The primary concern in today's educational system is the rate of progress students achieve in the classroom. Research has shown token reinforcement programs to be an effective method of increasing rate of work in the classroom; however, token economies are time consuming and do not meet the needs of all classroom situations. The purpose of this study was to test the effectiveness of the use of free time as a reinforcer in increasing rate of speed in working arithmetic problems and peer acceptance (how well an individual is accepted by his peers). The data indicated that free time as a positive reinforcer did increase the rate of speed in working arithmetic problems correctly; however, it did not affect peer acceptance.

The objective of my thesis is to deepen and expand research on my thesis I tried to prove or disprove the link between social status in the classroom and student use of cannabis. For research, I chose a sample of 21 students cook waiter field. In my thesis expand my research, because I want to prove whether the result is unique to college or is a general phenomenon among high school students. For the purposes of my research, I added one class schools, two gymnazium school classes, because this children are considered elite, and finally two classes of business school and for this reason that this type of education is visited the largest number of students. In my research I used combination od three methods. sociometric research, selected questions from the ESPAD questionnaire and interviews with selected students. Based on the research showed that the visible difference in the relation between social status and cannabis use at each school. The largest is in the school and the smallest is in the gymnazium.. This fact seems to me very interesting and I think that the fact this could work to solve this serious problem. In the theoretical part explains how to use the above methods, the effects and the influence of cannabis on humans. Keywords: Sociometry - cannabis - the status of the student -...

Diplomová práce Relations in gender-unbalanced classes ABSTRACT The diploma thesis is focused on relations in gender-unbalanced high school classes. A combination of three methods was used for data collection: sociometric rating questionnaire, questionnaire for girls and boys in the classroom and interview with teachers. The sample included six schools in Prague. The theoretical part maps the influence of gender stereotypes on development of individuals and character of relationships in coeducated and separated classes. The empirical part provides data analysis with respect to the whole group and the position of minority individuals among classmates. Results showed that gender-unbalanced classes evaluated mutual popularity and influence comparably to gender-balanced classes. However, classes with predominance of girls achieved better results since the respondents reflected greater respect and tolerance in comparison to classes with predominance of boys. The boys' minority is more satisfied among girls than the girls' minority among boys. Boys in the boys' classes were negatively assessed for not appreciating girls and laughing at them. In both types of gender unbalanced collectives, minorities were in the background and not participating in class very much. Qualitative analysis of verbal responses has shown...

