Thesis (M. Sc.)--University of Hong Kong, 2005.

Thesis (M.Env.Sc.)--University of Adelaide, School of Social Sciences, Discipline of Geographical and Environmental Studies, 2003. / "June 2003" Bibliography: leaves 81-88.

This study focuses on the relationship between high school students' level of satisfaction, students' academic achievement, and their level to remain in school. Many studies and researchers have been blaming the school system for its failure to recognize that variables or factors outside the school environment are taking place and affecting students' level of satisfaction, academic achievement, and their interest to remain in school and complete a high school diploma. This study focuses on the base of students' perceptions or expectations regarding their school environment and an examination of significant correlations among variables that might distinguish particular factors. A Likert Rating Scale was used to measure students' level of satisfaction and their interest to remain in school. It was administered to 282 students. Student achievement was measured by their grades upon entering high school and the grades they received at the end of the marking period. The statistical analyses included frequencies for all variables, Chi-Squares, t-Test and Analyses of Variance, and multiple correlations. Four specific research questions guided the study. The analysis of the open-ended section of the survey instrument provided evidence that the students feel responsible for their success or failure in school. They acknowledge other sources that are interfering with their school work: lack of time to complete homework and personal/family problems, as well as peer pressure. Students' responses showed evidence of satisfaction with the school environment. The more favorable the school environment is, the more likely students are to remain in school and move ahead. Students perceive their parents' interest in their education is a main element in their satisfaction and motivation to remain in school. Students' part-time and full-time jobs could contribute to both students' level of satisfaction and dissatisfaction. It provides some valuable skills to the students, but in some cases it creates obstacles that make students fall behind in school. Students' level of satisfaction was indeed related to students' academic achievement and their interest to remain in school. They do want to finish high school.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 127-131).

Thesis (M.Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 127-131) Also available in print.

Thesis (PhD)--AUT University, 2009. / Includes bibliographical references. Also held in print (xix, 456 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 307.76 WEB)

Made available in DSpace on 2014-07-29T15:27:26Z (GMT). No. of bitstreams: 1 Dissertacao Sarah P Soares.pdf: 693421 bytes, checksum: 320fc217189e21423a25704881f761f7 (MD5) Previous issue date: 2011-07-06 / The issue of development, during the years 50 and 60, was widely discussed in the social sciences and was addressed by several authors from different perspectives. Today, the human and social development is thought from the perspective of a new social and economic context. However, it is believed that one cannot disregard the interpretive strength of the concepts developed by theorists of this period. In this sense, this paper set out to study development, modernity and the environment from the intellectual production of the sociology of development. With that, we tried to reflect about the concepts formulated by different authors to explain the development, whose production results of a field of knowledge in accordance with to the social, economic and cultural conditions which bring about its emergence and also rescue the present time of this literature, that is, have understand of how the issues involved in the issue of development, such as concern for the environment were already present in this intellectual production. / A questão do desenvolvimento, durante os anos 50 e 60, foi amplamente discutida nas ciências sociais sendo abordada por vários autores sob diferentes perspectivas. Hoje, o desenvolvimento humano e social é pensado sob a ótica de um novo contexto social e econômico. Contudo, acredita-se que não se pode desprezar a força interpretativa dos conceitos elaborados pelos teóricos deste período. Nesse sentido, a presente dissertação se propôs a estudar desenvolvimento, modernidade e meio ambiente a partir da produção intelectual da sociologia do desenvolvimento. Com isso, buscou-se refletir sobre os conceitos elaborados por diferentes autores para explicar o desenvolvimento, cuja produção é produto de um campo de conhecimento em relação com as condições sociais, econômicas e culturais que propiciaram seu surgimento e, também resgatar a atualidade dessa literatura, isto é, perceber de que maneira as questões envolvidas no tema do desenvolvimento, como a preocupação com o meio ambiente, já estavam presentes nessa produção intelectual.

<p>This dissertation examines the role state-society dynamics play in influencing how people negotiate inequality. In particular, I analyze the interdependent relationship between state policies and the frames people use to interpret unequal access to food and care. While state policies shape people’s frames, people also negotiate with state policies to deploy frames that either challenge or adapt to inequality. Using in-depth observations, policy documents, and 50 semi-structured interviews with mothers, <i>Anganwadi </i>workers (childcare workers), union leaders, and state representatives associated with the Integrated Child Development Services (ICDS), a welfare program in India, I show that state-society dynamics are central to how inequality is sustained and challenged. When welfare policies encourage collectivization, disadvantaged groups appropriate policy frames to strengthen entitlement frames and in the process, challenge inequality. I refer to this mechanism as <i>frame appropriation</i>. In contrast, policies such as privatization encourage individualization, particularly in economically mobile groups, who then adopt neoliberal frames such as personal responsibility and choice, to weaken entitlement frames through a mechanism I call <i>reactive adoption</i>. Thus, alongside social movements that has made possible historically significant policy reforms, the path to social change also comes alive in daily interactions where policies mediate people’s everyday lives. </p>

Este trabalho tem como objetivo principal apreender as mais importantes elaborações de Celso Furtado a partir do debate sobre o desenvolvimento brasileiro nas décadas de 1950 e 1960. Enfocando a construção teórico-metodológica da sua interpretação do subdesenvolvimento brasileiro e sua importância para o movimento nacionalista desenvolvimentista, bem como sua participação no debate político e intelectual que esta vertente do pensamento social e político brasileiro travou com alguns acadêmicos do Departamento de Ciências Sociais da USP. A análise deste debate destaca as divergências entre os conceitos de subdesenvolvimento de Celso Furtado e de dependência segundo a interpretação elaborada por Fernando Henrique Cardoso. / This work has as objective main to apprehend the most important elaborations of Celso Furtado from the debate about the Brazilian development in the decades of 1950 and 1960. Focusing the construction theoretician of your interpretation of the Brazilian underdevelopment and importance for the nacional-desenvolvimentista movement, as well as your participation in the debate politician and intellectual with some of the academics of the Department of Social Sciences of the USP, that market this source of the Brazilian social and politician theory. The analysis of this debate detaches the divergences between the concepts of underdevelopment Celso Furtado and dependence according to interpretation elaborated for Fernando Henrique Cardoso.

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