Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T16:39:37Z No. of bitstreams: 1 GeizaBogado.pdf: 1654901 bytes, checksum: 390d11fcec0a88f62d6ae94bc0125996 (MD5) / Made available in DSpace on 2016-08-08T16:39:37Z (GMT). No. of bitstreams: 1 GeizaBogado.pdf: 1654901 bytes, checksum: 390d11fcec0a88f62d6ae94bc0125996 (MD5) Previous issue date: 2015-08-25 / The formal and traditional learning has given rise to a challenging environment in which teacher and student do not share the same physical space. The Distance Education (EAD), is still seen as a solution that adds more and more students of different ages who desire a graduate higher education or continue it. The research entitled: "The student of EAD (distance): a study profile and generational interaction" suggests know the characteristics of the current profile of the student EAD, addressing the dialogue between generations in the school social environment. The focus of research is qualitative, exploratory and descriptive with data that were collected through interviews with 08 students of X and Y generations so as to understand whether this profile has been renovated with younger students than the age range of 25 to 45 years . The result shows that students in the range 17-24 years every year 1% increase in enrollment. Already the range of 25 to 45 years prevails with 70% of enrollments. Therefore, this result shows that the EAD student profile is still the young adult, for more experienced adult, seeking graduation in order to progress in the workplace. Both generations cited Generation X and Generation Y, even in historical contexts different values, beliefs and behaviors currently participate in a social transformation that includes the work of the means of production, the educational and social relationships. The intergenerational dialogue directs a shared, participatory learning in the exchange of mutual experiences. For the current young generation X is no longer named as you need to listen and learn, but has a lot to share, especially given the ease with technological means. And for generation Y, sharing no age barriers, but the security interact and communicate in front of the exchange of experiences. / A aprendizagem formal e tradicional tem dado lugar a um cenário desafiador no qual educador e educando não comungam do mesmo espaço físico. A Educação a Distância (EAD), ainda é vista como uma solução que agrega cada vez mais alunos de diferentes idades que desejam uma graduação de ensino superior ou a continuidade dela. A pesquisa com o título: “O estudante da EAD (educação a distância): um estudo de perfil e interação geracional” propõe conhecer as características do perfil atual do estudante da EAD, abordando o diálogo entre as gerações no ambiente social escolar. O enfoque da pesquisa é qualitativa, exploratória e descritiva com dados que foram coletados através de entrevista com 08 alunos das gerações X e Y para assim entender se este perfil tem sido renovado com alunos mais jovens, do que a faixa etária de 25 a 45 anos. O resultado demonstra que alunos na faixa de 17 a 24 anos a cada ano aumentam 1% das matrículas. Já a faixa de 25 a 45 anos prevalece com 70% das matrículas. Portanto, este resultado revela que o perfil do aluno EAD ainda é o do jovem adulto, para adulto mais experiente, que busca a graduação com o propósito de progressão no ambiente profissional. As duas gerações citadas geração X e geração Y, mesmo em contextos históricos diferenciados de valores, crenças e comportamentos participam atualmente de uma transformação social que contempla os meios de produção do trabalho, a formação educacional e as relações sociais. O diálogo intergeracional direciona a um aprendizado compartilhado, participativo na troca de experiências mutuas. Para a geração X o jovem atual não é mais nomeado como o que precisa escutar e aprender, mas tem muito a partilhar, principalmente diante da facilidade com os meios tecnológicos. E para a geração Y, na partilha não há barreiras de idade, mas a segurança de interagir e se comunicar diante da troca de experiências