Made available in DSpace on 2016-04-29T14:15:54Z (GMT). No. of bitstreams: 1 Douglas Zacarias da Silva.pdf: 964585 bytes, checksum: d725ac948622cda27efce9331c452d0f (MD5) Previous issue date: 2010-11-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis examines, in accordance to Jacob Levi Moreno s (1889-1974) theory over Sociometry and Social Service perspectives, the impact HIV has on male homosexuals who have been recently infected and who also keep their syndrome as a secret. According to the Ministry of Health, there are almost 200 thousand people treated with antiretroviral therapy and 600 thousand who are infected by the virus, aware of their infection or not. In this thesis, five individuals who declared themselves as homosexuals and living with HIV/aids were found through the interne in virtual communities. about the disease. Through the investigation of the social atom and the sociometric network when it comes to the HIV syndrome, it was possible to verify noticeable patterns in the individuals behaviour. During the interviews, the virus discovery and the immediate impact such discovery inflicted upon the interviewees lives allowed this paper to tackle subjects such as secrecy (sharing or concealing it to the family, friends), sex and affective life management, professional interference and health care. It has been acknowledged that the discovery about the HIV infection is still impacting, resulting in considerable changes in the life projects. Interestingly enough it is to mention that some of the changes are dealt under a positive light, while the seriousness of the disease is not ignored. The criteria used for revealing their medical condition to their family and friends is affective and the hope for understanding by the interlocutor, who is, in most of the cases, a friend (homosexual or not), one single sibling (even though more siblings are available in the family) and/or significant other (fixed partner or possible relationships). Moreover, they decided not to tell parents to protect them from the suffering, prejudice and stigma the HIV/aids inflicts on them. In the course of time, the infection becomes part of their daily routine as to be considered just an extra factor in their lives. It has been noticed that the most dramatic impact that the HIV promotes is in the affective field, mainly in the sexual and love life. When there is a potential partner, issues such as when and how to reveal the infection is considered the biggest obstacle they face / Esta dissertação examina, a partir da perspectiva do Serviço Social e da Sociometria desenvolvida por Jacob Levi Moreno (1889-1974), como é o impacto da descoberta do HIV/aids em homossexuais masculinos que se infectaram recentemente e mantém sigilo sobre a doença. Segundo o Ministério da Saúde, o Brasil conta com quase 200 mil pessoas fazendo tratamento com antirretrovirais e outras 600 mil infectados pelo vírus, sabendo ou não. Nesta pesquisa, abordamos cinco sujeitos que se declararam homossexuais vivendo com HIV/aids. Foram localizados através da internet, em comunidades virtuais sobre a doença. Nas entrevistas, realizadas individualmente, investigamos o átomo social e rede sociométrica para HIV/aids, e verificamos padrões perceptíveis no comportamento dos indivíduos. Discutimos o impacto na descoberta do vírus e a vida após a infecção, abordando o sigilo e o compartilhar (ou não) essa informação com família e amigos, a gestão da vida sexual e afetiva, vida profissional e a saúde. A informação sobre viver com HIV/aids permanece impactante, proporcionando mudanças em seu projeto de vida. Algumas mudanças são encaradas como positiva, sem esquecer a gravidade da doença. O sigilo é vivido de forma dolorosa nos primeiros momentos da descoberta do vírus. O critério que utilizaram foi afetivo e a espera de compreensão e ajuda por parte desse interlocutor, que na maioria dos casos foi um amigo (homossexual ou não), um irmão (mesmo tendo mais irmãos, escolheram apenas um) e parceiros afetivos (namorados ou parceiros afetivos/sexuais). Amam a família, porém, não contam para o pai e a mãe, para protegê-los do sofrimento, preconceito e estigma sobre aids. Com o tempo, o HIV entra no cotidiano e esses indivíduos passam a considerá-lo como um fator a mais em suas vidas. Apesar disso, o impacto maior do HIV acontece no campo afetivo, sexual e amoroso, quando questionamentos sobre como contar e quando contar são recorrentes e se mostram como o maior obstáculo que enfrentam ao lidar com a doença

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-22T18:33:26Z No. of bitstreams: 1 Marcelo Stoppa Augusto Corrêa.pdf: 12054164 bytes, checksum: 1d76d1664521ddad6653a226c9ccfe4b (MD5) / Made available in DSpace on 2016-09-22T18:33:26Z (GMT). No. of bitstreams: 1 Marcelo Stoppa Augusto Corrêa.pdf: 12054164 bytes, checksum: 1d76d1664521ddad6653a226c9ccfe4b (MD5) Previous issue date: 2016-04-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Pontifícia Universidade Católica de São Paulo / The modern spirit performed deep, structural transformations in society. The new and more fluid socio-political settings changed not only the way interpersonal relations happen, but also the arrangements by which individuals may attach to one another: groups, multitudes or communities have evolved to a new dimension. The socio-political changes and the growing sophistication of media render the groupings ephemeral, empowers the crowds and favors the creation of new and hybrid communicational and cultural codes through cultural identity clashes caused by faster economic exchange. The present work lays out a methodology that aims the collaboration to research relational, cultural and social phenomena in groups, to analyze crowd and community dynamics through an ensemble of techniques to crawl, analyze and visualize data and build relational and affinity topologies which we named affinimaps. This transdisciplinary methodology stands on Big Data, Open Data, analytics, ontologies and complex data visualization algorithms, as the technical axis; on the works of Jacob Levy Moreno and Timothy Leary, as the psychological and sociometric axis; and on infographics and topology, on the artistic axis. It intends to offer the representation of complex relations of different sorts of actors so as to transcend the vision and improve the detection of arrangement and behavior patterns. This way, it might contribute to the research conducted by different knowledge areas investigating the relationships between men and the world / O espírito moderno trouxe profundas transformações estruturais à sociedade. Os novos arranjos político-sociais, mais fluidos, mudaram não apenas as formas com que se dão as relações interpessoais, mas também como se formam os arranjos sociais pelos quais os indivíduos se vinculam uns aos outros: os grupos, as multidões e as comunidades não são os mesmos. As mutações sócio-políticas, com a sofisticação cada vez maior dos meios de comunicação, aumentam a efemeridade dos agrupamentos, dando às multidões o poder se auto-organizarem e as diferentes comunidades do planeta efetuam trocas econômicas com muita rapidez e que, pelo confronto de identidades culturais, tecem códigos de comunicação e cultura cada vez mais híbridos. O presente trabalho propõe a construção de uma metodologia que visa colaborar com a investigação de fenômenos relacionais, culturais e sociais nos grupos, bem como investigar a dinâmica nas multidões e nas comunidades por meio de um conjunto de técnicas de captura, análise e visualização de dados para a construção de topologias relacionais e de afinidade, que nomeamos afinimapas. Esta metodologia transdisciplinar apoia-se em Big Data, Open Data, analytics, ontologia e algoritmos de visualização de dados complexos, no eixo técnico; nas obras de Jacob Levy Moreno e Timothy Leary, no eixo psicológico e sociométrico; e na infografia e na topologia, no eixo artístico. Ela pretende fornecer a representação da complexidade das relações de diferentes tipos de atores para transcender a visão e favorecer a detecção de padrões de arranjos e comportamentos. Deste modo, deseja-se contribuir com as investigações conduzidas por diferentes áreas do saber que levem em conta as relações entre o homem e o mundo

