The main purpose of this study was to examine the use of mobile phones by Generation Y students in the city of Johannesburg in order to increase understanding of this segment's consumer behaviour. Generation Y is an important market segment in that it is making more independent purchase-related decisions and has a large amount of disposable income. The primary data for this study is based on focus group interviews and a quantitative study of a sample of 200 Generation Y tertiary students. Some of the findings are as follows: * Generation Y's use of mobile phones: Generation Y respondents have owned a mobile phone for between three to five years; the majority own Nokia mobile phones, are on prepaid packages and are not big spenders on airtime; furthermore, SMS is seen as the most cost-effective way to communicate. * Competition in the mobile phone market: The perceptions of this segment are that Vodacom is the "cool" operator, MTN is the most "expensive" network operator and Cell C is "cheap and youthful". * Mobile phone brand awareness: Nokia was the most cited brand of mobile phone and was found to be the first choice of many of the respondents. Samsung was reported as the second most cited brand with Motorola, Siemens and Sony Ericsson following. The results have implications for network providers, handset manufacturers and marketers alike as they will ultimately improve these stakeholder's chances of marketing effectively to this dynamic youth market. / Business Management / M. Comm. (Business Management)

This study focused on the 16PF (SA 92), a personality questionnaire that was developed in the USA and adapted for South African conditions. The main aim of the study was to determine whether the scores of the 16PF are comparable in a cross-cultural setting in South Africa. The influence of age, language, socio-economic status and gender on the scores were also determined. The sample consisted of black, white, coloured, and Indian university students and were drawn from the University of Western Cape, University of Pretoria, University of DurbanWestville, and University of Natal. To achieve the aims outlined construct comparability studies and item comparability studies were conducted. In addition, descriptive statistics were also calculated to provide a general picture of the performance of the various sub-samples. A qualitative study was also conducted to determine some of the reasons for the occurrence of item incomparability of the racial sub-sample. The results showed that the racial variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16PF when the different race groups were compared. In addition, significant mean differences were also found on the majority of factors when the scores of the different race groups were compared. The results of the qualitative study showed that participants whose home language was not English or Afrikaans had difficulty in understanding many of the words and the construction of sentences contained in the 16PF. The implications of using the 16PF in South Africa, with its multicultural population was outlined, taking the new labour legislation pertaining to selection into consideration. Finally, a number of options for test users, and users of the 16PF in particular were presented. / Industrial and Organisational Psychology / D.Com. (Industrial Psychology)

Many students have difficulty of learning abstract and complex topic in chemistry. This study investigated how students develop their understanding of abstract and complex topics of chemistry with the aid of visualizing tools: animation, simulation and video. A particular focus of this investigation was to assess to what extent the uses of pedagogy based technology (PBT) is effective in learning chemistry. The combined effect of animation, simulation and video clips enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. The research was conducted with sequential embedded mixed research (quasi experimental and Explanatory) case study design. The experiment was carried out with second year chemistry students include 90(14 female and 76 male) students, 12 male chemistry lecturers and the college heads. The students were constituted 45 Control group and 45 Treatment groups. The groups were non-equivalent (convenient samples), suggesting that randomization was not possible as the students were in intact classes. To apply animation, simulation and video in supporting student-centered learning activities of electrochemistry for second year students flash and micro media player were used. The treatment group was trained for two weeks how to operate and use animation, simulation and video software. Pre and Post tests were administrated to the target groups. The effectiveness of PBT was also evaluated by administrating separate Schedule containing open and closed ended questions. The comments and ratings obtained from the learners‟ and lecturer insights provided the basis for the learning impact of the study. The result obtained from the vi experiment and responses of the schedule shows that PBT improves the performance of students. Therefore, to make the abstract and complex concepts of chemistry easy and clear Electrochemistry learning should be supported by animation simulation and video. An extended study may help to understand the multi sensory benefit of Pedagogy-Based-Technology. Thus, a possible extension to this study should cover a variety of universities and should aim at evaluating its effectiveness in various context and subjects‟. