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World leaders, policy makers, and scholars are engaged in efforts to improve human development (HD), which, for the United Nations (UN) Development Program, is about allowing people choices in their lives and providing tools with which to make those choices. Success in increasing human development will impact the daily lives of a nation's citizens as well as contribute to success in meeting the Millennium Development Goals (MDGs): eight shared UN goals to improve living conditions of people around the world. The information currently available to those seeking to enhance human development measures focuses on a macro-level approach that advocates first advancing national economic development. Recent research on meeting the MDGs focuses on micro-level individual or community activities. Entrepreneurial and microfinance activity are two such micro-level activities that have been associated in research with advances in national economic development. Microfinance, particularly microcredit, activities have been associated in research with advances in some human development measures. Similar research concerning how entrepreneurial activity may relate directly to human development is lacking. This research project was designed to examine the relationships of these individual activities with human development independent of economic development. Two questions guided this study: (a) Does individual activity (either entrepreneurial or microfinance) have a direct effect on human development, separate from any effect through economic development and (b) If so, do certain types of individual activity (either entrepreneurial or microfinance) have a stronger relationship with some human development measures more than others? Due to data challenges, the scope of this research was restricted to a retrospective study examining measures of entrepreneurial activity with measures of human development. A similar exploration involving microfinance activity is planned for the future. A literature search and content analysis were conducted to determine definitions and measures. Data on nine measures were collected from 44 nations. Analyses indicated that one measure of entrepreneurial activity (own account workers-individuals owning or operating an enterprise, but hiring no employees) does have a statistically significant relationship with one measure of human development (literacy). Guidelines are also offered from lessons learned in navigating the disparate maze of conceptual and measurement issues when researching this territory. With several years remaining in the UN Millennium Development Challenge and the UN Decade of Literacy, this research may have implications for policy makers and world leaders as they seek ways to improve both economic and human development simultaneously. / Ph. D.

Millions of dollars are collected through Mississippi’s timber severance tax every year which then funds the Forest Resource Development Program (FRDP). This study analyzed their contributions to Mississippi’s economy and found that the total possible contribution was estimated to be $6.0 million in industrial output and 222 full-time and part-time jobs in 2019. However, only about 70 percent of the FRDP funds were expended in that year, and the actual contribution was short by $1.80 million in output and 80 full-time and part-time jobs. This study also examined the impact of the severance tax and FRDP on forest investment, using Multivariate Adaptive Regression Splines (MARS). Results suggest that participation in the program is the most important factor to increase the returns from forest investment and the incentives offered by the program are more important for some landowners than others.

Thesis advisor: Jacqueline V. Lerner / In the United States, young people have the power to change the country, and they are exercising this power every day in many different ways (Center for Information and Research on Civic Learning and Engagement, 2021). Beyond the contributions that youth civic engagement makes to societal well-being (Flanagan & Levine, 2010), it also contributes to young people’s own positive development (Lerner et al., 2015). Given these societal and individual benefits, it is important to investigate the correlates of youth civic engagement. Guided by positive youth development perspectives, my three independent but related dissertation studies examine the contextual correlates of civic engagement among young people. Study One investigates how different family characteristics and school characteristics separately and interactively predict adolescent civic engagement. Study Two examines thriving as a potential underlying process through which engagement in youth development programs promotes adolescent civic engagement. Study Three focuses on social media as a platform for civic actions, including those aiming to redress inequalities (i.e., critical actions), among White, cisgendered and heterosexual American young adults. Together, results from the three studies suggest the important role of growing up in ‘civic contexts’ in the development and sustainment of civic engagement among young people. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

The primary purpose of this study is to examine the degree to which participatory approaches are implemented in evaluations of development programs and projects, because several scholars have researched the benefits of including participatory approaches. This is studied through a case study of Sida’s evaluations. As Sida claims to be committed to implementing participatory approaches, two evaluations were chosen based on a least likely logic. A typology consisting of four levels of participation is used to determine to which degree a participatory approach is implemented in the evaluation. The main finding of the analysis of the two evaluations is that the level of participation in the two evaluations is on an instrumental level, i.e. the second lowest level in the typology. Because of this, it is concluded that Sida’s evaluations have at least an instrumental level of participation.

