent en plus de celui de ses travaux d’étudiants, etc.). Les principaux facteurs de vulnérabilité liés à l’environnement sont : la mesure difficile de l’écart entre l’idéal et la réalité, le vécu émotionnel durant l’apprentissage en stage auprès des patients, des encadrants sur le terrain souvent en souffrance dans leur travail et dont la relation pédagogique avec l’apprenti est détériorée. Les symptômes qui en découlent vont d’un simple stress, à des angoisses, des insomnies, ou encore une perte d’espoir par exemple. Ces symptômes sont parfois l’expression d’un syndrome de stress post-traumatique ou d’un burnout. D’autre part, l’enquête a révélé que des processus résilients peuvent être observés pendant les études. D’un point de vue des facteurs de protection, l’apprentissage en lui-même et des pédagogues soutenants favorisent le processus de mentalisation. Des mécanismes de défense sont également activés durant la formation comme l’altruisme lors de la relation d’aide ou l’affiliation au cours des nombreux temps de partage entre pairs. Des tuteurs potentiels de résilience à la disposition des étudiants ont été identifiés : les apprenants entre eux, les formateurs, les directeurs, les cadres de santé/maître de stage, les infirmiers, les aides-soignants et des psychologues. Nous avons identifié leurs caractéristiques comme la bienveillance dont ils font preuve, le rôle de garant de la loi, de l’éthique et de la déontologie… Enfin, nous avons analysé les nouveaux éléments apportés par cette recherche et nous les avons éclairés par des investigations complémentaires dans la littérature. Nous avons notamment comparé les publications internationales sur les risques de burnout des étudiants en soins infirmiers. Nous avons approfondi la principale caractéristique de leurs tuteurs de résilience qui est ressortie de notre enquête : la compassion. Enfin, nous avons envisagé le suivi pédagogique et l’analyse de pratique professionnelle comme deux séquences d’apprentissage permettant d’accompagner la résilience
The vast majority of French nursing students succeed in their studies despite having experienced stress factors, that can often be associated or, indeed, lead to burnout. We conducted a literature review followed by a semi-structured interview of 30 nursing students. The aim was to explore the concepts of vulnerability and resilience and how nursing students use these to succeed in their studies. Our main results confirm that nursing training places students in a situation of temporary vulnerability. Personal factors of vulnerability identified were: the stakes due to learning during the youth or later in adult life and the process of identity. The main factors of vulnerability relating to the environment were; the difficulty in measuring the gap between the ideal and reality, the emotional experience with the patient during their placement and establishment of difficult relationships with supervisors, who are often suffering in their work. The main consequences observed were stress, anxiety, insomnia, or loss of hope. These symptoms are sometimes the expression of post-traumatic stress disorder or of a professional burnout.On the other hand, the survey revealed that resilient processes can be observed during the studies. The main protective factors identified in the study that gave the students resilience were ; learning in oneself and supportive teachers, which allows the mentalization process. Defense mechanisms are also activated during training. Altruism in the supportive relationship both with mentors and the camaradery formed with fellow students were particularly evident amongst the interview responses. Potential sources of resilience identified were: student groups, trainers, directors, health managers / supervisors, nurses, nursing aides and psychologists. In summary, we have analyzed the new elements that this research has shown and compared to previous studies that have been conducted about the risk of among nursing students. We identified the main characteristic of their resilience tutors that emerged from our investigation: compassion. Finally, we considered the pedagogical follow-up and the analysis of professional practice as the two sequences of learning to promote resilience

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Vennin, Coralie. « Caractérisation et modélisation des facteurs associés à la symptomatologie dépressive chez les étudiants. : Une étude comparative entre différentes régions de la France hexagonale et La Réunion ». Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0133.