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch University, a formerly white Afrikaans University which is still predominantly white in terms of numbers and proportions of students attending the institution. While I argue about the importance of taking measures to promote more „diverse‟ student populations, I am critical of discourses which equate transformation with „improving‟ demographic profiles defined in terms of numbers of black, white, coloured and Indian students. I argue that understandings of transformation and diversity need to engage with the students‟ views and experiences of the university in order to make meaningful change with regard to social cohesion and integration, which goes beyond statistical change. My research does this by exploring how students from particular residences, in Stellenbosch University, construct and experience university and residence life and their own identifications. The students were interviewed in friendship groups, selected by the students themselves, and a key concern of mine was to facilitate conversations with them on broad themes relating to their reasons for coming to Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications as particular students in particular residences in Stellenbosch. I was particularly concerned to pick up on issues which the students raised in these „focus group discussions‟ so that the students, themselves, played a key role in setting the agenda in the discussion and they and their reflections on their experiences and constructions of themselves and others became the topic of discussion. Rather than taking the group interview as an „instrument‟ (as interviews, like questionnaires, are often described in methods texts in the social sciences), I write about it as ethnographic encounter involving them and myself as participants, and I explore insights about the nature of their friendships and relationships derived from first-hand experience, of how they engage with their selected friends and with me in the research group. Furthermore, by engaging with them as authorities about their lives and identifications as particular kinds of students at Stellenbosch, and posing questions which encouraged them to reflect on these. I argue that this kind of research can itself become a model of good pedagogic and „transformative‟ practice. / AFRIKAANSE OPSOMMING: Nie beskikbaar

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans. / AFRIKAANSE OPSOMMING: Die implementering van ’n meertalige taalbeleid vir Hoër Onderwys in Suid-Afrika (2002) vereis die leer en onderrig van verskillende tale as ’n tweede of addisionele taal – ook wat die onderrig van Afrikaans vir spesifieke doeleindes aan studente as volwasse leerders betref. Hierdie onderrig van Afrikaans vir spesifieke doeleindes aan volwassenes het nog nie veel aandag binne die Suid-Afrikaanse konteks ontvang nie, veral wat betref navorsing oor die leer en onderrig van Afrikaans vir spesifieke doeleindes binne ’n universiteitskonteks. Die navorsing wat vir hierdie proefskrif onderneem is, val binne die teorie van taakgebaseerde leer en onderrig. Dit fokus op die aspekte wat verband hou met taakgebaseerde kompleksiteitsuitdagings wat vir studente binne ’n meertalige universiteitskonteks voorlê en die wyse waarop ’n taakgebaseerde leer- en onderrigprogram voldoen aan hierdie behoeftes en uitdagings. Die sentrale fokus van hierdie proefskrif behels ’n ondersoek na die moontlikheid van ’n multiperspektiefbenadering tot die analise van kompleksiteit by die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Die doel van so ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit te ondersoek. Die toereikendheid van dié spesifieke benadering lê in die argitektuur van die samehang en kombinasie van die verskillende navorsers se raamwerke wat elk op sigself tekens van onvolledigheid toon ten opsigte van die optimale ontwikkeling van die studente se intertaal. Daar word betoog dat dat hierdie multiperspektiefbenadering tot kompleksiteit in taakgebaseerde sillabusontwerp voordelig is ten opsigte van sillabusontwerp vir Afrikaans op universiteitsvlak aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die sentrale fokuspunt van die proefskrif is om ondersoek in te stel na die aard en eienskappe van kommunikasietake wat gevind word in generies sosiale en akademiese kommunikasietake in Afrikaans by ’n universiteitskampus in Suid-Afrika. Dit vind plaas binne die konteks van hedendaagse tweedetaalteorieë oor taakgebaseerde taalleer en -onderrig, sowel as sillabusontwerp. Hierdie studie analiseer die kommunikasietake aan die hand van die behoeftes van tweedetaalstudente van Afrikaans binne die konteks van kampuskommunikasie. Dié behoeftes is bepaal na aanleiding van behoefte-analises wat onder universiteitstudente onderneem is. Die behoefte-analises toon dat studente wie se eerste taal nie Afrikaans is nie, die behoefte het om Afrikaans te verwerf ten einde suksesvol te kan kommunikeer met medestudente en dosente. Na aanleiding van die behoefte-analises is tien student-student-dialoë en tien student-dosent-dialoë gekonstrueer wat verteenwoordigende kampuskommunikasie simuleer. Die doelwit van hierdie studie is om die verskeie kenmerke van take wat verband hou met kognitiewe en linguistiese kompleksiteit in ’n taakgebaseerde ontwerp te ondersoek. Die doel hiervan is om onder meer ’n raamwerk vir die analisering van kompleksiteit in ’n taakgebaseerde sillabus vir leer en onderrig van generiese Afrikaans vir kampuskommunikasie voor te stel. Saam met die ondersoek na kognitiewe en linguistiese kompleksiteit, ondersoek die proefskrif die kenmerke van sillabusontwerp om te bepaal hoe dit die leer en onderrig van Afrikaans as ’n tweede taal beïnvloed. Die insigte wat sodoende oor die kompleksiteit van die take verkry word, skep verskeie moontlikhede vir die ontwikkeling van take binne die konteks van ’n universiteitskampus met betrekking tot die leer van Afrikaans as ’n tweede taal. Voorts verskaf die studie ook ontledings met betrekking tot die kompleksiteitskenmerke van die twintig dialoë in Afrikaans sodat kriteria vir sillabusontwerpers geskep kan word waarvolgens hulle take binne die taakgebaseerde leer en onderrig kan gradeer en orden om ’n sillabus vir tweedetaalstudente van Afrikaans te ontwerp.