This research examines the financial assistance given by parents to their adult children and the extent to which it is influenced by social policy. In recent years these intergenerational financial transfers have been the subject of much research and a great deal has been learnt about when and why parents make the decision to provide financial assistance (Cox, 1987; Kohli, 1999; Albertini & Kohli, 2012). Furthermore, there has been considerable research on apparent differences in such financial assistance across countries and the extent to which this is attributable to differences in the social policies of these countries (Albertini, Kohli, & Vogel, 2007; Schenk, Dykstra, & Maas, 2010; Brandt & Deindl, 2013). The aim of this research is to further this understanding by considering transfers from different perspectives, first by considering the receipt of transfers rather than the giving of transfers and then by exploring the transfer decision in the context of multi-child families. Through these approaches and by using new data sources and analytical methods, the research estimates the association between social policy and intergenerational financial transfers. Furthermore, it was the specific aim of this research to consider whether such an association would explain cross-national variation in transfer behaviour and the importance of social policies relative to other determinants of transfer behaviour. To achieve these aims a variety of quantitative methods were used to model the giving and receiving of transfers using data from the Survey for Health, Ageing and Retirement in Europe (SHARE) and the European Union’s Statistics on Income and Living Conditions (EU-SILC). The analysis of this latter dataset represents an important contribution in itself as it allows for the exploration of the receipt of transfers in a comparative perspective for the first time. To incorporate the complex and rich nature of these two datasets, multilevel models are used to model households over time and children within families. The results of these analyses suggest that there is a small association between certain policies and parents providing financial assistance to their adult children. Those in receipt of larger public pensions are marginally more likely to provide financial assistance to their adult children than those with smaller public pensions. As for adult children themselves, those receiving financial assistance from the state in the form of child benefit, housing benefits, social exclusion benefits and educational benefits are fractionally more likely to receive from their parents as well. The estimated coefficients and maximum effect size of such social policies are very small compared to time invariant factors which include the parent’s financial resources and the number of siblings the child has. In addition, the cross-national variation in transfer behaviour identified within the analyses is considerably smaller than in previous research. The research concludes that social policies are of less importance with regards to transfer behaviour than previous research has suggested. Whilst the research identifies a clear association between social policies and transfer behaviour, it is relatively weak compared to other factors. However the research stops short of concluding that social policies do not matter, instead suggesting that future research should critically assess the importance of intergenerational transfers in determining the adult child’s outcomes.

[pt] Nesta dissertação avaliamos a transmissão intergeracional de capital humano no Brasil, separando o efeito da escolaridade de mãe e pai sobre a defasagem idade-série de filhos e filhas na escola. A partir de dados das PNADs de 1988 e 1996, estimativas através do método de Mínimos Quadrados Ordinários indicam presença de fortes não-linearidades nessas relações e efeitos diferentes para meninos e meninas. Utilizando séries históricas de escolas e professores por Unidade da Federação do IBGE como fonte de identificação do efeito causal de escolaridade dos pais sobre o desempenho dos filhos, o método de Mínimos Quadrados em Dois Estágios com variáveis instrumentais aponta efeitos significantes tanto de escolaridade da mãe quanto do pai, mas não permite distingui-los adequadamente. / [en] In this work we study the intergenerational transmission of human capital in Brazil. We evaluate the effect of both mother and father`s education, measured as years of schooling, on their children`s school performance. Using data from 1988 and 1996 PNADs we find strong non-linearities in our OLS estimates, as well as different effects on boys and girls. We then isolate pure causal effect of parent´s schooling on their offpring´s by using historical series of schools and theachers as instruments for parent´s education in our 2SLS-IV strategy. The results show strong evidence of a direct causal effect of parent´s schooling on their children´s, though our strategy is unable to separate mother´s and father´s effects properly

