Made available in DSpace on 2016-08-10T11:21:45Z (GMT). No. of bitstreams: 1 GEZIEL ALVES PEREIRA.pdf: 1414777 bytes, checksum: 717172a983d076529a65ba7d130e74fb (MD5) Previous issue date: 2015-06-26 / This dissertation with the title of the student movement in Goiás in times of dictatorship (1964-1979), was developed in order to rebuild and make reflections on the subject; which has been researched and analyzed, from documents, the archives of the Pontifical Catholic University (PUC-GO), Universidade Federal de Goiás (UFG), periodicals, newspapers, magazines and bibliographies on the subject. Also used depositions (interviews) with ex-militants. The research demonstrated that the vehement student participation, in the period of dictatorship in the context in which they were used, mediated political control, applied by the military of the time; reveals a crisis during the period studied, which led students to the street to express their rights, on behalf of the University and freedom of expression. Students sought strategies for their actions, using rallies, cultural resources, production of plays, songs in protests against the political forces of the time, making the Brazilian company that Brazil is of Brazilians, and not; from the military. The University student movement Ganesan brings approaches that allow the participation of University students in the political process of Goiás, consolidation of democratic institutions in Brazil. / Esta dissertação de Mestrado, com o Título de Movimento Estudantil em Goiás em Tempos de Ditadura (1964 1979), foi desenvolvida com objetivo de reconstruir e fazer reflexões acerca do tema; o qual foi pesquisado e analisado, a partir de documentos, arquivos da Pontifícia Universidade Católica (PUC-GO), Universidade Federal de Goiás (UFG), periódicos, jornais, revistas da época e bibliografias sobre o assunto. Utilizou-se, também, depoimentos (entrevistas) com ex-militantes. A pesquisa demonstrou que a participação veemente dos estudantes no período de Ditadura, no contexto em que foram utilizados, mediadas de controle político, aplicadas pelos militares da época, revela uma crise no período estudado, o que levou os estudantes à rua para contestarem seus direitos, em defesa da Universidade e liberdade de expressão. Os estudantes buscaram estratégias para suas ações, utilizando passeatas, recursos culturais, produção de peças teatrais, músicas em protesto contra as forças políticas da época, conscientizando a sociedade brasileira de que o Brasil é dos brasileiros, e não, dos militares. O Movimento Estudantil Universitário Goiano traz abordagens que permitem relembrar a participação dos estudantes universitários goianos no processo político de consolidação das Instituições Democráticas no Brasil.

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Studien syftar till att identifiera eventuella samband mellan hur universitetsstudenter som för närvarande studerar på Mälardalens Universitet uppfattar sin uppväxt och sin studiesituation. Med sådan kunskap kan stödet på universiteten utvecklas och eventuellt dolda resurser synliggöras. Studien baseras på ett urval om 2000 studenter från ett mellanrankat universitet i Sverige. Två forskningsfrågor besvaras. i) Vilka faktorer under universitetsstudenternas uppväxt samvarierar med faktorer rörande deras uppfattade studiesituation på ett signifikant sätt? ii) Föreligger det en signifikant skillnad mellan hur studentgrupperna skattar sin uppväxt och hur de uppfattar sin aktuella studiesituation? Resultatet visar hur faktorer såsom motivation, vänskap och en tidig dialog med vuxna i omgivningen bidrar till studenters personliga utveckling på universitetet. Inga skillnader vad gäller första respektive fortsatta generationens studenters personliga utveckling på universitetet urskiljs. Däremot fastställs skillnader i deras uppväxt. I studien identifieras hur en känsla av trygghet under studenternas uppväxt genererar en självsäkerhet i universitetssammanhang samt urskiljs att äldre studenter respektive studenter som varit utsatta för mobbning under uppväxten är mer öppna inför och intresserade av andra människors åsikter.

While meanings of leisure have been widely studied from Western perspectives, to date, few researchers have explored the meanings of leisure in non-Western cultural contexts. However, in an era of globalization, it is particularly significant to explore leisure experiences of people from non-Western cultures. This study is then designed to investigate the role leisure plays in a Chinese culture context. Specifically, Chinese university students’ leisure experience and the values they ascribe to leisure in relation to their lives as a whole is examined. Their ideology of work and its impact on leisure participation is addressed in particular. In a Chinese university, criterion sampling method was first applied to recruit Chinese students who could provide information-rich stories about their leisure participation. Snowball sampling method was also used to find more information-rich cases for this exploratory study. 11 participants were engaged in this study. Semi-structured, in-depth interviews were conducted to discover leisure experience of these students. Data analysis was guided by a constructivist grounded theory approach to understand the participants’ perceptions and meanings of their leisure experience. The data analysis resulted in three major themes. The first theme “Valuations of Work” addressed that the students placed high valuation on work and their life was ruled by work. The second theme “Two Spheres of Leisure” illustrated the students’ ideology of leisure and its impact on their leisure experience. The last theme “Causes for the Subordinate Role of Leisure”revealed two underlying causes that shaped the subservient role of leisure in the students’ daily lives. The emerged themes reflected that the students’ lives were centered around work; and they gave little consideration to their leisure participation. Holding such work-leisure ideology, the students’ leisure participation cannot always contribute to their well being. Therefore, this study advocates the implementation of leisure education in China, which may facilitate the Chinese people to build a balanced and healthy life style.

