Trata-se de pesquisa exploratória realizada em escolas municipais de ensino fundamental da Coordenadoria de Educação de Itaquera, zona leste do Município de São Paulo. O trabalho procura levantar e analisar as relações existentes entre o capital social e dois indicadores específicos de desempenho de tais instituições educacionais: evasão escolar e reprovação. O material foi coletado em questionários respondidos por diretoras (es) e coordenadoras pedagógicas de 19 unidades escolares. As análises permitiram o levantamento da dimensão de capital social percebida pelas (os) participantes e o cruzamento desses dados com índices de evasão escolar e reprovação nas unidades escolares. Com base nas referências teóricas fornecidas por Bourdieu, Loury, Coleman, Putnam, Evans, entre outros, o trabalho aponta para indícios de que maiores dimensões de capital social, nos tópicos de informação e comunicação, confiança e solidariedade e coesão e inclusão social, podem estar relacionados, de forma não determinante, a melhores desempenhos nas unidades escolares. / The is an exploratory research report about basic education in mayor schools at Itaquera Educational Coordination, East zone of São Paulo City, in Brazil. This stuff analyzes the relations between the social capital, school drop out and reproval. Directors and pedagogical coordinators\' from 19 schools have answered the questionnaires. Then, we noticed that the social capital dimension was related to evasion schools and reprovals throughout evaluations. On the basis of the theoretical references supplied by Bourdieu, Loury, Coleman, Putnam, Evans, among others, the stuff indicates that bigger dimensions of social capital in topics like information and communication, confidence and solidarity, cohesion and social inclusion can be related (non determinative way) improving betters performances at school units.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-16T11:49:15Z No. of bitstreams: 1 Luis Felipe Hortenzi Vilela Braga.pdf: 1732843 bytes, checksum: 0a0ae6dbce91bb5a4d6cd30470ff6c02 (MD5) / Made available in DSpace on 2016-11-16T11:49:15Z (GMT). No. of bitstreams: 1 Luis Felipe Hortenzi Vilela Braga.pdf: 1732843 bytes, checksum: 0a0ae6dbce91bb5a4d6cd30470ff6c02 (MD5) Previous issue date: 2016-06-24 / This dissertation has two main objectives, the first to identify parameters to assess the efficiency and effectiveness of undergraduate education in Accounting and the second generating useful information for strategic planning of the education system, the IES, and of Accounting Courses, by means of student retention factors proposed by Cabrera, Nora and Castanheda (1992).The methodological approach applied descriptive and inferential statistics continuing the Exploratory Factor Analysis, Confirmatory Factor Analysis and finalizing this study with the proposition of a model compound for Structural Equation. The results confirm using the covariance matrix of the structural equation modeling showed that 7 between 12 causal relationships respectively comparing with the model of Cabrera et al. (1992 ). Among the exogenous variables as well as in the reference model the encouragement of close people got more weight in the model of explanation, from a causal relationship 0.885 with academic and intellectual development, and 0.714 from social integration; between endogenous variables academic and intellectual development was the most important factor with a causal relationship 0.720 with commitment to the institution and 0.432 in order to graduating. It was concluded by the results that the adaptation of the model proposed by Cabrera, Nora and Castaneda (1992) and its implementation, were able to identify parameter for management of Accounting courses and contribute to future research, expanding discussions on education, management and vocational training in Accounting / Essa dissertação tem dois principais objetivos, o primeiro identificar parâmetros para avaliação da eficiência e eficácia do ensino de graduação em Ciências Contábeis e o segundo gerar informações úteis, para o planejamento estratégico do Sistema de Ensino, das IES, e dos Cursos de Ciências Contábeis, por meio dos fatores de retenção discente propostos por Cabrera, Nora e Castanheda (1992). Para tanto, foi realizada uma pesquisa aplicada de abordagem qualitativa e quantitativa, utilizando um questionário semiestruturado, de abordagem direta, aplicado a 155 alunos, regularmente matriculados, do segundo ao quarto de graduação presencial em Ciências Contábeis, em uma Instituição de Ensino Superior do interior do Estado de São Paulo, utilizando um modelo adaptado de Cabrera et al. (1992), composto por indicadores organizados e agrupados em fatores sociais, ambientais, cognitivos e comportamentais. A metodologia empregada faz uso da estatística descritiva e inferencial, prosseguindo com a análise fatorial exploratória, análise fatorial confirmatória e finalizando com a proposição de um modelo composto por equações estruturais. Após a aplicação do modelo, os resultados confirmam, por meio da matriz de covariância do modelo estrutural a observação de 7 entre 12 relações causais, comparando-se respectivamente o modelo proposto com o modelo de Cabrera et al. (1992). Entre as variáveis exógenas assim como no modelo de referência, o encorajamento de pessoas próximas foi o fator que obteve maior peso na explicação do modelo, com uma relação causal de 0,885 com desenvolvimento acadêmico e intelectual e 0,714 integração social; entre as variáveis endógenas, o desenvolvimento acadêmico e intelectual, foi o fator mais importante, com uma relação causal de 0,720 com comprometimento com a instituição e 0,432 com o objetivo de se formar. Conclui-se por meio dos resultados, que a adaptação do modelo propostos por Cabrera, Nora e Castanheda (1992) bem como sua aplicação, foram capazes de identificar parâmetro para gestão dos cursos de Ciências Contábeis e contribuir com pesquisas futuras, ampliando as discussões sobre ensino, gestão e formação profissional em Ciências Contábeis