Diversos fatores contribuem para o crescimento do papel da criança como um agente influente no processo de tomada de decisão da família, tais como aqueles relacionados ao fácil uso e interação com a tecnologia e suas diferentes formas e gadgets, além das recentes mudanças demográficas e na estrutura familiar, com a diminuição do número de crianças por família, pessoas optando por ter filhos com mais idade, pais e mães trabalhando fora, e o aumento dos rendimentos da população no Brasil, entre outros. Embora este fenômeno seja conhecido, ainda há muito para ser descoberto e entendido em relação à dinâmica que acompanha esse processo de influência reversa. Esse estudo pretende aprofundar-se nas especificidades de cada família, no estilo parental e estrutura familiar, analisando como tais questões podem impactar no processo de influência reversa entre gerações, especialmente a que flui dos filhos em direção aos seus pais. Devido ao trabalho de investigação proposto, optou-se por realizar uma pesquisa exploratória qualitativa de orientação interpretativista, partindo de uma revisão de literatura abrangente acerca do tema proposto e a partir daí com a condução de entrevistas em profundidade com 21 famílias, envolvendo pais e filhos pré-adolescentes, na idade de 10 a 14 anos, totalizando 57 entrevistas individuais. Entre os resultados encontrados destacam-se uma tendência das famílias serem mais abertas às opiniões e sugestões dos filhos, e a crescente participação desses não só na busca por informações e escolhas, mas em um peso efetivo no momento da tomada de decisão pelos pais. Outro achado trata do poder dos filhos no que se refere a consumo privado, ou seja, produtos ou serviços de interesse direto deles. Por outro lado, já se percebe também, a maior participação dos filhos no processo de compra e tomada de decisão a cerca de produtos de valores agregados, mais caros, e de uso público/familiar, fato esse enfatizado por emoções como a culpa, especialmente entre famílias com pais ausentes de fato (por motivo de viuvez ou separação dos pais) ou em função da absorção do trabalho, criando um distanciamento e uma necessidade de criação de um mecanismo compensatório. Filhos únicos também têm um papel importante nesse processo, assim com a influência de terceiros. / Many different factors contribute for the growth of children’s role as influential agents in the family decision-making process such as technology in its most different shapes, and how easy is for the children to manage them, besides the recent changes in demographic and household structures with a decrease of number of children per family, people having children later in life, parents working out of home, the increasing medium income population in Brazil, where this work took place and so forth. Although this phenomenon is known, there is a lot to discover and understand in terms of dynamics that comes along with it. This study seeks a deeper understanding into the specificities within each family like parental style and family structure, looking for responses about how these matters can also shape this process of intergenerational influence, specially the “Reversal Intergenerational Influence” which flows from children to their parents. Due the investigation work proposed, it was decided to conduct a qualitative research under interpretative guidance, starting from a comprehensive literature review regarding the proposed theme followed by 21 in-depth interviews conducted among families including parents and their children, tweens within 10 to 14 years old, giving a total of 57individual in-depth interviews. Among the findings the families openness to their children ´opinions tendency stands out, besides their growing participation in the whole family decision making process, from information search, and choices, until the real moment of purchase decision making. Another finding is related to children´s power, about private consumption, that means, products and services which they have direct interest on them. On the other hand, it is also already perceived the growing participation of children on purchase decision making process of expensive products and public/family products. This fact is emphasized by emotions like guilty, especially among families with absent parents (by widowhood or divorce) or due parents work absorption, creating a gap and a need for creating a compensatory mechanism. Unique child also plays an important role in this process as third-party influence as well.

The thesis deals with the inter-generational transmission of generalized trust. The generalized trust (as an optimistic attitude toward interaction with unknown people) is known as an important component of social capital and as a requirement of a functioning society. The starting point is the cultural view of the trust as the moral norm with deep historical roots, according to these theories we are learning to trust in early childhood from our parents. The motivation for the creation of the thesis is an absence of recent studies and studies from post-socialist countries on the topic of transmission of trust from parents to children. The cultural theories of generalized trust are assuming intergenerational transmission of trust largely without empirical evidence. The proving of trust socialization could provide an insight into the stability of attitude over time and space. The data from the first wave of The Czech Household Panel Survey from 2015 was used to analyse the connection between the children's generalized trust and the parents' generalized trust. The relationship between children's and parents' generalized trust was discovered. The hypothesis suggesting a stronger influence of the mother on the child's trust than the influence of the father was not confirmed. The children of...

Using pooled European Social Survey data (Rounds 4-7, 2008-2014), we investigate the relationship between intergenerational educational mobility and subjective wellbeing (SWB) for young Europeans (N = 16,050 individuals aged 25-34 from 18 countries). Previous research has been struggling with inconclusive results due to the methodological challenge of disentangling the independent (i.e., "net") effect of social mobility over and above the effects of social origin and destination. We contribute to this line of research by contrasting mobility effects estimated in a conventional linear regression framework with net mobility effects estimated by (non-linear) diagonal mobility models (DMM). We show how model selection influences estimates of mobility effects and how different specifications lead to radically different findings. Using DMM, we estimate how intergenerational educational mobility affects the SWB of young Europeans, differentiating between downward and upward mobility and different country groups. Our results suggest that status loss/gain across generations affects young adults' SWB in addition to the level-effect of ending up in a lower/ higher status position only in Continental Europe.