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Lors du passage en études supérieures, les étudiants semblent vivre une expérience commune. Cependant, certains présentent des fragilités et sont plus vulnérables et susceptibles de développer des troubles dépressifs. Ceux-ci peuvent notamment pousser l'étudiant à arrêter ses études. Par conséquent, tenir compte de la santé mentale des étudiants et mieux les accompagner leurs permettraient d'éviter une rupture dans le parcours universitaire.La réussite aux examens universitaires, l'ampleur du travail personnel, l'incertitude d'une insertion professionnelle réussie, l'éloignement du cercle familial, la solitude ou encore les contextes sociaux, actifs et universitaires, sont autant de facteurs pouvant fragiliser l'étudiant.L'objectif de ce travail est d'identifier de tels indicateurs psychologiques et contextuels en vue de caractériser les facteurs associés à la dépression, à la fois inter et intra individuelle.Pour ce faire, les travaux de cette thèse ont été menés sur deux bases de données : la cohorte étudiante "i-Share" et les données d'une étude de mesures répétées en vie quotidienne.Une première étude a permis de faire l'état des lieux des troubles de santé mentale diagnostiqués chez les étudiants.Dans la deuxième étude, nous avons identifié des facteurs de vulnérabilité à la dépression en fonction de différents territoires français (Île-de-France, La Réunion, Bordeaux et les autres régions de France). Enfin, dans une troisième étude, nous avons développé une méthode mathématique et numérique afin d’analyser les variations émotionnelles et cognitives en vie quotidienne en tenant compte du facteur temps.Les résultats de la première étude ont montré que près de 3% des étudiants ont déclaré avoir reçu un diagnostic de dépression.La deuxième étude montre qu’en réalité 30% des étudiants présentent une symptomatologie dépressive et que les facteurs psychologiques et contextuels associés varient selon les territoires de France.Les résultats de la troisième étude ont mis en exergue de nouveaux indicateurs de variabilité intra-individuelle en lien avec avec la symptomatologie dépressive en vie quotidienne. Ensuite, nous avons caractérisé des profils présentant des variations du sentiment dépressif différents.Ces résultats sont discutés et nous proposons des axes de prévention à adapter contextuellement à la réalité territoriale et à la spécificité des profils étudiants, et ce afin de progresser en matière de politique de santé publique et universitaire
During the transition to higher education, students seem to go through a commonly shared experience. However, some show weaknesses and are more vulnerable and prone to developing depressive disorders. These can namely trigger the student to quit studying. Therefore, taking student's mental health into account and providing them with better support could prevent a disruption of their academic journey. Success in university exams, the scale of personal work involved, concerns about the uncertainty of a successful professional integration, distance from family, solitude, as well as active and university social contexts are among many factors involved in weakening students.The objective of this work is to identify such psychological and contextual indicators that allow characterizing the variability of vulnerabilities to depression, both at inter- and intra-individual levels.This thesis work was carried out upon two databases: the French student cohort study "I-Share" and the data provided by a study involving repeated measurements in daily living.A first study allowed the situational analysis of mental health issues diagnosed among students.In a second study, we identified factors of vulnerability to depression depending on various French territories (Ile-de-France, Reunion Island, Bordeaux and "other regions of France").Lastly, in a third study we developed a mathematical and numerical method aimed at analyzing emotional and cognitive variations in daily life while taking into account the time component.Results from the first study showed that almost 3%of students declared having received a diagnosis of depression.The second study showed that in reality 30% of students present depression-type symptomatology and that associated psychological and contextual factors vary depending on French territories.The results of the third study highlighted new indicators of intra-individual variability related to the depressive symptomatology in daily life. Then, we characterized profiles with different depressive feelings.Results are discussed and we propose axes of development to adapt to each territory's reality and to the specificity of student profiles in order to progress in terms of public and university health

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MENDONÇA, GISELA DE BARROS ALVES. « O PRINCÍPIO DA GRATUIDADE ATIVA NO PROGRAMA DE ASSISTÊNCIA ESTUDANTIL DO INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DE SÃO PAULO (IFSP) – CAMPUS CUBATÃO ». Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1532.

