Made available in DSpace on 2016-12-06T17:07:29Z (GMT). No. of bitstreams: 1 Livia.pdf: 1359147 bytes, checksum: e5bbb09c5bf2721fd18903aec45ed1ed (MD5) Previous issue date: 2011-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to analyze the quality and quantity of opportunities for motor stimulation in children in experiential contexts (school and family home) and its relation to motor behavior congenital blind inserted in regular public schools of Florianopolis. The study included five children from 36 to 70 months of age included in regular school in Florianópolis, SC with a diagnosis of congenital blindness. Opportunities for observation of motor stimulation in experiential contexts of the school (classroom, cafeteria, game room, physical education), was employed naturalistic observation, and there are as individuals perform different types of activities, the different types of movements and how they characterize their interpersonal relationships. . Through AHEMD - SR, it was distributed as the quality and quantity of opportunities for motor stimulation in the context of the family house children in the study. The results found by observation shows that children's research showed little movement in all contexts of school, no significant difference between the movements in the classroom and play space as well as between type of activity in physical education and cafeteria . There were no significant differences in interpersonal relations in physical education when compared with the game space. Through descriptive analysis at the family home data from this research also show that the environment provides little opportunity for quality and quantity of infant stimulation, especially for fine motor and wide. Therefore, both the school environment and family characteristics have not stimulating enough appropriate for this population given the fact that visual impairment imposes restrictions on the ability of free, secure and confident child in the environment in which it operates, which may constitute one of its limitations affecting their motor and social skills. / O presente trabalho teve como objetivo analisar a qualidade e quantidade de oportunidades de estimulação motora infantil nos contextos vivenciais (escola e casa familiar) e sua relação com o comportamento motor da criança deficiente visual congênita inserida na rede pública de ensino regular de Florianópolis. Participaram do estudo cinco crianças de 36 a 70 meses de idade incluídas na rede regular de ensino do município de Florianópolis -SC com diagnóstico de deficiência visual congênita. Para observação das oportunidades de estimulação motora nos contextos vivenciais da escola (sala de aula, refeitório, espaço de jogo, educação física), foi empregada a observação naturalística, verificando-se como os indivíduos realizam os diferentes tipos de atividades, os diferentes tipos de movimentos e como se caracterizam suas relações interpessoais. . Por meio do AHEMD SR, verificou-se como se distribuem a qualidade e quantidade de oportunidades de estimulação motora no contexto casa familiar das crianças do estudo. Os resultados encontrados por meio da observação mostram que as crianças da pesquisa apresentaram pouca locomoção em todos os contextos da escola, não havendo diferença significativa entre os movimentos na sala de aula e espaço de jogo bem como entre tipo de atividade na educação física e no refeitório. Não foram verificadas diferenças significativas nas relações interpessoais na educação física quando comparada com o espaço de jogo. Através da análise descritiva na casa familiar os dados desta pesquisa mostram também que o ambiente proporciona pouca qualidade e quantidade de oportunidade de estimulação infantil, principalmente para motricidade fina e ampla. Portanto, tanto o ambiente escolar e familiar não apresentam características estimuladoras suficientemente adequadas para esta população haja visto que a deficiência visual impõe restrições à capacidade de movimento livre, seguro e confiante da criança no ambiente em que se insere, o que pode constituir uma de suas limitações, afetando suas aptidões motoras e sociais.