Le questionnement autour du phénomène du décrochage étudiant connait des ramifications directes vers les problématiques spécifiques liées à l’échec scolaire. La présente étude a pour objectif d’appréhender le décrochage d’étudiants de la première année de la licence, d’en étudier le processus afin de le comprendre, offrir ainsi une réponse adéquate à ce phénomène. Nous avons admis que le décrochage universitaire relève davantage du processuel et non de l’événementiel, et qu’il ne se réduit pas aux caractéristiques d’entrée de l’étudiant à l’université. Il est aussi influencé par des variables individuelles et/ou des variables contextuelles, ainsi que par l’interaction entre elle. Pour vérifier certains de ces éléments nous avons adopté une approche systémique à double supports : le questionnaire (783 répondants) et l’entretien semi-directif (8 interviewés). Les réponses à ces interrogations ont démontré que le décrochage étudiant est un phénomène multidimensionnel et processuel. L’interprétation des résultats à l’aide de la modélisation n’ont permis de catégoriser et de tracer les figures des décrocheurs. / The questioning around the phenomenon of student drop-out has direct ramifications towards the specific problems linked to school failure. The objective of this study is to understand the drop-out of students in the first year of the bachelor’s degree, to study the process in order to understand it, and to propose ways to shed light on this phenomenon. We have admitted that university drop-out is more a process than an event, and that it is not reduced to the student’s entry characteristics to university. It is also influenced by individual variables and/or contextual variables, as well as by the interaction between them. To verify some of these elements, we adopted a two-pronged systemic approach: the questionnaire (783 respondents) and the semi-directive interview (8 interviewees). The responses obtained demonstrated that student drop-out is a multidimensional and process-oriented phenomenon. The interpretation of the results using modeling did not allow the figures of dropouts to be categorized and traced.

<p>During the last 30 years, studies have shown self-help to be effective in a number of areas, and to produce equal or close to equal results compared to face-to-face therapy. The Internet can reach a large number of people at a low cost and add the possibility of two-way communication to self-help, thereby offering cost-effective psychological treatments.</p><p>This thesis is based on four studies and aiming to investigate if self-help treatment conducted through Internet can reduce problems with insomnia, stress and headache and reach effect sizes comparable to previous minimal contact treatment studies. Other aims were to investigate cost-effectiveness, and to examine if adding regular telephone contact would reduce drop-out rates. Treatments involved psychological techniques previously proved to be effective for each problem.</p><p>The first study showed a significant decrease in headache severity, and 50% of the participants in the treatment condition showed a clinically significant improvement. In Study II an Internet-based stress management program resulted in significant reductions of perceived stress, anxiety and depression. Improvements were found in both groups, with stronger effects in the self-help treatment group. Study III, a sleep management program, resulted in statistically significant improvements in the treatment group on all main variables, including total sleep time, total wake time in bed, and sleep efficiency. Some improvements were also found in the control group. Follow-up data indicated that improvements were sustained. Study IV did not confirm the hypothesis that the drop-out rates during headache treatment should decrease significantly if adding short and regular telephone contacts.</p><p>Results from this thesis suggest that Internet is a medium well suited for therapy, with effect sizes comparable to face-to-face therapy, that using Internet as a medium for treatment can reduce costs while still maintaining similar results, and that adding a small amount of telephone contact does not decrease attrition.</p>

