Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2009. / Committee Chair: Blanchard-Fields, Fredda; Committee Member: Fischer, Ute; Committee Member: Griffin, Zenzi; Committee Member: Hertzog, Christopher; Committee Member: Hummert, Mary Lee

Made available in DSpace on 2017-07-21T20:31:52Z (GMT). No. of bitstreams: 1 Patricia Caldeira Tolentino.pdf: 1471396 bytes, checksum: 18b61484caa017760bf6ae6d97891504 (MD5) Previous issue date: 2010-12-20 / This research aims to clarify how the formation field of the Biological Sciences Graduation Course of the State University of Ponta Grossa sets and how the routines and practices experienced in the graduation present in the representation of the undergraduates. It was applied a free association Word questionnaire and closed and opened questions to 138 undergraduates from 1st , 2nd, 3rd and 4th years of the Biological Sciences Graduation Course from the afternoon and night shifts. It was used a quail-quantitative approach, and the collected data were submitted to processing through the use of data analysis software EVOC, SIMI, Alceste and SPSS. The data were interpreted using the Theory of Social Representations from Serge Moscovici articulated to Pierre Bourdieu´s habitus and field concepts. From these data,and from such concepts are indications that students entering the course have convictions about the training at undergraduate, but in the final two years the conflicts of identity arise. This presentation summarizes in the narrative of undergraduates the ownership of the circulating elements in this social space, legitimizing the hierarchical positions of biological knowledge and educational knowledge. These situations must be discussed in the training process, because they produce obstacles to the incorporation of the necessary structures in the formation of identity references to the constitution of the teaching profession. / Esta pesquisa objetiva explicitar como se configura o campo de formação do curso de Licenciatura em Ciências Biológicas da Universidade Estadual de Ponta Grossa e de que maneira as rotinas e práticas vivenciadas na graduação se apresentam na representação dos licenciandos. Foi aplicado um questionário de associação livre de palavras e questões fechadas e abertas a 138 licenciandos do 1º, 2º, 3º e 4º ano do curso de Licenciatura em Ciências Biológicas dos turnos vespertino e noturno. Para tanto, utilizou-se uma abordagem quali-quantitativa e os dados coletados foram submetidos ao processamento por meio do uso dos softwares de análise de dados EVOC, SIMI, Alceste e SPSS. Os dados foram interpretados utilizando a Teoria das Representações Sociais de Serge Moscovici articulados aos conceitos de habitus e campo de Pierre Bourdieu. À luz destes dados e de tais conceitos encontram-se indícios de que os licenciandos ao entrarem no curso possuem convicções quanto à formação na licenciatura, porém nos dois anos finais surgem os conflitos identitários. Esta apresentação na narrativa dos licenciandos sintetiza a apropriação dos elementos circulantes neste espaço social, legitimando as posições hierarquizadas do conhecimento biológico e do conhecimento educacional. Estas situações precisam ser discutidas no processo formativo, pois produzem obstáculos à incorporação de estruturas necessárias na constituição de referências identitárias da profissão docente.

Social assistance programmes (SAPs), understood as non-contributory transfers aimed at ad-dressing poverty, have spread in developing countries since the late 1990s. National govern-ments in Latin America have sought to extend the coverage of SAPs through human devel-opment conditional cash transfer programmes (CCTs). CCTs share several implementation features. First, they employ targeting and selection methods based on means, and proxy means, tests. Research on targeting and selection methods has evolved hand in hand with the adoption of CCTs in Latin America, Africa and South East Asia. Second, CCTs involve the provision of cash transfers directly to households, but with conditions attached to human development objectives. Transfers are given to households in poverty contingent on investment in the human capital formation of their children. A third feature relates to the presence of programme exit conditions. To date, scarce research is available on the design and outcomes associated with exit condi-tions from CCTs. This thesis thus contributes to the literature in the implementation of SAPs by providing a critical examination of exit conditions in SAPs with specific emphasis on CCTs. The thesis provides a systematic theoretical and empirical analysis of the role of exit conditions in the implementation of CCTs. The thesis develops and tests two basic principles underlying the role of exit conditions. First, the exhausted-effectiveness principle suggests that the effectiveness of a CCT varies over time. The research reported in this examines the effectiveness of programme over time with the aim of identifying potential thresholds after which a given SAP's effectiveness de-clines. A two-period child human capital investment model is developed to study analytically the conditions in which programme effectiveness varies over time. This is examined empirically in order to demonstrate the existence of the time-varying effectiveness associated with the implementation of the Colombia's CCT, Familias en Accion. A continuous treatment effect model is estimated following Hirano and Imbens (2004), in which the length of exposure allows for the graphical analysis of dose-response functions. The results indicate that the design of SAPs must take account of time-varying effectiveness. Second, a principle of the non-recurrence of poverty states that beneficiaries should be able to exit an effective programme when two conditions apply: (i) they are not in poverty; and (ii) they face a low probability of becoming poor in the near future. This principle acknowledges the implications of poverty dynamics for the implementation of SAPs with a particular focus on exit conditions. This thesis characterises the poverty dynamics of beneficiary households through the estimation of a Markovian poverty transition model using data from the Familias en Accion programme. The findings from the empirical work suggest that programme participation should not end when households are non-poor, but attention must be paid to probabilities of recurrence, in order to secure non-recurrence in the near future. Taken together, the exhausted-effectiveness principle interacts with the non-recurrence of poverty principle in the sense that the first sets a maximum length of exposure to the intervention, while the second determines minimum levels of exposure.

