Thesis (Ph. D.)--University of California, Berkeley, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 167-176).

Thesis (M.A.)--Georgia State University, 2007. / Title from file title page. Jennifer L. Bowie, committee chair; George Pullman, Elizabeth Lopez, committee members. Electronic text (160 p. : col. ill.) : digital, PDF file. Description based on contents viewed Mar. 27, 2008 . Includes bibliographical references (p. 149-152).

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Restricted until November 2001. Bibliography: leaves 133-148.

Over the twentieth century advanced economies have seen an economic and social development process which was build upon the consolidation of a strong middle class. Yet, recent decades have seen an increase in wealth and income inequality, reaching levels not seen since before the Second World War. This thesis explore some of the these issues in two parts. The focus of the first part of the thesis is on the role of education and technology in the rise of the middle class. By means of an overlapping generations model with endogenous growth, I study the conditions that enable a society to transit from underdevelopment to development. The model in place reproduces a Kuznets curve, which is deemed an important empirical feature of the history of advanced economies. The second part focuses on the fall of the middle class, by studying the effect of technology and skills in job polarisation - i.e. the fall in employment in middle-skill occupations. The approach is both theoretical and empirical. A sorting model based on tasks is developed and adapted to study polarisation. Central to this model are the distributions of skills that workers have. Thus, a complete chapter is dedicated to characterise these ability distributions, using longitudinal data from the UK for 1991-2008 in an econometric model based on the so-called Mincer equation. The estimated distributions - positive skewed - are used to calibrate the sorting model. Then, this model is used to identify the nature of the technological process affecting the UK economy over the selected period of study. Simple counterfactual exercises shed light on the strong effect of technical progress on both polarisation and inequality. In contrast, the role of change in skills is negligible. The overall conclusion is that the nature of technological change is essential in defining distributional outcomes: whilst technology can enable the rise to a strong middle class, it can also undermine it.

In 2016, over 11 million people misused prescription opioids and the economic costs were estimated to be over $500 billion. In the same year, opioids killed 42,000 people, which was more than any year on record. These data highlight the need to reduce the harm caused to individuals, families, communities, and the nation. One element of a more comprehensive national strategy is increasing awareness among citizens, physicians and policy makers. Given its widespread reach YouTube can be very helpful. There is a large literature on the opiate epidemic, but no published studies describing the sources or content of YouTube videos on the opiate epidemic were identified. This study was, therefore, intended to help fill this gap in current knowledge. YouTube was searched using two key terms, “opiate addiction” and “opioids.” The results were sorted by number of views, and the URL, title, and number of views were saved for videos with a minimum of 1,500 views. Videos were then screened for the inclusion and exclusion criteria. The remaining sample comprised 309 videos. Collectively, these 309 videos were viewed 44,693,887 times. The results revealed the sources that were most viewed and the nature of content that was and was not likely to be covered. The two main sources of videos were Internet Based and Television news/Entertainment. Compared with videos with health professions as the main speaker, those featuring consumers garnered almost 10 times as many cumulative views (30.35%versus 3.24%). Government organizations uploaded 11 videos (< 4%), collectively garnering 343,983 views (less than 1% of cumulative views). YouTube represents an important opportunity for health promotion and disease prevention regarding the opiate epidemic. However, improved understanding about ways to communicate accurate and useful information in ways that attract viewers is needed. Recommendations for research, policy and practice are presented relevant to how YouTube can help mitigate the harm caused by the opiate epidemic.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 80-87).