While meanings of leisure have been widely studied from Western perspectives, to date, few researchers have explored the meanings of leisure in non-Western cultural contexts. However, in an era of globalization, it is particularly significant to explore leisure experiences of people from non-Western cultures. This study is then designed to investigate the role leisure plays in a Chinese culture context. Specifically, Chinese university students’ leisure experience and the values they ascribe to leisure in relation to their lives as a whole is examined. Their ideology of work and its impact on leisure participation is addressed in particular. In a Chinese university, criterion sampling method was first applied to recruit Chinese students who could provide information-rich stories about their leisure participation. Snowball sampling method was also used to find more information-rich cases for this exploratory study. 11 participants were engaged in this study. Semi-structured, in-depth interviews were conducted to discover leisure experience of these students. Data analysis was guided by a constructivist grounded theory approach to understand the participants’ perceptions and meanings of their leisure experience. The data analysis resulted in three major themes. The first theme “Valuations of Work” addressed that the students placed high valuation on work and their life was ruled by work. The second theme “Two Spheres of Leisure” illustrated the students’ ideology of leisure and its impact on their leisure experience. The last theme “Causes for the Subordinate Role of Leisure”revealed two underlying causes that shaped the subservient role of leisure in the students’ daily lives. The emerged themes reflected that the students’ lives were centered around work; and they gave little consideration to their leisure participation. Holding such work-leisure ideology, the students’ leisure participation cannot always contribute to their well being. Therefore, this study advocates the implementation of leisure education in China, which may facilitate the Chinese people to build a balanced and healthy life style.

Bridges (2004) defines a transition as “a natural process of disorientation or re-orientation” marking the turning points of life (p. 3). One such turning point that has recently attracted the attention of higher education is the shift from university to life-after-study. Some universities, especially in the U.S., have developed programmes and courses to help prepare and support students for this transition. However, most of these educational initiatives have been developed without empirical research that explores graduates’ needs. In this research, therefore, I have sought to understand the experiences and perspectives of recent graduates in the post-university transition with the hope that this may inform potential institutional practices. Twenty young, recent graduates, who were broadly representative of their (U.S.) university’s student population in terms of degree, gender, and ethnicity, were selected to participate in this research. They engaged in recorded, semi-structured interviews and email interviews over a six-month period. Transcripts of interviews were analysed using typical qualitative procedures informed by interpretivism, symbolic interactionism, naturalistic inquiry, and narrativity. Results indicated that despite individual variability, participants shared some common perspectives. Four main themes emerged from the data. Three illustrated the difficulty of the post-university transition (shifting identities, searching, and unmet expectations), but the fourth illustrated how participants used people and resources (stabilisers) to foster support and balance in their transition. Furthermore, participants offered a range of suggestions about ways their institution might help graduating students better prepare for this transition and life-after-university. Recommendations based on these suggestions provide ideas for career preparation, emotional support, and practical life skills that institutions might choose to implement.

The purpose of this study was to determine the relationship between student-environment fit and physical self-efficacy among female undergraduate students living in the Trane and Tichenor wellness residence halls at Ball State University. This study examined the following questions: 1) What is the degree of fit experienced by female students living in the Trane and Tichenor wellness residence halls?, and 2) Is there a relationship between student-environment fit and physical self-efficacy? Student-environment fit is necessary for a student's happiness, satisfaction, and achievement. Physical self-efficacy is an important component of positive self-concept and has been correlated with the healthy development of an individual. Data on student-environment fit was collected using the University Residence Environment Scale. The Physical Self-Efficacy Scale was used to collect data on the students' perceptions of their physical ability and self-presentation confidence. Statistical analysis of the data revealed: 1) significant t-scores for the degree of fit experienced by female students in Trane and Tichenor wellness residence halls, and 2) a significant correlation between the total student-environment fit score and the total physical self-efficacy score as well as a significant correlation for the URES subscales of Academic Achievement and Intellectuality with the total physical self-efficacy score. / Department of Home Economics

In the field of second and foreign language learning, beliefs, as one of the affective factors, remain relatively unexplored. Failure to address unrealistic student beliefs and expectations may increase student anxiety (Truitt, 1995; Young, 1991), hinder progress, and ultimately lead to a breakdown in learning (Ellis, 1996; Horwitz, 1985, 1987, 1988; Mantle-Bromley, 1995; Peacock, 1999). This study investigates the beliefs about language learning of first year university students in Japan, employing the Japanese language questionnaire developed by Sakui and Gaies (1999). Two student discussion groups were also formed to provide further data. In addition to describing student beliefs, the study explores differences between student beliefs and teacher beliefs, change in student beliefs during a course of study, and relationships between student beliefs and second language proficiency. A total of 661 first year students, and 34 of their class teachers, participated in this study, at a private Japanese university, between April 2002 and January 2003. Data were analysed using Pearson correlation, Cronbach’s alpha, t-tests, and a principal components factor analysis. The students in the study appear to hold a variety of beliefs, to varying degrees. Significant differences were found between student responses and teacher responses for more than half of the questionnaire items, with the four main areas of difference relating to translation, error correction, the difficulty of language learning, and motivation. In terms of belief change, significant differences were found in student responses to almost a quarter of the questionnaire items between two administrations in April and December, 2002. Some differences were also identified between the beliefs of students based on their proficiency scores, but the results here are inconclusive. This study contributes to the growing understanding of the role of beliefs in language learning. Further studies of other student groups, at other institutions in Japan, will enable a comparison of results to help produce a clearer picture of the beliefs and expectations about language learning of students at Japanese universities.

Thesis (M.A.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 185-189). Also available on the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 2005 / Title from document title page. Document formatted into pages; contains x, 98 p. Includes abstract. Includes bibliographical references (p. 88-91).