Social capital, or access to resources through relationships with other people, can facilitate the socioeconomic mobility of youth living in low-income communities. This study examined whether parent-child relationship quality and participation in a youth development program (YDP) were associated with gains in hope for the future, and whether those associations were mediated by parent social capital (i.e., access to resources through relationships with parents) and non-parent social capital (i.e., access to resources through relationships with people other than parents). The sample included 216 participants of one YDP program, Cool Girls, Inc., and 92 comparisons. Path analyses indicated that program participation for over one year predicted gains in non-parent social capital, and increases in both parent and non-parent social capital predicted increases in hope for the future. There was also evidence that first-year program participation was associated with gains in hope for the future. Implications for practice and research are discussed.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-20T16:33:35Z No. of bitstreams: 1 Aline da Cunha_.pdf: 1868857 bytes, checksum: 70afa35a648571c6ac4029d7a649c456 (MD5) / Made available in DSpace on 2018-02-20T16:33:35Z (GMT). No. of bitstreams: 1 Aline da Cunha_.pdf: 1868857 bytes, checksum: 70afa35a648571c6ac4029d7a649c456 (MD5) Previous issue date: 2017-08-30 / UNISINOS - Universidade do Vale do Rio dos Sinos / As organizações buscam cada vez mais líderes que se identifiquem com seus princípios e reproduzam os valores da instituição em suas práticas cotidianas. A Rede Marista é uma instituição que estimula o desenvolvimento dos seus líderes e a identificação com o carisma de seu fundador. O objetivo deste estudo foi analisar as principais características que constituem a identidade das lideranças na Rede Marista, nas dimensões pessoal, relacional e institucional, através de uma abordagem qualitativa de natureza exploratória, tendo como estratégia o Estudo de Caso. A coleta de dados se deu por entrevistas semiestruturadas realizadas com lideranças estratégicas que atuam nos empreendimentos da Rede Marista, e pela pesquisa documental sobre a trajetória de liderança do fundador da instituição. Os dados foram tratados pela Análise de Conteúdo com categorias a priori e categorias emergentes. Respondendo aos objetivos da pesquisa, identificou-se os principais desafios e necessidades enfrentadas pelas lideranças maristas; a forma como os princípios do fundador se expressam na identidade de liderança nos dias de hoje e apresentou-se os elementos fundamentais que devem ser considerados em um Programa de Formação de Lideranças Maristas. A construção da identidade de liderança ocorre através do autodesenvolvimento e das influências estabelecidas nas relações com as pessoas, com os grupos e com a instituição. / Organizations seek more and more leaders who identify themselves with their principles and reproduce the institution’s values in their daily practices. The Marist Network is an institution that stimulates the development of its leaders and identification with the charism of its founder. The objective of this study was to analyze the main characteristics that compose the leadership identity in the Marist Network, in the personal, relational and institutional dimensions, through a qualitative approach of exploratory nature, having as strategy the Case Study. The data collection was done through semi-structured interviews conducted with strategic leaders who work in the Marist Network projects, and the documentary research about the leadership trajectory of the founder of the institution.The data were treated by Content Analysis with a priori and emerging categories. Responding to the objectives of the research, it was identified the main challenges and changes faced by Marist leaderships; the way in which the founder's principles express themselves in today's leadership identity and it was presented the fundamental elements that must be considered in a Marist Leadership Training Program. The construction of leadership identity occurs through the self development and the established influences in relations with people, with groups and with the institution.