A presente pesquisa tem por objetivo investigar quais ações educativas intergeracionais podem contribuir para aproximar jovens e idosos na Educação Intergeracional a Distância. O envelhecimento da população mundial evidencia a necessidade de aumentar a participação social e a educação ao longo da vida para propiciar um envelhecimento mais saudável. Além disso, o aumento do consumo das tecnologias por idosos apontam para uma oportunidade de inclusão digital. Nessa perspectiva, a Educação a Distância (EAD) pode se constituir em uma alternativa para o público idoso, incluindo-o na sociedade e aproximando-o ainda mais de outras gerações através da Educação Intergeracional (EI). Países como Estados Unidos, Portugal, Espanha e Brasil vem ofertando atividades intergeracionais envolvendo jovens e idosos. Contudo, tais iniciativas ocorrem em contextos de educação presencial, ocasionando por vezes uma dificuldade em conciliar a disponibilidade dos envolvidos, conforme relatado por Patrício (2014). Sendo assim, a presente pesquisa objetiva investigar quais ações educativas intergeracionais podem contribuir para aproximar jovens e idosos na Educação Intergeracional a Distância. A metodologia adotada foi análise quali-quantitativa, do tipo estudo de casos múltiplos. Para coleta de dados, utilizou-se questionários semiestruturados, entrevistas abertas, observação participante, mapa social (uma ferramenta que analisa as interações dentro do ambiente virtual) e interações em grupos no WhatsApp. O público-alvo foi 24 idosos com 60 anos ou mais, que participam de um curso de inclusão digital na Unidade de Inclusão Digital (UNIDI) da UFRGS. Além destes, também participaram 5 jovens com idade entre 15 a 29 anos. Os dados coletados apontaram que ambos os públicos possuem um perfil semelhante no que se refere ao uso das tecnologias para a interação a distância. No entanto, mesmo sabendo utilizar as ferramentas e tendo acesso a esses recursos de comunicação alguns idosos não se comunicaram com os jovens. Tal constatação evidencia a necessidade de se pensar em estratégias pedagógicas que auxiliem os idosos a interagirem à distância. A análise das trocas entre jovens e idosos possibilitou o mapeamento de 11 ações educativas intergeracionais que podem ser utilizadas na Educação Intergeracional a Distância, com vistas a aproximar jovens e idosos e apontou ainda para a necessidade de ampliação dos estudos nessa área. / This research aims to investigate which actions can contribute to getting closer elderly and young on Distance Intergenerational Education. The aging of world’s population evidence the importance of increase the education and social participation during the lifelong to possibility a healthier aging. Moreover, the increasing of technology consumption for the elderly, reveals an opportunity for digital including. In this perspective, the Distance Education (DE), can be an alternative way to include and getting close elderly to the other generations and society through the Intergenerational Education (IE). Countries such as United States, Portugal, Spain and Brazil have been offering intergenerational activities involving young and elderly. However, this initiatives occurs on a classroom in person. This kind of environmental, sometimes, causes difficulties to reconcile the availability of people involved according Patrício (2014). Therefore, this research aims to investigate which intergenerational education actions can contribute to approximate elderly and young in the Distance Intergenerational Education. The adopted methodology, was a qualitative and quantitative analysis of multiple cases of studies. For the data collect, it was used semi-structured questionnaires, interviews, participant observation, social map (a tool that analyses the interaction inside of a virtual environment) and analysis over the WhatsApp group interactions. The target audience was 24 elderly which 60 years or more, and 5 young people with ages between 15 and 29 years that participated of a digital inclusion course in the Unity of Digital Inclusion (UNIDI) of UFRGS. The data collected pointed that both groups of ages has a similar profile in the use of technologies to distance interaction. However, and spite of this knowledge and free access over this resources for distance interaction, some elderly don’t communicated with young. This results shows the necessity of develop pedagogical strategies to help elderly to interact at distance. The exchange analysis between young and elderly made possible the mapping of 11 intergeneration educative actions that may be used to getting closer elderly and young in a Distance Intergenerational Education. In addition the results pointed the necessity of increasing researches in this area.