Made available in DSpace on 2014-12-17T13:53:38Z (GMT). No. of bitstreams: 1 MarcusVDA_DISSERT.pdf: 2079509 bytes, checksum: 0f944aabfa78c5661826a9c7ef8f1624 (MD5) Previous issue date: 2013-12-12 / This paper comprises an investigation on the influence of the variable family backgrounds (father school level, mother school level and family income) over the pupil s performance in admissions examination (entrance test or PROITEC) at Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). From that point of view, the main goal of this research is to analyze the influence of the family background as a determiner of the pupil?s performance in the access to Technical and Professional education at IFRN. Secondary data were used from two databases (entrance test and PROITEC) adding up to 19.226 observations to the vacancies offered in the year of 2013. Aiming at achieving the proposed goal, a conceptual model composed of three hypothesis was developed. The results were presented in four stages: stage I presentation of the descriptive statistical results of the two databases; stage II separation of the campi in clusters; stage III analysis of multiple regressions; stage IV analysis of the logistics regressions. Two statistical tests were used to validate the hypothesis: T-test and Wald test. Hypothesis 1 and 2 were confirmed and H3 was refused. The results presented favorable causal connections to the family income and the father school level variables (with bigger effect for fathers with a higher education degree). The mother school level variable did not provide statistical significance for this research. Based on this result, after this work, this institution is to develop a strategic plan to assist in the success rate of students preparing diagnoses in order to diminish the effects of the variables that impacted negatively / Este trabalho compreende uma investiga??o acerca da influ?ncia que as vari?veis de background familiar (escolaridade do pai, escolaridade da m?e e renda familiar) exercem sobre o desempenho de um estudante, candidato ?s vagas dos processos de sele??o (Exame de sele??o e PROITEC) do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Nessa perspectiva, o objetivo geral da pesquisa consiste em analisar a influ?ncia do background familiar, como determinante de desempenho do aluno, no acesso ao Ensino T?cnico Profissional do IFRN. Utilizaram-se dados secund?rios correspondentes a dois bancos de dados (Exame de sele??o e PROITEC) perfazendo um total de 19.226 observa??es referente ?s vagas ofertadas no ano de 2013. Buscando alcan?ar o objetivo proposto, formulou-se um modelo conceitual composto por tr?s hip?teses. Os resultados foram apresentados em quatro etapas: etapa I apresenta??o dos resultados das estat?sticas descritivas referentes aos dois bancos de dados; etapa II separa??o dos campi em clusters; etapa III an?lise das regress?es m?ltiplas; e, etapa IV an?lise das regress?es log?sticas. Utilizaram-se dois testes estat?sticos para valida??o das hip?teses: teste T e teste de Wald. As hip?teses 1 e 2 foram confirmadas e, a H3, refutada. Os resultados apresentaram uma causalidade positiva das vari?veis renda familiar e escolaridade do pai (com maior efeito para os pais com ensino superior completo). J? a vari?vel escolaridade m?e n?o obteve signific?ncia estat?stica para este estudo. Com base nesse resultado, ap?s esse trabalho, essa institui??o tem como elaborar um planejamento estrat?gico para auxiliar na taxa de sucesso dos alunos elaborando diagn?sticos a fim de diminuir os efeitos das vari?veis que impactaram de maneira negativa

The presented thesis deals with problems of eating disorders (hereinafter abbreviated to EDs). The theoretical framework is the Social Construction of Reality; a concept saying that the individual perceives reality - as a phenomenon formed and determined socially - in the way it is presented by the "power structures" of the society. The thesis pays special attention to the aetiology of these disorders, laying emphasis on family factors. The aim of the thesis refers to one of the topics resulting from my Bachelor thesis, when it appeared worthwhile to work up in detail the problem of subjectively seen factors substantial for onset of EDs. Thus the aim of the thesis was to map which factors the persons suffering from EDs as well as members of their families consider to be significant for onset of the disease - either their own or their daughter´s /sister´s on one hand and EDs generally on the other hand - and what led them to take their stand, in so doing two ranges of time were mapped. The set of persons under review was represented by the same respondents as in case of research for the Bachelor thesis. In order to ensure mapping of the above-mentioned problem in the most possible complex way, a qualitative research strategy was chosen. The necessary data was obtained by employing the technique of deep semi-structured interviews, then the data was processed using qualitative analysis of the respondents´ statements. Part of the research work was also confrontation of the collected and processed data with specialised resources. On the basis of the results of our research it is evident that the factor causing onset and development of the respondents´ or their daughter´s/sister´s EDs mentioned most often is family background. Unlike the Bachelor thesis, this factor was rather mentioned as one of many; it is not so dominant any longer. This may be explained by the fact that the patients spoke about their situations under the influence of other factors that experts had been emphasising. As for EDs generally, then the respondents mostly mentioned desire to be slim, which, however, has now substantially fallen into the shade. This may be explained by the respondents´ experience with EDs. It may be said that in taking their standpoints, family members were much more influenced by information from specialised resources than the persons suffering from EDs themselves, who mostly took their stand on the basis of their own conviction. Our research shows that for persons suffering from EDs, family background was not a source of information on the problem of these disorders. The research pointed out the importance of engaging the family in solving the problem of EDs as well as the necessity of individual approach to each case of this disease. The presented thesis may be a helpful source of information not only for people interested in the problem of EDs; it may also serve as materials for instruction in the medical social field, and last but not least it can be used to bring more information to the general public.