Bakalauro baigiamajame darbe analizuojamas ikimokyklinio amžiaus vaikų socialinių įgūdžių ugdymas Radviliškio vaikų lopšelyje – darželyje. Tyrimui atlikti pasirinkta neatsitiktinė, netikimybinė tikslinė informantų – vaikų lopšelio –darželio auklėtojų bei priešmokyklinės grupės pedagogų – imtis. Ikimokyklinio amžiaus vaikų socialinių įgūdžių ugdymo tyrimas grindžiamas respondentų savanoriškumo ir perduodamos informacijos objektyvumo principais. Apklausos interviu metodu metu stengtasi atsakyti į tokius probleminius klausimus: Ar darželyje skatinamas ikimokyklinio amžiaus vaikų savęs pažinimas? Kaip darželyje sukuriamos sąlygos ikimokyklinio amžiaus vaikams įgyti ir plėtoti bendravimo gebėjimus? Kokiais metodais darželyje ugdomi vaikų socialiniai įgūdžiai? Ar į ikimokyklinio amžiaus vaikų socialinių įgūdžių ugdymą įtraukiami ir vaikų šeimos nariai? Tyrimo metu nustatyta, kad Ikimokyklinio amžiaus vaikų socialinių įgūdžių ugdymui lopšelyje –darželyje skiriamas didelis dėmesys. Socialinių įgūdžių ugdymas šioje įstaigoje diferencijuojamas atsižvelgiant į vaikų amžių, vaikų turimus socialinius įgūdžius ir kitas aplinkybes. Į ikimokyklinio amžiaus vaikų socialinių įgūdžių ugdymą įtraukiami vaikų tėvai ir kiti šeimų nariai, šioje srityje bendradarbiaujama ir su vietiniais partneriais, ir su partneriais iš užsienio valstybių, konsultuojamasi su reikalingais specialistais. / The research work analyzes the formation of the social abilities of the preschool children in Radviliškis nursery-school. Not fortuitous and probabilistic objective informant sample – the educators and preschool teachers of Radviliškis nursery–school is chosen for the research. The research of the formation of the social abilities of the preschool children is based on the principles of voluntariness of the respondents and the objectivity of the information transferred. The method of interview enabled to answer the following questions. Is self–cognition stimulated in the nursery–school? What methods help gain and develop communicative skills of the preschool children in the nursery–school? What methods help form the social abilities of the children? Are the members of the families are involved in the formation of the social abilities of the preschool children? The research showed that a great importance to the formation of the social abilities of the preschool children is attached in the nursery–school. The formation of the social abilities is differentiated according to the age, the available social abilities and other factors. Parents and other family members are involved in the formation of the social abilities. Local and foreign partners collaborate. Professional recommendations are used in this sphere too.