During the last 30 years, studies have shown self-help to be effective in a number of areas, and to produce equal or close to equal results compared to face-to-face therapy. The Internet can reach a large number of people at a low cost and add the possibility of two-way communication to self-help, thereby offering cost-effective psychological treatments. This thesis is based on four studies and aiming to investigate if self-help treatment conducted through Internet can reduce problems with insomnia, stress and headache and reach effect sizes comparable to previous minimal contact treatment studies. Other aims were to investigate cost-effectiveness, and to examine if adding regular telephone contact would reduce drop-out rates. Treatments involved psychological techniques previously proved to be effective for each problem. The first study showed a significant decrease in headache severity, and 50% of the participants in the treatment condition showed a clinically significant improvement. In Study II an Internet-based stress management program resulted in significant reductions of perceived stress, anxiety and depression. Improvements were found in both groups, with stronger effects in the self-help treatment group. Study III, a sleep management program, resulted in statistically significant improvements in the treatment group on all main variables, including total sleep time, total wake time in bed, and sleep efficiency. Some improvements were also found in the control group. Follow-up data indicated that improvements were sustained. Study IV did not confirm the hypothesis that the drop-out rates during headache treatment should decrease significantly if adding short and regular telephone contacts. Results from this thesis suggest that Internet is a medium well suited for therapy, with effect sizes comparable to face-to-face therapy, that using Internet as a medium for treatment can reduce costs while still maintaining similar results, and that adding a small amount of telephone contact does not decrease attrition.

<p>During Apartheid, South African education policies were largely based on a system of&nbsp / racial segregation, resulting in unequal educational opportunities between black and white students.&nbsp / Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and&nbsp / consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students&rsquo / perceptions of the influence of social integration on academic performance. Tinto&rsquo / s Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study&nbsp / was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students&rsquo / academic performance. South African contextual factors such as socio-economic status and language&nbsp / were found to be a potential hindrance to good academic performance. The implications of these findings are discussed.</p>

Background: Empirical studies in psychiatric research and other fields often show substantially high refusal and drop-out rates. Non-participation and drop-out may introduce a bias whose magnitude depends on how strongly its determinants are related to the respective parameter of interest. Methods: When most information is missing, the standard approach is to estimate each respondent’s probability of participating and assign each respondent a weight that is inversely proportional to this probability. This paper contains a review of the major ideas and principles regarding the computation of statistical weights and the analysis of weighted data. Results: A short software review for weighted data is provided and the use of statistical weights is illustrated through data from the EDSP (Early Developmental Stages of Psychopathology) Study. The results show that disregarding different sampling and response probabilities can have a major impact on estimated odds ratios. Conclusions: The benefit of using statistical weights in reducing sampling bias should be balanced against increased variances in the weighted parameter estimates.