Le contexte familial influence probablement plus le succès scolaire des élèves de pays en voie de développement que ce que certaines recherches indiquaient jusqu’à présent (Nonoyama-Tarumi, 2008). Ce mémoire explore les relations entre le contexte familial et le parcours scolaire d’élèves Béninois dans le cadre d’une évaluation d’implantation et de processus du programme de bourses de la Fondation Sophie Lavigne (FSL). Au total 18 informateurs ont participé à la recherche. Les données ont fait l’objet d’analyses qualitatives. Les résultats montrent que le programme de bourses est mis en œuvre conformément à ce qui était attendu. Ce dernier facilite le parcours scolaire de toutes les participantes et parfois celui de leur fratrie. Par contre, les critères de renouvellement des bourses, en fonction de la réussite scolaire, ont peu d’influence positive sur leur parcours scolaire. Les causes d’échecs scolaires rapportées par les participants sont de deux ordres, (a) une accumulation de difficultés qui entravent l’étude et (b) un obstacle ponctuel important qui empêche la poursuite des études. Les familles interrogées valorisent grandement l’instruction. Dans la mesure de leurs moyens, elles tentent d’offrir les meilleures conditions de réussite scolaire possibles à leurs enfants. L’accès à du soutien scolaire tel des cours de rattrapage est nécessaire pour assurer des conditions d’étude optimales. À la lumière des résultats, la FSL aurait avantage à fournir plus de soutien scolaire aux étudiantes qu’elle accompagne et à revoir les critères de renouvellement de bourses. / One’s family background probably has a stronger influence on a student’s academic success in developing countries than many studies have shown up to now (Nonoyama-Tarumi, 2008). By means of an evaluation of both the implantation and processes of the Sophie Lavigne Foundation (FSL) scholarship program, this thesis deals with the relationships between Benin students’ family background and their academic trajectory. A total of 18 informants participated in the research project. The data was analyzed qualitatively. Generally speaking, the scholarship program has been established as was expected. Families that were interrogated greatly value education. To the very best of their abilities, they try to offer their children the greatest possible conditions for academic success. The scholarship program makes the academic trajectory of all participants easier and sometimes even positively affects their siblings’. However, the criteria for the renewal of the scholarships, which depend on academic success, have few positive effects on the participants’ academic trajectories. The causes for academic failures mentioned by the participants seem to be twofold: (a) an accumulation of difficulties that impair their academic trajectory (b) an important and specific obstacle that prevents a student from continuing her studies. It also appears that having access to academic support—remedial work for instance—is necessary in order to guarantee the best study conditions. The results of this research indicate that the FSL should provide students it accompanies with more academic support and reconsider the criteria for the renewal of the scholarships.

This diploma thesis deals with significant factors of burnout prevention and burnout causes out of the perspective of a person that is in danger of burnout and out of the perspective of one's surroundings. The aim of this thesis is to describe the influence of family background as a key component of one's social support. The thesis deals specifically with function of original and newly set family in burnout prevention and finds different aspects that can be crucial for prevention of burnout. The core of empirical part of this thesis is research on the influence of a family on burnout syndrome and description of this possible influence. Key words Burnout syndrome, burnout prevention, family, family background, family relationships, family conflicts, social support, values.