No âmbito organizacional, este estudo aborda competências e aprendizagem a partir da perspectiva de recursos (Visão Baseada em Recursos). Contudo, apesar dos inúmeros estudos já realizados sobre aprendizagem, muitos desafios ainda permanecem em discussão. Mesmo não havendo uma teoria ou modelo amplamente aceito (FIOL; LYLES, 1985), há pontos de consenso na literatura. Entre eles, o de que aprendizagem organizacional é essencial para a compreensão de como as organizações evoluem ao longo do tempo. No centro do debate da aprendizagem, está a discussão sobre o conhecimento. A aprendizagem organizacional, como uma lente (PRANGE, 2001) permite abordar a apropriação do conhecimento pela organização. Mas a aprendizagem envolve mais do que a criação do conhecimento individual, abrangendo sua utilização e institucionalização na organização. O resultado da aprendizagem organizacional é a aquisição de uma nova competência: uma habilidade de aplicar novos conhecimentos para melhorar a performance de uma atividade presente ou futura. Portanto, está implícito neste trabalho o pressuposto de que as competências estão relacionadas com a aprendizagem organizacional. Apesar de alguns autores terem mostrado que há uma relação entre competências e aprendizagem, poucos estudos empíricos trazem evidências que a sustentem. Visando superar o desafio, este trabalho teve por objetivo analisar os processos de aprendizagem organizacional ocorridos em duas instituições de ensino superior a partir da oferta de Cursos Superiores de Tecnologia (CST) e sua respectiva demanda por determinadas competências organizacionais (novas ou não). O setor da educação profissional foi escolhido para a realização dos estudos de caso. A construção teórica buscou articular elementos conceituais inerentes às categorias competências e aprendizagem organizacional. Percebeu-se que para avançar no conhecimento sobre os temas, era necessário correlacioná-los com mudança e circulação do conhecimento no nível organizacional. A desconstrução das competências desenvolvidas pelas instituições de ensino foi o caminho encontrado para descortinar os processos de aprendizagem e verificar a convergência entre os conceitos. Quanto à metodologia, a natureza da pesquisa foi exploratória, tendo abordagem qualitativa, método de estudo de caso múltiplo, e perspectiva temporal longitudinal. A análise dos dados mostrou que os conhecimentos gerados foram incorporados a ponto de comporem o senso comum dos integrantes das organizações estudadas, ou seja, foram institucionalizados. As mudanças ocorridas na articulação dos recursos foram profundas, envolvendo inclusive mudanças nos valores organizacionais. Tais fatos permitiram constatar que a aprendizagem deu-se no nível organizacional. Algumas competências, desenvolvidas anteriormente aos eventos de implantação dos novos cursos, foram mantidas, enquanto que outras foram alavancadas e construídas. A oferta dos CSTs foi estabilizada e incorporada nos planos futuros da organização, mostrando que práticas e rotinas tornaram-se um padrão estável. As teorias institucional e de cultura organizacional foram evocadas para auxiliar tal análise. No capítulo final são sumariados os principais achados da pesquisa e são sugeridas pesquisas futuras neste campo. Entende-se assim, que houve uma contribuição efetiva na teorização sobre aprendizagem organizacional no Brasil, a qual foi sustentada por pesquisa empírica. / In the organizational environment, this study approaches competences and learning from the resources perspective (Resources Based View). However, in spite of the several studies already done on learning, many challenges are still being discussed. Even though there is not a theory or model widely accepted (FIOL; LYLES, 1985), there are points of consensus in the literature. Among them: the one which states that organizational learning is essential for the comprehension of how organizations develop along time. The discussion on knowledge is a main issue as far as the debate on learning is concerned. Organizational learning, as a lens (PRANGE, 2001) allows us to approach the appropriation of knowledge by the organization. Yet, learning involves more than the creation of individual knowledge, including its utilization and institutionalization in the organization. The result of organizational learning is the acquisition of a new competence: an ability to apply new knowledge to improve the performance of a present or future activity. Therefore, the assumption that competences are related to organizational learning is implied in this work. Despite the fact that some authors have shown that there is a relationship between competences and learning, few empirical studies bring evidences that support it. In an attempt to overcome this challenge, this work was aimed at analyzing the organizational learning processes which occurred in two Higher Education Institutions following the offer of Higher Education Technological Courses and its respective demand by determined organizational competences (either new or not). The sector of professional education was chosen to hold the case studies. The theoretical construction has attempted to articulate conceptual elements inherent to the competences and organizational learning categories. I have realized that to advance in the knowledge of the themes it was necessary to correlate them with change and circulation of knowledge in the organizational level. The deconstruction of the competences developed by the Higher Education Institutions was the path I have found to unveil the learning processes as well as to verify the convergence between the concepts. As for the methodology, the nature of the research was exploratory, with a qualitative approach, multiple case study method and longitudinal time perspective. The data analysis has shown that the knowledge generated has been incorporated up to the extent of building the common sense of the members of the organizations studied, that is, it was institutionalized. The changes which occurred in the resources articulation were significant, involving changes even in the organizational values. Such facts have made us realize that learning has happened in the organizational level. Some competences developed before the events of implantation of the new courses were maintained while others were constructed. The offer of Higher Education Technological Courses was stabilized and incorporated to the future plans of the organization, showing that practices and routines have become a stable pattern. Institutional and organizational culture theories have been evoked to support such analysis. In the last chapter, I have summarized the main findings of the research. Also, some future researches in this field are suggested. Thus, I believe that there has been an effective contribution to the theory concerning organizational learning in Brazil, which has been supported by empirical research.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-02-22T11:46:16Z No. of bitstreams: 1 Denise Marques Alexandre.pdf: 1716532 bytes, checksum: 04ab2f48a663aec786736e7072f9c17b (MD5) / Made available in DSpace on 2017-02-22T11:46:16Z (GMT). No. of bitstreams: 1 Denise Marques Alexandre.pdf: 1716532 bytes, checksum: 04ab2f48a663aec786736e7072f9c17b (MD5) Previous issue date: 2017-02-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / With the Industrial Revolution, new actions of the woman in the business world were delineated, with the absorption of paid female labor in factories. Since then, the ascension of women in the labor market in recent years has been notorious. Innovations and social changes have enabled women to occupy leadership roles in different organizations. This has generated many challenges due to these functions being once considered male-exclusive. In this context, an understanding about the social representations about the feminine for the students of the Technological Course of Human Resources Management was sought, based upon the structural and dialogical approaches of the Theory of Social Representations. This study is based on the feminine themata indicators as proposed by Freire (2006). It is a quali-quantitative research in which the following procedures were used: bibliographic study, specification matrix and free evocation questionnaire. The subjects of the survey are 213 students from all modules of the aforementioned course. The data analysis procedures involved the use of EVOC software (Ensemble de Programmes Permettant L´annalyse dês Evocations), with the intention of identifying, through evocation frequency, the central and peripheral elements of the said representations. The results demonstrate that the idea of the feminine for the study subjects is related to the three feminine indicators developed by Freire (2006), namely: openness to the other, which contemplates the subjectivity of the feminine (sensitive; love); Active waiting, related to transformation (dedicated; strong); And rebelliousness of the fecund imaginary, marked by the ability for abstraction, creativity and intelligence inherent to the human being (intelligence, warrior). It´s of notice, therefore, that there is a direct relationship between the indicators of the feminine as developed by Freire and the social representations about said feminine for the subjects, as well as the existence of new possibilities of research regarding both the deepening of the subject and for the very development of the Theory of Representations in the Brazilian context / Com a Revolução Industrial delinearam-se novas ações da mulher no mundo do trabalho, com a absorção da mão de obra feminina remunerada nas fábricas. Desde então, é notória a ascensão das mulheres no mercado do trabalho nos últimos anos. As inovações e as mudanças sociais possibilitaram às mulheres a ocupação de cargos de liderança em diferentes organizações. Isso tem gerado muitos desafios, porque essas funções eram consideradas exclusivamente masculinas. Diante deste contexto, procurou-se compreender as representações sociais sobre o feminino para os alunos do Curso Tecnológico de Gestão de Recursos Humanos, a partir das abordagens estrutural e dialógica da Teoria das Representações Sociais. Esse estudo se apoia em indicadores da themata do feminino propostas por Freire (2006). Trata-se de uma pesquisa quali-quantitativa, em que foram utilizados os seguintes procedimentos: estudo bibliográfico, matriz de especificação e questionário de evocação livre. Os sujeitos da pesquisa são 213 alunos de todos os módulos do curso supracitado. Os procedimentos de análise de dados envolveram a utilização do software EVOC (Ensemble de Programmes PermettantL´annalyse dês Evocations), com a intenção de identificar, através da frequência de evocação, os elementos centrais e periféricos das representações. Os resultados demonstram que a ideia de feminino para os sujeitos pesquisados está relacionada aos três indicadores do feminino desenvolvidos por Freire (2006), a saber: abertura para o outro, que contempla a subjetividade do feminino (sensível; amor); espera ativa, relacionada à transformação (dedicada; forte); e, rebeldia do imaginário fecundo, marcado pela capacidade de abstração, pela criatividade e inteligência inerentes ao ser humano (inteligência; guerreira). Nota-se, portanto, que há relação direta entre os indicadores do feminino desenvolvidos por Freire e as representações sociais sobre o feminino para os sujeitos, bem como existem novas possibilidades de pesquisas para o aprofundamento do tema e para o próprio desenvolvimento da Teoria das Representações Sociais no contexto brasileiro