Made available in DSpace on 2017-07-10T16:28:04Z (GMT). No. of bitstreams: 1 Elisangela Rovaris Nesi.pdf: 2147433 bytes, checksum: ed470e2dc93ca009550ebcb23d572dfc (MD5) Previous issue date: 2015-11-24 / Inserted in the research line of Society, Knowledge and Education of the Master degree in Education of UNIOESTE - Francisco Beltrão, the research has as its object the training of mathematics teachers in Paraná Educational Development Program - PDE, from 2007 to 2013, linked to Regional Education Center of Francisco Beltrão - PR. In the face of hegemonic tendency of teacher training that emphasizes the formal and practical aspects rather than on theoretical training of teachers, the research seeks to answer the following issues: to what extent has the PDE provided a theoretical and methodological training? If so, in which perspective? The goal is to analyze in which level the PDE has enabled a theoretical and methodological training to the math teacher from the perspective of mathematics education established in the Curriculum Guidelines of Paraná. It aimed, specifically, through research: a) identify the actions taken by the PDE program related to the changes in the continuing training of teachers; b) understand the educational guidelines and routing of PDE / PR as a public policy of continuing training and the changes pointed by mathematics teachers; c) analyze the materials produced by PDE teachers: intervention projects, proposal of the pedagogical implementation and the scientific article, considering the proposal of the Curriculum Guidelines and mathematics education. The methodology used in this research is literature with content analysis, prescribing guidelines from Gil (2002) and Bardin (1977). The research is organized into three parts: the first part presents a discussion of the different educational movements of teacher training: the financial capital project that meets the dominant interests and the critical movements which implies the fight of education professionals for quality training that values the individuals and their interactions with the environment. The second part presents the proposal of a theoretical and methodological training of teachers in mathematics and its relations with scientific knowledge, the theoretical and didactic concepts covered in the Curriculum Guidelines focused on mathematics education and the relationships established throughout the Continued Training Program - PDE. An online questionnaire was used. It had open and closed questions which were sent to teachers by Google docs. The third part is made up of the analysis of the scientific production of PDE teachers and of research issue. The results show that the PDE enables conditions of changes in the theoretical and methodological training of participating teachers concerning the available time to study outside the classroom, return to university space with a guiding teacher of the IES for scientific production, the possibility of contact with other educators and their realities, by specific courses on this school subject and the ones related to the education field and financial aid for spending on training. Analysis of the material produced by the PDE's teachers shows that there are difficulties in articulating the proposed curriculum in mathematics education with the mathematical knowledge and pedagogical knowledge. Only two of the professionals in this research have achieved the theoretical and methodological development in mathematics, relating the DCE's with the teaching of mathematics through the PDE. / Inserida na linha de pesquisa Sociedade, Conhecimento e Educação, do Mestrado em Educação da UNIOESTE, Francisco Beltrão, a pesquisa tem como objeto a formação dos professores de Matemática no Programa de Desenvolvimento Educacional do Paraná PDE, no período de 2007 a 2013, vinculados ao Núcleo Regional de Educação de Francisco Beltrão - PR. Diante da tendência hegemônica de formação de professores que enfatiza os aspectos formais e práticos, em detrimento da formação teórica do professor, a pesquisa busca responder à seguinte problemática: em que medida o PDE tem propiciado uma formação teórico-metodológica? Caso afirmativo, em que perspectiva? O objetivo é analisar em que medida o PDE possibilitou uma formação teórico-metodológica ao professor de Matemática na perspectiva da Educação Matemática, estabelecida nas Diretrizes Curriculares do Paraná. Objetivou-se, especificamente, por meio da pesquisa: a) identificar as ações desenvolvidas pelo programa PDE, relativas às mudanças na formação continuada de professores; b) compreender as diretrizes educativas e encaminhamento do PDE/PR, como política pública de formação continuada e as mudanças apontadas pelos professores de Matemática; c) analisar os materiais produzidos pelos professores PDE: Projetos de Intervenção, Proposta de Implementação Pedagógica e o Artigo Científico, considerando a proposta das Diretrizes Curriculares e a Educação Matemática. A metodologia aplicada nesta investigação é bibliográfica com análise de conteúdo, prescrevendo orientações de Gil (2002) e Bardin (1977). A pesquisa está organizada em três partes: na primeira parte se apresenta uma discussão sobre os diferentes movimentos educacionais de formação de professores: o projeto do capital que atende aos interesses dominantes e o dos movimentos críticos que implicam na luta dos profissionais da educação por uma formação de qualidade que valoriza o sujeito e suas interações com o meio. Na segunda parte apresenta-se a proposta de uma formação teórico-metodológica do professor em Matemática e suas relações com os conhecimentos científicos, os conceitos teóricos e didáticos abordados nas Diretrizes Curriculares, com foco na Educação Matemática e as relações estabelecidas ao longo do Programa de Formação Continuada PDE. Utiliza-se também um questionário on-line, com questões abertas e fechadas, enviadas aos professores pelo Google docs. A terceira parte constitui-se das análises da produção científica dos professores PDE e do problema de pesquisa. Os resultados apontaram que o PDE possibilita condições de mudança na formação teórico-metodológica dos professores participantes pela disponibilidade de tempo para estudos com o afastamento da sala de aula, pelo retorno ao espaço universitário, com um professor orientador da IES para a produção científica, pela possibilidade de contato com outros educadores e suas realidades, pelos cursos específicos da disciplina e os relacionados à área educacional e o auxílio financeiro para gastos com a formação. A análise do material produzido pelos professores PDE s demonstrou que há dificuldades em articular a proposta curricular em Educação Matemática com os conhecimentos matemáticos e o saber pedagógico. Apenas dois dos profissionais da pesquisa conseguiram atingir o desenvolvimento teórico-metodológico em Matemática, relacionando as DCE s com o ensino da Matemática, por meio do PDE.

These adjustments applied to most ministries. However variation in the coefficient was introduced in ministries where different adjustments were deemed appropriate. For example, in the Education and Training ministry, expenditure on personnel was increased by 2% in each of Programs 2 to 6, and held constant in Program 7. / Part 2; Section 2

Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.