Le contexte familial influence probablement plus le succès scolaire des élèves de pays en voie de développement que ce que certaines recherches indiquaient jusqu’à présent (Nonoyama-Tarumi, 2008). Ce mémoire explore les relations entre le contexte familial et le parcours scolaire d’élèves Béninois dans le cadre d’une évaluation d’implantation et de processus du programme de bourses de la Fondation Sophie Lavigne (FSL). Au total 18 informateurs ont participé à la recherche. Les données ont fait l’objet d’analyses qualitatives. Les résultats montrent que le programme de bourses est mis en œuvre conformément à ce qui était attendu. Ce dernier facilite le parcours scolaire de toutes les participantes et parfois celui de leur fratrie. Par contre, les critères de renouvellement des bourses, en fonction de la réussite scolaire, ont peu d’influence positive sur leur parcours scolaire. Les causes d’échecs scolaires rapportées par les participants sont de deux ordres, (a) une accumulation de difficultés qui entravent l’étude et (b) un obstacle ponctuel important qui empêche la poursuite des études. Les familles interrogées valorisent grandement l’instruction. Dans la mesure de leurs moyens, elles tentent d’offrir les meilleures conditions de réussite scolaire possibles à leurs enfants. L’accès à du soutien scolaire tel des cours de rattrapage est nécessaire pour assurer des conditions d’étude optimales. À la lumière des résultats, la FSL aurait avantage à fournir plus de soutien scolaire aux étudiantes qu’elle accompagne et à revoir les critères de renouvellement de bourses. / One’s family background probably has a stronger influence on a student’s academic success in developing countries than many studies have shown up to now (Nonoyama-Tarumi, 2008). By means of an evaluation of both the implantation and processes of the Sophie Lavigne Foundation (FSL) scholarship program, this thesis deals with the relationships between Benin students’ family background and their academic trajectory. A total of 18 informants participated in the research project. The data was analyzed qualitatively. Generally speaking, the scholarship program has been established as was expected. Families that were interrogated greatly value education. To the very best of their abilities, they try to offer their children the greatest possible conditions for academic success. The scholarship program makes the academic trajectory of all participants easier and sometimes even positively affects their siblings’. However, the criteria for the renewal of the scholarships, which depend on academic success, have few positive effects on the participants’ academic trajectories. The causes for academic failures mentioned by the participants seem to be twofold: (a) an accumulation of difficulties that impair their academic trajectory (b) an important and specific obstacle that prevents a student from continuing her studies. It also appears that having access to academic support—remedial work for instance—is necessary in order to guarantee the best study conditions. The results of this research indicate that the FSL should provide students it accompanies with more academic support and reconsider the criteria for the renewal of the scholarships.

Diploma thesis "Analysis of Dům tří přání clients and their family background" presents the current system of care for children at risk in the historical development of children`s rights protection, social-legal protection of children; actual concept of particular departments, state administration, and non-government sector. The social-legal protection of children in the Czech Republic is segmental and is not enough to guarantee children`s rights to live in their biological families in case of support shortage. The forthcoming transformation and unification of the system of care for children is a great appeal for improving the cooperative work of all concerned in this field. One of the important element of the system, acting as a part of prevention of putting children into the institutions with constitutional education, is the civil association "Dům tří přání" which is authorized in providing the social-legal protection of children, and devices for children requiring immediate help. With the help of analysis of family background of children who are the clients of "Dům tří přání", and processing of selected statistical data, the given diploma thesis specifies some functional methods of working with children at risk and their families, directed to the safe family background and child`s development in the family.

A Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.