abstract: The dissertation consists of three essays that deal with variations in economic growth and development across space and time. The essays in particular explore the importance of differences in occupational structures in various settings. The first chapter documents that intergenerational occupational persistence is significantly higher in poor countries even after controlling for cross-country differences in occupational structures. Based on this empirical fact, I posit that high occupational persistence in poor countries is symptomatic of underlying talent misallocation. Constraints on education financing force sons to choose fathers' occupations over the occupations of their comparative advantage. A version of Roy (1951) model of occupational choice is developed to quantify the impact of occupational misallocation on aggregate productivity. I find that output per worker reduces to a third of the benchmark US economy for the country with the highest level of occupational persistence. In the second chapter, I use occupational prestige as a proxy of social status to estimate intergenerational occupational mobility for 50 countries spanning the breadth of world's income distribution for both sons and daughters. I find that although relative mobility varies significantly across countries, the correlation between relative mobility and GDP per capita is only mildly positive for sons and is close to zero for daughters. I also consider two measures of absolute mobility: the propensity to move across quartiles and the propensity to move relative to father's occupational prestige. Similar to relative mobility, the first measure of absolute mobility is uncorrelated with GDP per capita. The second measure, however, is positively correlated with GDP per capita with correlations being significantly higher for sons compared to daughters. The third chapter analyses to what extent the growth in productivity witnessed by India during 1983--2004 can be explained by a better allocation of workers across occupations. I first document that the propensity to work in high-skilled occupations relative to high-caste men increased manifold for high-caste women, low-caste men and low-caste women during this period. Given that innate talent in these occupations is likely to be independent across groups, the chapter argues that the occupational distribution in the 1980s represented talent misallocation in which workers from many groups faced significant barriers to practice an occupation of their comparative advantage. I find that these barriers can explain 15--21\% of the observed growth in output per worker during the period from 1983--2004. / Dissertation/Thesis / Doctoral Dissertation Economics 2015

abstract: Although there are millions of Nahuatl speakers, the language is highly threatened. The dominant language of Coatepec de los Costales, a small village in Guerrero, Mexico, was historically Nahuatl, a Uto-Aztecan language, referred to by some as “Mexicano” (Messing, 2009). In the last 50 years, there has been a pronounced shift from Mexicano to Spanish in the village, and fewer than 10% of the residents currently speak Mexicano. Without intervention, the language will be lost in the village. The ultimate cause of language shift is a disconnect in transferring the Indigenous language from the older to the younger generations. In Coatepec, older Nahuatl speakers are not teaching their children the language. This recurring theme appears in case studies of language shift around the world. Using a conceptual framework that combines (1) a critical sociocultural approach to language policy; (2) Spolsky’s (2004) definition of language policy as language practices, ideologies or beliefs, and management; (3) the ethnography of language policy, and (3) Indigenous knowledges, I collected and analyzed data from a six-month ethnographic study of language loss and reclamation in Coatepec. Specifically, I looked closely at the mechanisms by which language ideologies, management, and practices were enacted among members of different generations, using a combination of observation, archival analysis, and in-depth ethnographic interviews. Seidman’s (2013) three-part interview sequence, which includes a focused life history, details of experience, and reflections on meaning, provided the framework for the interviews. What are the language ideologies and practices within and across generations in this setting? What language management strategies – tacit and official – do community members of different generations employ? This in-depth examination of language ideologies, practices, and management strategies is designed to illuminate not only how and why language shift is occurring, but the possibilities for reversing language shift as well. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

abstract: Although music is regarded as a universal language, it is rare to find musicians of different ages, ability levels, and backgrounds interacting with each other in collaborative performances. There is a dearth of mixed-ability-level wind band and string orchestra repertoire, and the few pieces that exist fail to celebrate the talents of the youngest and least-experienced performers. Composers writing music for school-age ensembles have also been excluded from the collaborative process, rarely communicating with the young musicians for whom they are writing. This project introduced twenty-nine compositions into the wind band and string orchestra repertoire via a collaboration that engaged multiple constituencies. Students of wind and string instruments from Phoenix’s El Sistema-inspired Harmony Project and the Tijuana-based Niños de La Guadalupana Villa Del Campo worked together with students at Arizona State University and composers from Canada, Finland, and across the United States to learn and record concertos for novice-level soloists with intermediate-level accompaniment ensembles. This project was influenced by the intergenerational ensembles common in Finnish music institutes. The author provides a document which includes a survey of the existing concerto repertoire for wind bands and previous intergenerational and multicultural studies in the field of music. The author then presents each of the mixed-ability concertos created and recorded in this project and offers biographical information on the composers. Finally, the author reflects upon qualitative surveys completed by the project’s participants. Most the new concertos are available to the public. This music can be useful in the development and implementation of similar collaborations of musicians of all ages and abilities. / Dissertation/Thesis / Doctoral Dissertation Music 2018