A partir des situations mises en œuvre en éducation physique et sportive (EPS), quels facteurs influencent l’intégration sociale des adolescents présentant une déficience intellectuelle (DI) ? Nos travaux s’appuient sur une expérience d’intégration au collège avec pour objectif d’explorer en profondeur la communication entre deux sous-groupes d’adolescents DI issus d’un Institut médico-éducatif (IME) et trois classes de sixième au cours de séances d’éducation physique et sportive. Pour ce faire, compte tenu des représentations des collégiens analysées à partir d’une enquête par questionnaire et autour d’une étude comportementale au long terme, nous mettons en comparaison un questionnaire sociométrique avec un outil original praxéologique (privilégiant l’ambivalence et l’instabilité). Nous constatons que, malgré des représentations d’ensemble plutôt positives, les résultats de l’intégration sont variés. Certains adolescents DI sont appréciés par les sixièmes tandis que d’autres sont ignorés voire rejetés. Les raisons proviennent à nos yeux, d’une part, de la structure même des sous-groupes d’adolescents DI et de leurs compétences propres. D’autre part, la logique interne de certaines situations motrices semble exclure en grande partie les élèves de l’IME. De ce fait, une meilleure connaissance de ces personnes et des relations qu’elles développent entre elles devraient améliorer leur intégration. De plus, une maîtrise par l’enseignant des effets des situations sociopraxiques mises en œuvre, lors des séances communes aux deux populations, sera probablement bénéfique. / From the situations operated in physical education (PE), what factors determines the social intégration of the teenagers presenting an intellectual deficiency (ID)? Our works lean on an experiment of integration to the middle school with for objective to explore in depth the communication between two subgroups of teenager ID coming from a Medical educational institute and three first classes of the secondary school during physical educational sessions. To do it, considering the representations of the schoolchildren analyzed from a survey by questionnaire and around a behavioral study in the long term, we compare a sociometric questionnaire with an original motor tool (favoring the ambivalence and the instability). The results show that in spite of representations of group rather positive, we notice the effect of a multivariated integration. Certain teenagers DI are appreciated by the sixth of the secondary school whereas of other one are ignored or rejected. The reason result for us on one hand from the structure of the subgroups of teenagers DI and from their appropriate skills. On the other hand the internal logic of certain motor situations, seems to exclude largely the pupils of the medical educational institute. Therefore, a knowledge of these persons and the relations which they develop between them should improve their integration. Furthermore, a control by the teacher about the effects of the sociomotor situations implemented, during the sessions to both populations, will probably be beneficial.

This study explored the social inclusiveness of classrooms with culturally competent teachers who were identified both by their participation in in-service diversity training and by principal nomination. The design of this study was primarily quantitative using a one-way ANOVA to analyze whether fourth and fifth grade students (N = 125) in classrooms with teachers identified as culturally competent are more inclusive in their mutual friendships than students (N = 117) in classrooms with not trained teachers at the same schools. Sociometric questionnaires were used to collect data on mutual friendships. Observations of students in lunchroom settings were also conducted. Findings from the sociometric questionnaire suggest that students with culturally competent teachers, also referred to as culturally responsive teachers in the literature, have broader and more diverse social networks than students in classrooms with not trained teachers. However, in the lunchroom settings where a given student must choose a limited number of students to sit next to at the lunch table, no notable differences between the classrooms emerged. Other than training in diversity issues, teachers in the two groups were very similar.