The problem of this investigation is to determine the relationships between certain cognitive, conative, and demographic variables and student ratings of instructors and introductory economics courses at North Texas State University. In addition, the study seeks to determine whether significant, interactive effects exist among the seventeen main variables: pretest, posttest, sex, age, college major, required course, actual grade, residence, SAT, socioeconomic class, Opinionation, Dogmatism, instructor, course rating, instructor rating, expected grade, and attitude. The principal sources of data are students' test scores on the Test of Understanding in College Economics, Rokeach Scales of Opinionation and Dogmatism, Modified Purdue Rating Scale, Personal Data Sheet with Hollingshead Index, and Questionnaire on Student Attitude Toward Economics-Revised. The organization of the study includes a statement of the problems, a review of the literature related to student ratings of courses and instructors, the ethodology used in the statistical analysis of the data, an analysis of the data, and the findings, conclusions, implications, and recommendations for additional research. Chapter I introduces the background and significance of the problems. Hypotheses are stated in the research form, terms in the study are defined, and limitations are delineated. Chapter II is a topically-arranged review of the related literature, including both experimental and descriptive studies. Literature is included on student ratings of courses and instructors, attitude, achievement, grades (actual and expected), and student characteristics. Chapter III includes information on the population of the study, the Test of Understanding in College Economics, Modified Purdue Rating Scale for College Instructors, the Rokeach Dogmatism and Opinionation Scales, the Questionnaire on Student Attitude Toward Economics-Revised, Hollingshead Two-Factor Index of Social Position, the variables used in each study, methods of data collection, and stepwise multiple linear regression, the basic statistical design employed in the study, with a nonlinearity factor added. In Chapter IV, data were analyzed and reported in tables of regression coefficients on Studies One through Six: actual grade, course rating, instructor rating, expected grade, student attitude, and posttest. A summary table is included for the significant, absolute beta coefficients for these six studies. Chapter V concludes that grade expectations, Opinionation and Dogmatism, ability levels, and attitude influence student ratings. For example, very bright students tended to be more discriminating in their ratings of their courses. Students who liked the instructor and were less open-minded tended to rate the course high. Grade expectations tended to exert a negative influence on course ratings; students with high grade expectations rated the course low, and students with low grade expectations rated the course high. The combination of a student with high grade expectations and a student with high SAT score resulted in a low rating for the instructor. A student's background (Dogmatism, Opinionation, and place of residence) influenced his attitude toward economics. Higher grade expectations were correlated significantly with a favorable attitude toward economics. Significant demographic variables related to conative and cognitive variables were SAT, expected grade, actual grade, Hollingshead socioeconomic class, residence, Dogmatism, and Opinionation. The implication from these findings is to use student ratings cautiously as a consideration for university merit raises and/or faculty promotions. Reasons for caution stem from the significant findings of the influence on student ratings of several cognitive, conative, and demographic variables. Too much appears to be happening in the teaching-learning process which cannot be measured accurately.

