Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references. Also available in print.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2008. / Directed by Marion O'Brien; submitted to the Dept. of Human Development and Family Studies. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 33-38).

Thesis--Sorbonne, 1985. / Includes bibliographical references (p. 765-[784]) and indexes.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: José Gomariz, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed June 8, 2006). Document formatted into pages; contains vi, 75 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 347-395).

No description available.

Submitted by RODRIGO MOREIRA VIEIRA null (moreiraemail@gmail.com) on 2017-12-18T11:44:48Z No. of bitstreams: 1 TESE com ficha inclusa.pdf: 2097620 bytes, checksum: 8d819985883966216c4e60f075976683 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2017-12-18T14:29:06Z (GMT) No. of bitstreams: 1 vieira_rm_dr_mar.pdf: 2097620 bytes, checksum: 8d819985883966216c4e60f075976683 (MD5) / Made available in DSpace on 2017-12-18T14:29:06Z (GMT). No. of bitstreams: 1 vieira_rm_dr_mar.pdf: 2097620 bytes, checksum: 8d819985883966216c4e60f075976683 (MD5) Previous issue date: 2017-10-17 / Não recebi financiamento / O trabalho tem como objeto uma investigação sobre a forma como elementos da Psicologia foram incorporados nas relações de produção durante o século XX e início do XXI através da chamada Psicologia Organizacional e do Trabalho. A pesquisa se realiza sobretudo no contexto estadunidense, dado que tal campo acadêmico tornou-se referência mundial. / This job has as object an investigation about the form how elements of Psychology were incorporated on production relations during the 20th and the start of 21th centuries though the called Organizational and Work Psychology. The research is performed, above all, on United States context, since that academic field has become world reference.

Cette thèse a pour objectif d'analyser le concept de « cercle fermé » en tantqu'organisation communautaire dans l’oeuvre d'Elizabeth Gaskell, et de démontrerque la fermeture de groupes sociaux restreints ou sélectifs représente à la fois unprocessus et un espace social de rejet et d'accueil. Ce paradoxe sera développéselon la conception du cercle fermé telle qu'elle se dégage des romans de Gaskell, à savoir une zone de refuge, car difficile d'accès pour l'Autre. Cette approche permettra d'envisager la construction identitaire des différentes communautés isolées et méfiantes, telles que Cranford, ou sélectives, telles que les industriels de Manchester représentés dans Mary Barton ou North and South, en analysant le recours à l'exclusion comme tentative de préservation du groupe, ainsi que dans son rôle politique. En effet, l’œuvre de Gaskell manifeste ce double aspect de la fermeture communautaire, à savoir, d'une part, le conformisme aux divisions sociales établies, et, d'autre part, l'établissement de sociétés alternatives en microcosme. On s'attachera à comprendre le rapport parfois conflictuel entre le cercle fermé et ses membres, tout en envisageant ce cercle comme un espace privilégié de rencontre et de communication. / The purpose of this dissertation is to analyse the concept of the « closed circle » as a community system in the works of Elizabeth Gaskell, and to show that the closing of social groups to the outside world, either by restriction or selection, represents both a process and a social space of rejection and reception. The paradox of this representation will be developed according to the concept of the closed circle as is described in Gaskell's novels, namely, a safe haven which is dependent on its own inaccessibility to the Other. This approach will enable one to study the building of community identity insofar as it is related to the recourse to exclusion as an attempt to preserve the group and as a political tool, both in isolated and distrustful communities such as Cranford, and in selective groups such as the Manchester manufacturers portrayed in Mary Barton or North and South. Indeed, Gaskell's works express the dual aspect of closed communities, namely, on the one hand, conformism to established social divisions, and, on the other hand, the establishment of alternative, microcosmic societies. We will particularly focus on the relationship between the closed circle and its members, which is often depicted as conflictual, while still viewing the circle as a privileged space of meeting and communication.