Ziel der Studie war die Untersuchung individueller und familialer Faktoren für den sozialen Status eines Kindes in seiner Schulklasse. Durch die Unterscheidung von Akzeptanz und Einfluss als zweier Hauptdimensionen des sozialen Status konnte die Arbeit aufklären, welche Rolle verschiedene Attribute für das Erreichen von Akzeptanz oder Einfluss spielen. 234 Dritt- und Fünftklässler aus Berliner Grundschulen erhielten soziometrische Maße, durch welche der soziale Status erhoben wurde (Akzeptanz und Einfluss). Individuelle und familiale Faktoren wurden mittels Peernominationen über das Verhalten der Kinder (Fremdurteil), Schulnoten (Lehrerangabe)und Maße des sozio-ökonomischen Status der Eltern (Elternangabe)erhoben. Die Ergebnisse zeigen, dass Akzeptanz positiv mit prosozialem und negativ mit aggressivem Verhalten eines Kindes assoziiert ist. Die Zusammenhänge dieser Verhaltensweisen mit Einfluss wiesen in dieselbe Richtung, waren aber deutlich geringer. Ideenreichtum und Humor hingen mit Akzeptanz und Einfluss gleichermaßen positiv zusammen, sowie Traurigsein gleichermaßen negativ mit beiden Statusdimensionen verbunden war. Das Verhalten eines Kindes vermittelte den Zusammenhang zwischen Merkmalen wie Geschlecht, relativem Alter, Schulnoten und der Akzeptanz und dem Einfluss eines Kindes. Zum Beispiel war die positive Beziehung zwischen Schulnoten und dem sozialen Status überwiegend auf die mit(guten)Schulnoten assoziierten Verhaltensweisen Prosozialität und (geringe) Aggressivität zurückzuführen. Die größere Akzeptanz von Mädchen ließ sich ebenso durch deren größere Prosozialität und geringere Aggressivität erklären. Jungen waren im Hinblick auf ihren Einfluss sowohl am oberen als auch am unteren Ende der Hierarchie überrepräsentiert. Sowohl sehr einflussreiche als auch einflusslose Jungen zeichneten sich durch eine erhöhte Aggressivität aus. Komplexere Analysen wiesen daraufhin, dass Jungen negative Auswirkungen von aggressivem Verhalten durch Humor und Ideenreichtum auf ihren Status kompensieren konnten. Der moderate Zusammenhang zwischen dem elterlichen sozioökonomischen Status und dem sozialen Status des Kindes wurde vollständig durch das Verhalten des Kindes mediiert. Das Elternhaus war wichtiger für die Akzeptanz als für den Einfluss eines Kindes. Kinder mit Migrationshintergrund waren sowohl weniger akzeptiert als auch weniger einflussreich in ihrer Klasse. Elterliche Trennung trug nicht zur sozialen Position eines Kindes bei. / The goal of this study was to investigate individual and familial factors contributing to a child’s social status in its schoolclass. Separating acceptance and influence as two main dimensions of social status, this work aims at clarifying the impact of different attributes for becoming accepted or influential. 234 third and fifth grade children from Berlin schools were administered sociometric measures providing information about social status (acceptance and influence). The contributing factors where measured using peer nominations of each child’s behaviour, school-grades and familial variables such as the parents’ socio-economic status. Results show that acceptance was positively linked to prosocial and negatively linked to aggressive behaviour. Pointing in the same direction, influence was less related to aggression and prosociality than acceptance. Having ideas and a sense of humour contributed positively and being sad contributed negatively to both dimensions of social status. Furthermore, behavioural tendencies mediated the impact of non-behavioural attributes such as gender, relative age in class and school-grades on social status. For example, the positive relation between schoolgrades and social status was mainly mediated by prosocial and non-aggressive behaviour. Looking at gender, girls were more prosocial and less aggressive than boys and therefore more accepted than the latter. Within their class boys were more often represented at both ends of the influence dimension than girls. Moreover highly influential as well as powerless boys were found to be rather aggressive. More complex analyses showed that boys could possibly compensate the negative impact of aggression with humour and ideas. The moderate relation between parental SES and a child’s socials status was fully mediated by a child’s behaviour. SES was more important for the acceptance than for the influence of a child. Children with a migration background were both less accepted and influential. Parental separation did not contribute to a child’s social position.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 107-129). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--Carleton University, 2002. / Includes bibliographical references (p. 71-81). Also available in electronic format on the Internet.