Des recherches au Québec (Garon, 2009), en France (Donnat, 2011) et aux États-Unis (Kolb, 2001) confirment un état de fait général: le vieillissement du public de la musique classique. Si le public du répertoire est reconnu pour posséder un haut niveau d’études, pourquoi les étudiants universitaires de nos jours ne sont-ils pas plus présents dans les salles de concert ? Cette étude explore cette problématique d’abord par une recherche historique et par des entrevues auprès de certains des organismes de musique classique à Montréal, et ce afin de comprendre leurs stratégies de développement des publics concernés de 2004 à 2014. Ensuite, par un sondage auprès de 555 étudiants universitaires de la ville, pour faire un portrait de leur relation avec la musique à l’heure actuelle. Notre analyse, appuyée par une bibliographie en sociomusicologie et en sociologie des pratiques culturelles, confirme des tendances comme celle de l’«omnivorisme culturel» et l’éclectisme musical des jeunes universitaires. Elle nous montre aussi une réception positive des œuvres classiques, quoiqu’incompatible avec les critères esthétiques des genres musicaux favoris. À partir de ce paradoxe, nous étudions la force des motivations extramusicales qui les amènent aux concerts, leurs formats préférés, l’impact de l’éducation musicale, l’influence des parents, de l’internet, des nouvelles technologies. Finalement, nous constatons le nombre peu élevé d’initiatives des organismes musicaux dans le milieu universitaire à Montréal qui, pourtant, se montre un bassin au grand potentiel pour le renouvellement des publics de la musique classique. / Research conducted in Quebec (Garon, 2009), France (Donnat, 2011) and the United States (Kolb, 2001) confirm a general phenomenon: the classical music audience is aging. If such audiences are mainly known for having a high level of education, then why aren’t university students nowadays more present in classical music concert halls? This study explores the issue firstly by historical research and interviews with classical music organizations in Montreal in order to understand their audience development strategies from 2004 to 2014. Secondly, we explore it through a survey with 555 university students in the city to document their relationship with music. Our analysis, supported by a bibliography of Sociomusicology and Sociology of Cultural Practices, confirms trends such as the “cultural omnivorism” and the musical eclecticism of young academics. It also shows us a positive reception of classical works, although incompatible with the aesthetic criteria used to describe their favorite music genres. From this paradox, we study the strength of extra-musical motivations that lead them to go to live concerts. We also examine their favorite concert formats, as well as the impact of music education on their tastes, the influence of the parents, the internet and the new technologies. Finally, we confirm the low investment in activities among university students by the classical music organizations in Montreal, even though young academics represent a great potential for the renewing of classical music audiences.

Pesquisas experimentais e clinicas recentes têm reforçado a importância do zinco na nutrição humana, no entanto, grupos populacionais sadios podem apresentar deficiência deste micronutriente. Este trabalho avaliou o estado nutricional de um grupo de estudantes universitárias da Universidade de São Paulo em relação ao zinco. Participaram trinta e oito estudantes de sexo feminino, com faixa etária de 19 a 31 anos, que não fizeram uso de suplemento vitamínico mineral contendo zinco. A média de IMC das participantes foi de 20,8. O consumo alimentar, avaliado por meio de três registros alimentares e analisado pelo programa Virtual Nutri (1.0), demonstrou que o consumo energético médio foi cerca de 1735,2 ± 132,9 kcal, a distribuição dos macronutrientes foi cerca de 62,7% de carboidratos, 11,4% de proteína e 26% de lipídeos. A ingestão média de zinco foi de 6,9 ±1,5 mg/dia. A concentração plasmática de zinco foi de 81,17 ± 14,7 µg/dL e a eritrocitária foi de 41,4 ± 8,5 µgZn/gHb. Na urina de 24 horas as médias de concentração foram 271,78 ± 175 µg/ dia. A atividade da CuZn-SOD foi de 1110,91 ± 310 U/gHb. Por estes resultados observou-se que a distribuição dos macronutrientes encontra-se adequada às recomendações, entretanto com baixo valor energético e a ingestão de zinco apresenta-se insuficiente. Com relação aos valores sanguíneos do mineral embora a média esteja dentro dos valores de normalidade, cerca de 32% apresentaram valores abaixo de 75 µg/dL, o mesmo ocorrendo em relação ao zinco eritrocitário, onde 52,6% apresentavam valores abaixo de 40 µgZn/gHb. O zinco urinário também for baixo para 65,8% das estudantes. Houve correlação entre os valores de ingestão do zinco e sua concentração sangüínea. A atividade da CuZn-SOD apresentou correlação com o zinco no plasma. De acordo