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This work, initially based on the analysis of some documents related to the current Brazilian educational legislation aims to develop an investigation about the applicability of the student assistance within the Federal Institute of Education, Science and Technology of São Paulo (IFSP). Based on the right to education of every citizen, which our Constitution guarantees, the Government created in 2010, the National Student Assistance Program (PNAES). Supported by this Program, the IFSP created in 2011, the Student Assistance Program (SAP), giving validity and continuity to the actions developed in Campi to minimize evasion and school failure, in order to ensure the permanence of the students in that Institute. Although SAP has been implemented in all Campi of IFSP, this work aims to analyze and study specifically the Campus Cubatão, located in the Santos region because, among others, this has been the first decentralized unit of the Federal Institutes of the country. In this study, our goal is to analyze the operating structure of the IFSP with the specific intention of investigating the Campus of Cubatão. Also checking the Social Vulnerability issues found in this renowned institution and investigating the actions of PAE born of PNAES, observing the applicability of this program based on the principle of Active Gratuity and the right to education of every citizen. Therefore, we use fundamentally, not only the aforementioned legislation, but also the principle Melchior´s Active Gratuity (2011) and the concept of social vulnerability proposed by Alves (1994) and Abramovay (2002).
Este trabalho realizado, inicialmente, com base na análise de alguns documentos referentes à legislação educacional brasileira vigente tem por objetivo desenvolver uma investigação acerca da aplicabilidade da Assistência Estudantil dentro do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). A partir da questão do Direito à Educação de todo cidadão, que está garantido em nossa Constituição Federal, o governo elaborou, no ano de 2010, o Programa Nacional de Assistência Estudantil (PNAES). Respaldados nesse Programa, o IFSP criou, em 2011, o Programa de Assistência Estudantil (PAE), dando validade e continuidade às ações desenvolvidas nos Campi para minimizar a evasão e o fracasso escolar, com vistas a garantir a permanência dos educandos no referido Instituto. Embora o PAE tenha sido implementado em todos os Campi do IFSP, no decorrer do presente trabalho analisamos e estudamos, exclusivamente, o Campus Cubatão, localizado na região da Baixada Santista devido a, dentre outros fatores, ter sido a primeira unidade descentralizada dos Institutos Federais do país. Assim, neste estudo, temos como objetivo analisar a estrutura de funcionamento do IFSP com o intuito específico de investigar o Campus de Cubatão, verificar as questões de Vulnerabilidade Social encontradas na destacada instituição, averiguar as ações do PAE que nascem do PNAES, observar a aplicabilidade desse programa com base no princípio da Gratuidade Ativa e do Direito à Educação de todo cidadão. Para tanto, utilizamos, fundamentalmente, além da legislação já mencionada, o princípio da Gratuidade Ativa de Melchior (2011) e o conceito de Vulnerabilidade Social proposto por Alves (1994) e por Abramovay (2002).

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Jebril, Mona A. S. « Academic life under occupation : the impact on educationalists at Gaza's universities ». Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/271892.