Submitted by Maria Medeiros (maria.dilva1@ufcg.edu.br) on 2018-08-02T13:10:26Z No. of bitstreams: 1 MELÂNIA NÓBREGA PEREIRA DE FARIAS - TESE (PPGCE) 2017.pdf: 4260789 bytes, checksum: 40ab220815d5712c4ee2dcf065396ac5 (MD5) / Made available in DSpace on 2018-08-02T13:10:26Z (GMT). No. of bitstreams: 1 MELÂNIA NÓBREGA PEREIRA DE FARIAS - TESE (PPGCE) 2017.pdf: 4260789 bytes, checksum: 40ab220815d5712c4ee2dcf065396ac5 (MD5) Previous issue date: 2017-08-30 / Na Universidade Estadual da Paraíba (UEPB), no ano de 2006, através da Resolução UEPB/CONSEPE/06/2006, foi definida uma política de reserva de vagas para o Concurso Vestibular da Instituição. Sendo assim, a partir do ano de 2007 na UEPB, a partir da Resolução supracitada, cinqüenta por cento (50%) do total de vagas de cada curso de graduação passou a ser destinado a candidatos aprovados no Vestibular da Instituição que tivessem cursado integralmente o Ensino Médio em escolas públicas do Estado da Paraíba. Vale ressaltar que a implantação desta política se deu de modo gradativo, pois a reserva de vagas definidas na Resolução 06/2006 do Conselho de Ensino, Pesquisa e Extensão da UEPB foi implementada na ordem de dez por cento (10%) a cada ano a partir de 2007, de modo que atualmente esta política já foi integralizada em termos de reserva de vagas. Ao contrário da UERJ, que destinou um percentual de vagas específico para negros, a UEPB estabeleceu apenas um percentual para aqueles considerados “carentes”. Cumpre destacar que, de acordo com inúmeras pesquisas realizadas no Brasil, os negros estão alocados, em sua grande maioria, nas classes sociais mais baixas (FERNANDES, 1978; HASENBALG, 1979; MOURA, 1988; AZEVEDO, 1996; PINTO, 1998; TEIXEIRA, 2003; D‟ADESKY, 2001). Propõe-se aqui, portanto, um estudo sobre a questão da inclusão de alunos(as) negros(as) no Campus VI da UEPB através da Política de Cotas Sociais da Instituição e suas trajetórias. O que se pretende compreender é, em última instância, como estes alunos(as) se vêem enquanto negro(s) e “cotistas”, quais os caminhos percorridos por estes(as) até chegar à UEPB e ainda perceber suas trajetórias no âmbito desta Instituição. O fato é que, segundo Teixeira (2003), nenhum autor questiona a relação entre raça ou etnicidade e as desigualdades sociais. Os estudos e pesquisas sobre a situação do negro na sociedade brasileira têm revelado ser a educação tradicionalmente um dos principais instrumentos capazes de promover a ascensão social e econômica do negro na busca de uma maior igualdade com os brancos (FERNANDES, 1978; PINTO, 1998; TEIXEIRA, 2003). Assim, como aponta Teixeira (2003), hoje é dada uma terceira atribuição à escola pelo meio mais politizado, a de reforçar a identidade positiva do negro enquanto tecnicamente singularizado. Nestes termos, esta pesquisa, que se delineia de modo analítico-descritivo e qualitativo, mediante realização de pesquisa bibliográfico-documental, da aplicação de questionários e da realização de entrevistas, pretende dar visibilidade àqueles que não aparecem nos gráficos estatísticos, sem contudo, limitar-se a “individualizar” algumas escolhas e trajetórias, procurando nelas seu sentido mais sociológico, ou seja, as bases sociais capazes de permitir a outros indivíduos escolhas e trajetórias semelhantes; e, ainda, sem abrir mão das análises mais amplas e abrangentes. / At the State University of Paraíba (UEPB), in 2006, through Resolution UEPB/CONSEPE /06/2006, a policy of reservation of vacancies was defined for the Vestibular Competition of the Institution. Therefore, from the year 2007 on UEPB, from the aforementioned Resolution, fifty percent (50%) of the total number of places in each undergraduate course started to be destined to approved candidates in the Vestibular of the Institution that had fully completed the High School in public schools in the State of Paraíba. It is worth emphasizing that the implementation of this policy has taken place gradually, since the reserve of vacancies defined in Resolution 06/2006 of the UEPB Teaching, Research and Extension Council was implemented in the order of ten percent (10%) each year to From 2007 onwards, so that this policy has now been paid in full in terms of vacancies. Unlike UERJ, which allocated a specific percentage of vacancies to blacks, UEPB established only a percentage for those considered "needy". It should be pointed out that, according to numerous researches carried out in Brazil, blacks are mostly allocated to lower social classes (FERNANDES, 1978; HASENBALG, 1979; MOURA, 1988; AZEVEDO, 1996; PINTO, 1998; TEIXEIRA, 2003; D'ADESKY, 2001). It is proposed, therefore, a study on the issue of the inclusion of black students in Campus VI of the UEPB through the Institution's Social Quota Policy and its trajectories. What we are trying to understand is, in the last analysis, how these students see themselves as blacks and "quotaters", what are their paths to reach the UEPB and still understand their trajectories within this Institution. The fact is that, according to Teixeira (2003), no author questions the relationship between race or ethnicity and social inequalities. Studies and research on the situation of the black in Brazilian society have revealed that education has traditionally been one of the main instruments capable of promoting the social and economic rise of the Negro in the quest for greater equality with whites (FERNANDES, 1978; PINTO, 1998; TEIXEIRA, 2003). Thus, as Teixeira (2003) points out, today a third assignment to the school is given by the more politicized means of reinforcing the positive identity of the Negro as technically unique. In this way, this research, which is delineated in an analytical-descriptive and qualitative way, through bibliographical-documentary research, the application of questionnaires and interviews, aims to give visibility to those that do not appear in the statistical graphs, without, however, limiting To "individualize" some choices and trajectories, seeking in them their more sociological sense, that is, the social bases capable of allowing other individuals choices and similar trajectories; And still without giving up the broader and more comprehensive analyzes.

Si le teen movie a su devenir un genre cinématographique à part entière, les teen series se sont elles aussi fait une place de choix dans la culture populaire américaine. Notre sujet d'étude porte sur la construction de l'adolescente-e américain-e à travers les premières saisons de onze séries télévisées de 1990 à 2010 : Beverly Hills 90210, My So-Called Life, Buffy The Vampire Slayer, Dawson's Creek, Freaks and Geeks, Smallville, The O.C., One Tree Hill, Gosip Girl, Glee et Huge. Nous observons dans ce travail les évolutions et les constantes sociologiques, historiques, culturelles et politiques de l'adolescence télévisuelle et les analyserons en intégrant notamment des problèmatiques de classe sociale, de groupes ethniques et de genre. / After teen movies became a bona fide cinematographic genre, teen series began to occupy a prominent place in American popular culture. In our research we investigate the construction of American teenage girls and boys through the first seasons of eleven teen series from 1990 to 2010: Beverly Hills 90210, My So-Called Life, Buffy The Vampire Slayer, Dawson's Creek, Freaks and Geeks, Smallville, The O.C., One Tree Hill, Gosip Girl, Glee et Huge. We observe the sociological, historical, cultural and political evolutions and permanent features of adolescence, taking into account social classes,ethnic groups and gender problematics.