com estes resultados observa-se que a maioria das participantes deste estudo estava mantendo a homeostase em relação a este mineral, entretanto com baixas reservas e algumas delas em estado de deficiência. / Recent experimental and clinical researches are emphasizing the importance of the zinc in the human nutrition; yet, populational groups may present deficiency of this nutrient. This work evaluated the nutritional status of a group of the University of Sao Paulo students, in relation to the zinc. Thirty-eight students participated in the study, all female, aged from 19 to 31 years, which made use of vitaminic-mineral supplement containing zinc. The average IMC of the participants was 20,8. The alimentary consumption, evaluated by means of three alimentary registers, analyzed by the software Virtual Nutri (1.0), demonstrated that the mean energetic consumption was of 1735,2 ± 132,9 kcal, the macronutrient distribution was of 62,7% of carbohydrates, 11,4% of proteins and 26% of lipids. The ingestion of zinc was of 6,9 ±1,5 mg/day in average. The plasmatic concentration of zinc was of 81,17 ± 14,7 µg/dL and erythrocytary concentration was of 41,4 ± 8,5 µgZn/gHb. In the 24 hour urine the mean concentrations were of 271,78 ± 175 µg/ day. The activity of CuZn-SOD was of 1110,91 ± 310 U/gHb. From these results, it could be observed that the macronutrient distribution agreed with the recommendations, however with low energetic value and insufficient zinc ingestion. With relation to the blood mineral values, although the average were positioned within a normal range, about 32% of the patients presented values lower than 75 µg/dL, the same happening with the \"erythrocytary\" zinc, where 52,6% presented values lower than 40 µgZn/gHb. The zinc in the urine was, as well, low for 65,8% of the students. There was correlation between the ingestion of zinc and its blood concentration values. The activity of the CuZn-SOD presented correlation with zinc in the plasma. According to these results, it could be concluded that the majority of the participants in the study was keeping the \"homeostasis\" in relation to this mineral, even so with low supplies and, in certain cases, with deficiency.

Made available in DSpace on 2016-04-28T18:24:13Z (GMT). No. of bitstreams: 1 Magda Branco Lohrer.pdf: 1068444 bytes, checksum: 9e789e3e3aa8a0074f8ea3d8a852128f (MD5) Previous issue date: 2009-11-26 / The aim of this research is to study the compositions written by students trying to get into the Administration course of a private university in Curitiba, Paraná. Some of these students will eventually take my courses Personal Development, which is taught in the first semester, and Interpersonal Development, which is taught in the second. Choosing these compositions instead of the ones written by first year undergraduates of the Administration course has to do with my desire to investigate the quality of the texts produced by students who had finished high school in 2007. By doing so we would be able to answer the following question: what kind of text producer has my college been receiving? The answers provided by this research will generate other questions: how can these students be helped? Hasn t the university mistakenly taken for granted that undergraduate students are proficient text writers? Do these students make spelling mistakes? Does their writing lack coherence? What kind of problems are there in these texts in relation to textual cohesion and discourse coherence in terms of the pragmatic context of argumentative/persuasive interaction between writer and reader? This research is grounded on qualitative methodology, for it aims at investigating the argumentative texts written by the students above mentioned. The theoretical approach we will draw upon is the Systemic Functional Linguistics (SFL), by Halliday (1985, 1994, 2004) and his coworkers. SFL sees language as a social process and it develops a methodology which allows a detailed and systematic description of linguistic patterns. The corpus used in this research is made up of 16 compositions whose quality was seen to be good enough for students to be accepted at the Administration course of the private university where I work / O presente estudo tem como objetivo examinar redações de vestibular produzidas por vestibulandos que aspiram ao curso de Administração de uma Faculdade particular sediada na cidade de Curitiba (PR), que futuramente serão meus alunos, na disciplina de Desenvolvimento Pessoal, no primeiro semestre do curso, e Desenvolvimento Interpessoal, no segundo semestre. A escolha das redações de vestibular e não de textos produzidos por alunos do Curso de Administração deveu-se a nossa curiosidade inicial em verificar a qualidade dos textos produzidos por alunos que terminaram o curso médio (2007). Propomos o seguinte questionamento: que tipo de produtor de texto recebe essa faculdade? Diante da realidade que esta pesquisa apontar, o