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This sociological study explores the past and current higher education (HE) experience of educationalists at Gaza’s universities and how this experience may be evolving in the shifting socio-political context in the Arab World. The thesis is motivated by three questions: 1. What are the perspectives of academic staff in the Faculties of Education at Gaza’s universities on their own past HE experiences? 2. What are the perspectives of students and their lecturers (academic staff) in the Faculties of Education at Gaza’s universities on students’ current HE experiences? 3. How do educationalists in the Faculties of Education at Gaza’s universities perceive the shifting socio-political context in the Arab World, and what current or future impact do they think it will have on the education context at Gaza’s universities? To examine these questions, I conducted an inductive qualitative study. Using 36 in-depth, semi- structured interviews which lasted between (90-300 min), I collected data from educationalists (15 academic staff; 21 students) at two of Gaza’s universities. Due to difficulties of access to the Gaza Strip, the participants were interviewed via Skype from Cambridge. Informed by the literature review, and triangulated with other research activities, such as reviewing participants’ CVs, browsing universities websites, and keeping a reflective journal, a thematic analysis was conducted on the interview data. Theoretically, although this study has benefited from conceptual insights, such as those found in Paulo Freire’s Pedagogy of the Oppressed and in Pierre Bourdieu’s work on symbolic violence, it is a micro-level study, which is mainly data driven. The findings of this research show that in the past, educationalists were relatively more passive in terms of shaping their HE experiences, despite efforts to become resilient. In the present, students and their lecturers continue to face challenges that impact negatively on their participation and everyday life at Gaza’s universities. However, how the HE experience will evolve out of this context in the future is uncertain. The Arab Spring revolutions have had an influence on Gaza HE institutions’ campuses as they have triggered more awareness of students’ grievances and discontent. Because of some political and educational barriers, however, students’ voices are a cacophony; they remain split between “compliance” and resistance (Bourdieu, 1984, p. 471; Swartz, 2013, p. 39). Previously, Sara Roy (1995) rightly indicated a structure of “de-development” in the Gaza Strip (p.110). The findings from this research show that the impact of occupation and of the changes in the Arab World on the educational context in Gaza are more complex than previously thought. There is a simultaneous process of construction and destruction that is both external and internal to educationalists and which undermines academic work at Gaza’s universities. Based on this, the study concludes by explaining six implications of this complex structure for academic practice at Gaza’s universities, offering nine policy recommendations for HE reform, and highlighting six areas for future research.

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« College Student Vulnerability to Harmful Religious Groups Based on Perceptions ». East Tennessee State University, 2008. http://etd-submit.etsu.edu/etd/theses/available/etd-0712108-131545/.

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Tolman, Audrey Ellen. « Separation-individuation, vulnerability to stress and psychological symptoms in late adolescents ». 1992. https://scholarworks.umass.edu/theses/2213.

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Maistry, Chanelle. « Cognitive Vulnerability-Stress Model in predicting depressive symptoms amongst university students ». Diss., 2016. http://hdl.handle.net/2263/55832.

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With the global and local incidence rates of depression and suicide being rapidly on the rise, efforts in research to identify casual factors which increase an individual’s vulnerability to depression have been widely undertaken. However, in South Africa there still remains a paucity of information in the area of cognitive-vulnerability or diathesis to depression. The present study investigated whether negative life events (i.e., stress) interact with negative cognitive style (i.e., hopelessness) to predict depressive symptoms in South African university students. Gender differences in the predictive associations between stress, hopelessness and depression were also included in the analyses. A survey was completed by 304 university students (mean age = 21.66 years; SD = 3.485). The research design is quantitative in nature and took the form of a cross-sectional study. Using path analysis (PA) the findings of this research study indicated that hopelessness moderates the relationship between stress and depression. It was also found that stress and hopelessness were more strongly associated with depression for male students than for female students. Recommendations for future studies and limitations pertaining to the present study are also discussed.
Mini Dissertation (MA)--University of Pretoria, 2016.
Psychology
MA
Unrestricted

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Mckenzie, Jevon, et 澤凡. « Classification for Early Detection of High School Students Vulnerable to Poor Academic Performance ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/46574848905562931010.