本研究採用「台灣教育長期追蹤資料庫」（TEPS）調查結果，對台灣地區高中職學生個人特徵、家庭背景以及學生生活進行次級資料分析，探討各種因素與學業表現之關聯性。 　　本研究選取資料庫中之9,750樣本數，以資料庫綜合分析能力測驗成績作為應變數，選取性別及手足數目等12個自變數，以Logit Model為實證模型分析，再以Ordered Probit Model進行實證結果穩健性檢驗（Robustness Check），發現兩者結果呈現一致性，本研究發現： 一、男性成績較女性成績為佳，曾經或現在就讀資優班者成績較為優異。 二、家庭手足數目對學生學業成績表現有負向影響，雙親教育程度、家庭收入愈高及家庭文化資本愈豐富對子女學業表現有正向顯著影響；家庭親子關係、父母閱讀頻率對於子女學業表現則無顯著影響。 三、補習、參加社團活動以及校隊培訓對學業成績有正向影響；打工及結交行為偏差朋友則對學業成績有負向影響。 　　本研究提出教育政策方向建議如下： 一、建議文創產業主管機關以差別取價之價格誘因方式提高親子參與藝文活動之意願，並持續鼓勵文創產業提供學校學生及家長參與藝文展演活動機會。 二、教育主管機關應持續執行對（中）低收入戶子女學雜費補助之政策，並建立對高中職學校社團活動之管理制度，另應加強學生品性教育管理。 / This study analyzes the association between personal characteristics, family background, the life of students and academic achievement of students in senior high school. The data have adapted Taiwan Education Panel Survey (TEPS). The research has used 9,750 samples in the database. The dependent variable is the test scores of students while the independent variables are gender, the number of sibling, etc. This study has used Logit Model for empirical analysis and Ordered Probit Model for robustness check of the results. The research findings indicate that both models have similar conclusions, which are shown as follows. Firstly, the academic achievement of males is better than that of females. Moreover, students who are in the gifted and talented class have a better performance than those who are not in. Secondly, the number of sibling has a negative effect on academic achievement; whereas the education background of the parents, income and cultural capital of the family are as the opposite. The frequency of reading and the relationship between parents and children have no significant influence on academic achievement. Thirdly, the student who goes to cram school or participates in extracurricular activities has a positive influence on his/her academic achievement. However, the student with the part-time job or bad-behavior friends has a negative influence on his/her academic achievement. Therefore, the authorities should encourage parents and their children to participate in cultural activities through offering economic incentives and the tuition subsidies for low-income households continuously.

This thesis discusses how a variety of factors like socio-economic status and educational levels of family/parents affect Std 8 pupils' school performance in twelve selected secondary schools in Thohoyandou, Venda in the Northern Province. It further examines how parents motivate pupils to do well at school, and how the expectations of parents and other relatives as well as teachers as significant others contribute to the academic attainment of pupils.. It also focuses on the favourable conditions in the pupils' learning home environment such as availability of a private study-room, language used at home, adequacy of time for both relaxation and schoolwork, learning facilities, parental involvement and nutritional values that help in promoting and enhancing pupil school performance. Finally, the author provides some recommendations about how parents can actively involve themselves in their children's education. AFRIKAANS : Hierdie tesis bespreek die wyse waarop 'n aantal faktore, soos die sosioekonomiese status en die opvoedkundige peil van die familie/ouers, st. 8 leerlinge se skoolprestasies beinvloed in twaalf geselekteerde skole in Thohoyandou, Venda, in die Noordelike Provinsie. Dit ondersoek ook die wyse waarop ouers leerlinge motiveer om goed te doen op skoal, asook hoe dit wat betekenisvolle mense soos ouers, ooms, tantes en onderwysers van hulle verwag, bydra tot die bereik van die verlangde akademiese sukses van die leerlinge. Dit fokus ook op gunstige toestande in die leerling se tuisomgewing, byvoorbeeld die beskikbaarheid van 'n private studeerkamer, taalgebruik by die huis, genoeg tyd om te slaap en te eet, ontspanning en skoolwerk, leerfassiliteite, ouerlike betrokkenheid en die voedingsvlakke wat help om leerlinge se skoolprestasies aan te moedig en te verbeter. Ten laaste voorsien die outeur ook 'n paar voorstelle oor hoe ouers aktief betrokke kan raak by 'n leerling se opvoeding. / Dissertation (MA)--University of Pretoria, 1997. / Sociology / unrestricted