que se deve proporcionar a esses alunos? Não haveria, da parte da faculdade, a tendência a julgar que o aluno universitário já tenha completa proficiência na escrita? Este aluno comente erros ortográficos? Incorre em incoerência, propondo um tema e desenvolvendo outro? Que tipo de falhas esses textos apresentam em termos de coesão textual e coerência discursiva, tendo em vista o contexto pragmático de interação argumentativa/persuasiva entre escritor e leitor? Metodologicamente, esta pesquisa está pautada na metodologia qualitativa, por se tratar de um estudo de textos argumentativos produzidos por alunos. O estudo fundamentou-se basicamente na Linguística Sistêmico-Funcional (LSF), de Halliday (1985, 1994, 2004) e seus colaboradores. A LSF procura desenvolver uma teoria sobre a língua como um processo social e uma metodologia que permita uma descrição detalhada e sistemática dos padrões linguísticos. O corpus desta pesquisa é composto de 16 redações, avaliadas como satisfatórias para fins de permitir o ingresso dos referidos alunos ao curso de Administração de Empresas na faculdade mencionada

Made available in DSpace on 2016-04-28T20:57:10Z (GMT). No. of bitstreams: 1 Flavia M Marques.pdf: 1193275 bytes, checksum: e6acfc66b07b39c6e0e369d40be17aa9 (MD5) Previous issue date: 2007-05-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research investigates the importance that freshmen students of the Administration course from PUC University/Sao Paulo allocates to their professional future projects, as well as the elements and multiple determinants that compose these projects. The transformations our society has gone through the last decades, as the technological advancement, flexibilization processes, precarization of work and the economy globalization have brought changes, which are constituents of the subjectivity of these students. We consider, equally, the ideological speech of continuous qualification and the appeal of economical success as important elements in the constitution of these young students at contemporarity and their future projects. The theoretical methodology reference on which this research is based is that of the Sociohistorical Psychology, represented by the thought of Vigotski. For that, one focal group and two researches were performed. The analysis done consisted on the agglutination of the pre-indicators, that were systematized in indicators, and when articulated and systematized, were confirmed to us by four core meanings. On these we observed young people with an immense difficulty of self-projecting in the future, presenting dreams which are fluid and have a fragile delimitation. They couple their needs to the material benefits they aim, the earning a living , however they do not visualize concrete ways of reaching such desires. They live on the short term, on the present, on the constant desire to enjoy life, and as a consequence these young people end up having poor dreams, lacking motivation, and are saddened, apathetic and incredulous about the future. But paradoxically, they also present some illusion regarding their diploma from PUC, betting on the qualification of a recognized university as a guarantee to the future / Esta pesquisa investiga os sentidos que os jovens estudantes do primeiro ano de graduação de Administração da PUC-SP atribuem aos seus projetos de futuro profissional, bem como os elementos que os compõem e seus múltiplos determinantes. As transformações que nossa sociedade tem sofrido nas últimas décadas, como o avanço tecnológico, os processos de flexibilização e precarização do trabalho e a globalização da economia têm trazido mudanças, que são constitutivas de suas subjetividades. Consideramos, igualmente, o discurso ideológico da qualificação permanente e o apelo ao sucesso econômico elementos importantes na constituição dos jovens na contemporaneidade e em seus projetos de futuro. O referencial teórico metodológico que embasa essa pesquisa é o da Psicologia Sócio Histórica, representada pelo pensamento de Vigotski. Para tanto, foi realizado um grupo focal e duas entrevistas. A análise empreendida consistiu na aglutinação de pré-indicadores, que foram sistematizados em indicadores, os quais, articulados e sistematizados, nos evidenciaram quatro núcleos de significação. Nestes, atentou-se para jovens com imensa dificuldade em projetar-se no futuro, apresentando sonhos fragilmente delineados e fluidos. Atrelam suas necessidades às condições materiais que almejam, o ganhar dinheiro , porém, não visualizam os meios concretos para realizar tais desejos. Vivem no imediatismo, no presente, no desejo constante de aproveitar a vida, trazendo como conseqüência sonhos empobrecidos e jovens desprovidos de motivação, entristecidos, apáticos e descrentes quanto ao futuro. Mas, paradoxalmente, também apresentam uma ilusão quanto ao diploma da PUC, apostando na qualificação em uma universidade reconhecida, como garantia para o futuro