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碩士
國立清華大學
國際專業管理碩士班
104
This paper aims to analyze various student demographic information. The purpose of doing so is to provide educational policy makers and educational institutions with meaningful high-level information on the students. This information will allow for the proactive intervention of identifying and providing additional support to high school students who are highly vulnerable to failing. This research provides a tool to predict and compare students’ academic performance using factors that are independent of the school they attended or the grades they had before. The models in this research identified two groups of factors that are significant determinants of a student’s academic performance: (1) Factors that relate to the parents (parents education, resources available at home, paid extra classes, address, student willingness to pursue higher education), and (2) Factors that relate to the student as an individual (study time, free time, weekly alcoholic consumption). Four models were applied: Logistic Regression using PCA Scores, Logistic Regression using Stepwise implementation, Decision Tree, and Random Forrest. Analysis of the dataset showed that there was a high correlation among many of the independent variables, which was the most common drawback among the different models applied. PCA allowed us to identify orthogonal components that were used as the independent variables in the logistic regression (using PCA scores from the components) model. This method proved to produce the best results. This model yielded a sensitivity Although it is not feasible to change the significant factors that relate to the parents, policy makers or the school can fill in the gap by providing some alternative form of teaching methodology and assessment to the students identified as those vulnerable to fail. Remedial classes can also be offered. These interventions can train and encourage students to prevail notwithstanding the factors that have been identified as those that have a significant effect on their grade.

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Webster, Victoria. « Cognitive vulnerability as a predictor of alcohol misuse and posttraumatic stress in trauma-exposed university students ». Thesis, 2013. http://hdl.handle.net/10539/12621.

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Cognitive vulnerabilities have been implicated in the development of post-traumatic stress disorder and alcohol use disorders, two disorders that commonly co-occur. The comorbidity of these two disorders continues to pose a significant threat to the well being of university students. This study investigated the associations between the cognitive vulnerability of negative attributional style and both post-traumatic stress symptoms and alcohol use patterns. The number of reported traumatic events were also included in analyses. A battery of self-report questionnaires was completed by 123 university undergraduate students (mean age of 20.41 years). Negative attributional style was found to be significantly associated with post-traumatic stress symptoms, but not with alcohol use. It was also suggested that multiple traumas have an impact on post-traumatic stress, despite levels of alcohol use. These results suggested that the cognitive vulnerability of negative attributional style is predictive of posttraumatic stress in students and research in this area is valuable for increasing resilience, prevention and recovery among trauma survivors. Recommendations for future research, especially concerning multiple traumatisation is discussed.

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« Compassion Fatigue in Higher Education : The Problem No One is Talking About ». Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53739.

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abstract: Traditionally when the topic of secondary traumatic stress (STS) is discussed, it is often in regard to medical professionals and first responders. People who have STS or compassion fatigue, as it has been renamed, have been defined as people who are dealing with traumatic stress and/or emotional burdens via their “patients.” This study, conducted at a major university in the southwest, measured educators’ perceptions of the extent of their compassion fatigue using the Professional Quality of Life Scale (ProQOL) before and after a voluntary online support training during last four weeks of the semester. Educators who were full time scored better than the educators who worked part time on the three components of the Compassion Fatigue Scale. Results from this study suggest that additional training surrounding compassion fatigue may be needed in the future.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019

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Spencer, Lindsay. « An investigation of the perceived vulnerability towards HIV/AIDS infection in a sample of health science students ». Thesis, 2007. http://hdl.handle.net/10413/10472.

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The socioeconomic and physiological burdens associated with HIV / AIDS have historically been treated through a biomedical focus. This study aims to shift away from this traditional analytical lens and take into consideration the plethora of psychological, social and economic factors that play an influential role in influencing individuals' perceived vulnerability to HIV infection. A purposive sample of six health science students from the University of KwaZulu-Natal were interviewed with the intention of exploring the dynamics that inform their perceived vulnerability towards HIV infection within both their social and occupational settings. Through an inductive approach to analysing the semi-structured in-depth interviews, it was found that certain key variables within their occupational and their social settings informed their perceived vulnerability to contracting HIV. More specifically, themes that emerged in relation to the individual and interpersonal levels (such as universal precautions, sexual behaviour, intrinsic factors and gender differences), and community and societal levels (such as culture, religion and race) were seen to be important determinants of perceived vulnerability towards HIV infection.
Thesis (M.A.)-University of KwaZulu-Natal, 2007.

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