There is a need to increase awareness among African American men regarding their potential risk of prostate cancer and inform them of screening and treatment options, given the health disparities that affect their group. To do so, an innovative e health video was developed, using an animated avatar video to educate African American males about prostate cancer and potential screening methods in a way that is culturally appropriate. Effectiveness of this e-health intervention was tested on a sample of 41 African American males. Efficacy was measured using a repeated measures design that used pre- and post-measures of four target behaviors regarding prostate cancer screening. These four target behaviors include: (1) getting an annual physical exam, (2) discussing the possibility of getting a digital rectal exam to screen for prostate cancer with a doctor, (3) discussing the possibility of getting a PSA exam to screen for prostate cancer with a doctor, and (4) spreading awareness about prostate cancer among other African American men. The stage of change, which is a theoretical framework adapted from Prochaska and DiClemente (1983), measures changes in human behavior from precontemplation and contemplation on the low end to action and maintenance on the high end. Self-efficacy was also measured before and after the intervention for each of the four target behaviors. Paired t-tests show that the stage of change for the third and fourth target behaviors and self-efficacy for the second, third, and fourth target behaviors were significantly increased by the e-health intervention, indicating that the intervention was successful. Additionally, participant ratings about the intervention were largely positive. In effect, this study finds that the e-health intervention developed in this study not only works, but is an affordable, scalable, and practical tool that can educate African American males about prostate cancer screening practices.