This study seeks to unpack the formation mechanisms of social innovation (SI) initiatives in Cuernavaca, Mexico. Subsequently, this study employs a qualitative case study to investigate (1) local embedding, (2) trans-local connectivity and (3) university linkages of SI initiatives in Cuernavaca. Previous research indicated that socio-spatial dynamics are critical for the development of SI initiatives. Furthermore, previous research asserted that universities are imperative to SI in the context of Latin America. Nevertheless, previous research contemplating the formation mechanisms of SI was primarily western- centric and displayed an inadequacy to acknowledge SI in the context of Latin America. Based on previous research this study presents a theoretical framework that classifies the results in eight typologies based on (1) local embedding, (2) trans-local connectivity and (3) university linkages. All three dimension are classified as either "high" or "low", which grants insights into influential formation mechanisms. Subsequently, a sample of n=10 SI initiatives was compiled and twelve semi-structured interviews with representatives of the SI initiatives were conducted. The results indicate three typologies of SI initiatives. Five SI initiatives were classified as: HLH – high local embedding, low trans-local connectivity, and high university linkages. Four initiatives were classified as: LHH – low local embedding, high trans-local connectivity, and high university linkages. One initiative was classified as HLL – high local embedding, low trans-local connectivity, low university linkages. The results indicate that SI initiatives either seek to address local challenges or direct their efforts to trans-local challenges. Furthermore, universities evidently play a critical role in the formation of SI initiatives in Cuernavaca and Mexico. This study contributes to SI literature by presenting evidence that universities possess critical roles in the formation of SI. Future research should increasingly embed universities into theoretical approaches when investigating SI formation mechanism in Latin America.

Dans les dernières années, différents enjeux environnementaux ont occupé un espace médiatique important, de désastres variés à joutes politiques autour d’enjeux de développement des énergies fossiles. Or, bien que les liens entre environnement et inégalités sociales fassent de plus en plus partie des discours, les écrits empiriques en travail social en français demeurent rares sur les liens entre l’environnement et le travail social. Dans de nombreux articles, la formation en travail social est identifiée comme un point de départ nécessaire pour entamer une réflexion à ce sujet. Il constituera donc, pour nous, le terrain choisi pour cette recherche exploratoire. Plus précisément, ce projet de mémoire s’intéressera donc à mieux comprendre les expériences et réflexions étudiantes sur les liens entre l’environnement et le travail social, s’intéressant à les documenter à partir de leur parcours de formation. Les données qualitatives ont été recueillies par le biais de trois groupes de discussion en ligne, regroupant des personnes qui étudient en travail social dans des universités québécoises. Une analyse thématique réflexive, ancrée dans une méthodologie féministe et guidée par un cadre théorique féministe et un cadre conceptuel nepantla, aura permis de dégager les constats principaux de ce mémoire. Une démarche réflexive a aussi accompagné ce processus de mémoire, et a été utilisée pour trianguler les données. Sept thèmes se dégagent ainsi des données, décrivant les expériences et réflexions étudiantes témoignées : (1) « De nature à crise du logement : une définition de l’environnement en discussion », (2) Comment intervenir ? Des idées variées (3) « Dans les marges des cours : des liens peu abordés » (4) « Entre privé et public : partager son vécu émotif » (5) « Entre individu et société : Questionner la formation ». (6) « Entre enseignement et apprentissage : s’outiller entre paires ». et (7) « Entre préventions et urgence : réfléchir la responsabilité professionnelle ». Ces thèmes permettent de mieux comprendre les préoccupations étudiantes, et peuvent servir de tremplin pour guider des transformations dans la formation en travail social au Québec. / In recent years, various environmental issues have occupied a significant amount of media space, from various disasters caused by human activity to political games around the development of fossil fuels. However, although connections between environmental and social inequalities are increasingly part of the public discourse, empirical writings on the links between the environment and social work in French are still rare. In articles from various provinces and countries, social work education is identified as a necessary starting point for reflection on this topic. It will therefore be the chosen field for this exploratory research. More specifically, this master’s thesis will aim to better understand students’ experiences and reflections on the links between the environment and social work, documenting it from their educational pathway. Qualitative data was collected through three online focus groups of social work students enrolled in Quebec universities. A reflexive thematic analysis, anchored in a feminist theoretical framework and methodology and informed by a nepantla conceptual framework, guided the process for this thesis. A reflexive approach also accompanied this thesis and was used to triangulate and question the research data. Seven themes emerged from the focus groups, describing the students’ experiences and reflections: (1) “From nature to housing crisis: a definition of environment under discussion,” (2) How to intervene? Various ideas, (3) “In the margins of courses: absent links”, (4) “Between private and public: sharing one’s emotional experience”, (5) “Between individual and society: questioning training”. (6) “Between teaching and learning: equipping oneself among peers” and (7) “Between prevention and emergency: reflecting on professional responsibility”. These themes not only allow for a better understanding of student concerns but can also serve as an interesting springboard to guide transformations in social work education in Quebec.