Elucidating factors associated with adherence to treatment for physical and mental health conditions is important, given well-documented associations between non-adherence and poor treatment outcomes. Researchers have worked to identify such factors; however, most studies focus on adherence to medical, rather than, psychological treatments. Clarifying variables that predict adherence to psychotherapy is particularly important for individuals with post-traumatic stress disorder (PTSD), for whom treatment, which typically involves exposure to trauma-related stimuli and imagery, can be aversive. It may consequently be associated with high nonadherence rates, even though studies indicate that greater adherence to PTSD treatment relates to better treatment outcomes. Research needs to identify factors that increase or decrease the likelihood that affected individuals will enter and complete therapy. Although several studies to date have examined adherence to treatment for PTSD, this literature is limited on several fronts. First, studies on psychotherapy adherence have identified few consistent predictors of treatment adherence. Second, adherence to psychotherapy is rarely a central focus of treatment-related research; more typically, researchers treat adherence as secondary in importance to treatment outcomes. Third, little research on psychotherapy adherence has been theoretically driven. Fourth, little adherence research has focused on combat veterans with PTSD, who tend to have particularly poor treatment outcomes. Especially lacking is knowledge about predictors of adherence in veterans who have recently returned from combat; most research focuses on veterans of the Vietnam War, many of whom were initially traumatized decades earlier. The study tested the hypothesis that elevated reports of a specific type of PTSD symptom--avoidance/emotional numbing-- predicted poorer adherence to treatment in 160 veterans who received psychotherapy. No significant associations between avoidance and emotional numbing symptoms and adherence were found. However, emotional numbing was negatively related to psychotherapy adherence. Other variables typically related to PTSD and treatment outcomes were found to be important predictors of psychotherapy adherence and completion/noncompletion of therapy.

In Sweden we have the highest rate of nontraditional students among Europe. Coincidently, we also have the highest rates of drop outs among OECD. In this particular field, drop out from higher education, there is a need fore more qualitative studies that can support the "statistics". Studies about experiences of drop outs are significant for society, university and individual. The aim of this study is to describe and understand how nontraditional student experiences drop out from higher education. What do they tell regarding their meeting with the university? How is the drop out visible before the decision to quit? How can the way forward to the drop out be described? What does the university mean for them? The theoretical point of departure is the concept lifeworld and the method is phenomenological hermeneutic with narrative interviews with 5 students. The result points out that the meeting with the university implies a meeting with other individuals, and also a "meeting" within the student himself, by inner questioning and reflection. The students’ relationship to the studies is characterized by the experience of understanding. The dropouts are visible through different events. The decision per se has increased over time and the students have also grown personally by the decision. To understand or not understand is crucial for the experience of learning. The drop out can also be seen as a transition and a turning point. The drop out is an effort and takes place without professional staff, therefore needs to be discussed in public.

Today, the advances in Complementary MetalOxideSemiconductor (CMOS) technology have guided the progress in the wireless communications circuits and systems area. Various new communication standards have been developed to accommodate a variety of applications at different frequency bands, such as cellular communications at 900 and 1800 MHz, global positioning system (GPS) at 1.2 and 1.5 GHz, and Bluetooth andWiFi at 2.4 and 5.2 GHz, respectively. The modern wireless technology is now motivated by the global trend of developing multi-band/multistandard terminals for low-cost and multifunction transceivers. Exploring the unused 10-66 GHz frequency spectrum for high data rate communication is also another trend in the wireless industry. In this dissertation, the challenges and solutions for designing a multi-band/multistandard mobile device is addressed from system-level analysis to circuit implementation. A systematic system-level design methodology for block-level budgeting is proposed. The system-level design methodology focuses on minimizing the power consumption of the overall receiver. Then, a novel millimeter-wave dual-band receiver front-end architecture is developed to operate at 24 and 31 GHz. The receiver relies on a newly introduced concept of harmonic selection that helps to reduce the complexity of the dual-band receiver. Wideband circuit techniques for millimeterwave frequencies are also investigated and new bandwidth extension techniques are proposed for the dual-band 24/31 GHz receiver. These new techniques are applied for the low noise amplifier and millimeter-wave mixer resulting in the widest reported operating bandwidth in K-band, while consuming less power consumption. Additionally, various receiver building blocks, such as a low noise amplifier with reconfigurable input matching network for multi-band receivers, and a low drop-out regulator with high power supply rejection are analyzed and proposed. The low noise amplifier presents the first one with continuously reconfigurable input matching network, while achieving a noise figure comparable to the wideband techniques. The low drop-out regulator presented the first one with high power supply rejection in the mega-hertz frequency range. All the proposed building blocks and architecture in this dissertation are implemented using the existing silicon-based technologies, and resulted in several publications in IEEE Journals and Conferences.