This thesis is a theory-proposing and theory-testing study that examines the conditions of state survival in the Middle East. In contrast to the predominant Political Culture and Political Economy approaches, which focus on domestic factors to account for state survival in the Middle East, this thesis suggests that, more than the individual characteristics of states themselves, state survival in that region is a function of the anarchic state system. This thesis examines states as a ‘process’ situating them in time and place. It shows that Middle Eastern states are at once in the early phases of state formation as well as late comers to the international state system. This ontological status contributes to the vulnerability of these states to systematic forces, which in turn shapes their internal development. A major dilemma facing the late-forming state is between regime survival and political incorporation. The first part of this thesis examines the literatures on the state, the Middle East state, and state survival. The second part proposes a Historical Structuralism model and then examines the ontology of the state in the Middle East, specifying the conditions and variables of state survival. The third part presents an empirical examination of the cases of Saudi Arabia and Iraq.

Les savoirs expérientiels représentent des connaissances issues de l’expérience. Il s’agit d’une source de savoir controversée pour les intervenant.e.s en travail social, bien que de plus en plus considérée pertinente. Toutefois, leurs impacts sur le cheminement académique des futur.e.s travailleuses sociales et travailleurs sociaux (T.S.) demeurent méconnus. Ce projet de mémoire vise donc à explorer les connexions entre les savoirs expérientiels des étudiant.e.s et leur parcours de formation pratique. Toutes les personnes rencontrées étudient ou étudiaient au programme de deuxième cycle en travail social de l’Université de Montréal (UdeM). Ce projet s’inscrit au cœur de la vaste recherche « Dans quelle mesure la maîtrise en travail social peut promouvoir les apprentissages transformationnels : possibilités et limites » menée par Edward Ou Jin Lee à Montréal. Nous avons conduit des entretiens qualitatifs semi-dirigés, deux (2) de groupe et quatre (4) individuels, pour un échantillon final de treize (13) personnes. Un cadre théorique anti-oppressif et l’analyse thématique de Braun et Clarke ont guidé l’analyse. Trois thématiques principales ont été identifiées lors de cette recherche : (1) le profil sociodémographique largement privilégié des étudiant.e.s en travail social ; (2) la nature complexe, identitaire, intersectionnelle et interrelationnelle de leurs savoirs expérientiels ; (3) leurs perceptions critiques de la formation pratique, notamment sur les enjeux d’adéquation entre le programme et le terrain, l’importance d’offrir des espaces d’échange entre étudiant.e.s et la place de la justice sociale dans la formation. Ces perceptions s’appuient fortement sur les savoirs expérientiels des participant.e.s, particulièrement ceux liés à une expérience professionnelle d’intervention. / Experiential knowledge is knowledge derived from experience. Although a perceived controversial source of knowledge, it is increasingly considered relevant in the field of social work. However, its impact on the education of future social workers remains largely unknown. Thus, this project aims to explore the connexions between the students' experiential knowledge and their field education journey. All the people interviewed are or were graduate students in the social work program at the Université de Montréal (UdeM). This project is part of the larger research project " Social work graduate field education: exploring the potential for transformative learning and institutional change " conducted by Edward Ou Jin Lee at UdeM. We conducted semi-structured qualitative interviews, two (2) focus groups and four (4) individual interviews, resulting in a final sample of thirteen (13) participants. An anti-oppressive theoretical framework and Braun and Clarke’s thematic analysis guided the analysis. Three main themes were identified during this research: (1) the largely privileged socio-demographic profile of social work students, (2) the complex influence of identity, along with the intersectional and interrelational nature of their experiential knowledge, and, (3) their critical perceptions of field education, especially on the issues of the inadequacy between the program and the field, the importance to provide spaces for informational exchange between students, and the place of social justice within the graduate program. These perceptions are strongly based on the experiential knowledge of the students, particularly experiences related to professional intervention.

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