Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 237-288).

Young adult literature is a genre of literature that is often overlooked. Adolescents would greatly benefit from reading young adult novels, academically and also for enjoyment. Educators are not using young adult literature as often as they should in the classrooms as a tool, due to strict curricula. However, young adult literature is a perfect tool for aiding with comprehension of the classic works. Pairing certain young adult books with classics would help adolescents understand the classic novel, but also assist in intriguing the student enough to pick up both books. After an online survey given to nine Seminole County school English or Reading teachers, I found that high school teachers today do feel as though young adult literature would benefit the students greatly.

A presente investigação se situa na confluência dos campos da Educação de Jovens e Adultos, da Educação Profissional Técnica de Nível Médio e da Sociologia da Educação, tendo por objetivo problematizar a gestão pedagógica vinculada aos processos de acesso, permanência e sucesso escolar de estudantes no PROEJA (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos). A abordagem metodológica constituiu-se de cunho qualitativo, através da realização de Grupo Focal e de reunião com os professores do Curso PROEJA Técnico em Administração, tendo como locus o campus Sapucaia do Sul do Instituto Federal de Educação Ciência e Tecnologia Sul Rio-Grandense. Os principais ordenadores teóricos da pesquisa foram Bernard Lahire na compreensão da permanência e do sucesso escolar na perspectiva do encontro das culturas escolares e não escolares; Rodolfo Kusch na articulação da EJA com a Educação Profissional utilizando as categorias do pensamento popular e da sabedoria americana, Marta Nörnberg na reflexão sobre a ética do cuidado nas relações do cotidiano entre estudantes e professores e Miguel Arroyo no diálogo com a EJA, com o PROEJA, considerando os tempos de trabalho e de estudo dos estudantes adultos trabalhadores e a importância da formação de professores para a atuação nesta modalidade de ensino. Foi possível concluir que as políticas de assistência estudantil, formação de professores e de qualificada infra-estrutura nas escolas são fundamentais na garantia da permanência dos estudantes. As relações familiares e de amizade também determinam o sucesso escolar. A organização curricular fragmentada, ainda com o privilégio das disciplinas, compõe dificuldades na aprendizagem, podendo resultar em evasão, sendo necessário considerar este sujeito específico, aluno trabalhador na composição dos currículos do PROEJA. / The present research integrates the fields of Adult and Young Education, Technical Education and Sociology of Education . This study aims at discussing the pedagogical management involved in the processes of student access, permanence and academic success in PROEJA (National Program integrating Technical Education and Secondary Education for the Adult and Young). The methodological approach involved qualitative research by means of focus group discussion and a meeting with the Administration Technical Course teachers` staff at the Campus Sapucaia do Sul of Instituto Federal de Educação Ciência e Tecnologia Sul Rio-Grandense. Main theoretical references are Bernard Lahire towards understanding the student permanence and success from the perspective of the encounter between legitimate and illegitimate cultures, Rodolfo Kusch in articulating adult education to Technical Education by means of categories such as popular thinking and American wisdom , Marta Nörnberg in the reflection on the ethics of care in the daily rapport between students and teachers and Miguel Arroyo establishing a dialogical relation with EJA (Adult and Young Education) and with PROEJA, taking into account the working times and study times of working adult students and the relevance of teacher training for this educational level. It was possible to conclude that student assistance policies, teacher training and qualified school infrastructure are fundamental in ensuring the permanence of students. Family and friend relations also determine school success. The fragmented curriculum organized as isolated subjects pose learning hardships that can result in school dropout, and demonstrates the need of considering this specific individual , the student worker, when elaborating the PROEJA curricula.

A presente investigação se situa na confluência dos campos da Educação de Jovens e Adultos, da Educação Profissional Técnica de Nível Médio e da Sociologia da Educação, tendo por objetivo problematizar a gestão pedagógica vinculada aos processos de acesso, permanência e sucesso escolar de estudantes no PROEJA (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos). A abordagem metodológica constituiu-se de cunho qualitativo, através da realização de Grupo Focal e de reunião com os professores do Curso PROEJA Técnico em Administração, tendo como locus o campus Sapucaia do Sul do Instituto Federal de Educação Ciência e Tecnologia Sul Rio-Grandense. Os principais ordenadores teóricos da pesquisa foram Bernard Lahire na compreensão da permanência e do sucesso escolar na perspectiva do encontro das culturas escolares e não escolares; Rodolfo Kusch na articulação da EJA com a Educação Profissional utilizando as categorias do pensamento popular e da sabedoria americana, Marta Nörnberg na reflexão sobre a ética do cuidado nas relações do cotidiano entre estudantes e professores e Miguel Arroyo no diálogo com a EJA, com o PROEJA, considerando os tempos de trabalho e de estudo dos estudantes adultos trabalhadores e a importância da formação de professores para a atuação nesta modalidade de ensino. Foi possível concluir que as políticas de assistência estudantil, formação de professores e de qualificada infra-estrutura nas escolas são fundamentais na garantia da permanência dos estudantes. As relações familiares e de amizade também determinam o sucesso escolar. A organização curricular fragmentada, ainda com o privilégio das disciplinas, compõe dificuldades na aprendizagem, podendo resultar em evasão, sendo necessário considerar este sujeito específico, aluno trabalhador na composição dos currículos do PROEJA. / The present research integrates the fields of Adult and Young Education, Technical Education and Sociology of Education . This study aims at discussing the pedagogical management involved in the processes of student access, permanence and academic success in PROEJA (National Program integrating Technical Education and Secondary Education for the Adult and Young). The methodological approach involved qualitative research by means of focus group discussion and a meeting with the Administration Technical Course teachers` staff at the Campus Sapucaia do Sul of Instituto Federal de Educação Ciência e Tecnologia Sul Rio-Grandense. Main theoretical references are Bernard Lahire towards understanding the student permanence and success from the perspective of the encounter between legitimate and illegitimate cultures, Rodolfo Kusch in articulating adult education to Technical Education by means of categories such as popular thinking and American wisdom , Marta Nörnberg in the reflection on the ethics of care in the daily rapport between students and teachers and Miguel Arroyo establishing a dialogical relation with EJA (Adult and Young Education) and with PROEJA, taking into account the working times and study times of working adult students and the relevance of teacher training for this educational level. It was possible to conclude that student assistance policies, teacher training and qualified school infrastructure are fundamental in ensuring the permanence of students. Family and friend relations also determine school success. The fragmented curriculum organized as isolated subjects pose learning hardships that can result in school dropout, and demonstrates the need of considering this specific individual , the student worker, when elaborating the PROEJA curricula.

A presente investigação se situa na confluência dos campos da Educação de Jovens e Adultos, da Educação Profissional Técnica de Nível Médio e da Sociologia da Educação, tendo por objetivo problematizar a gestão pedagógica vinculada aos processos de acesso, permanência e sucesso escolar de estudantes no PROEJA (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos). A abordagem metodológica constituiu-se de cunho qualitativo, através da realização de Grupo Focal e de reunião com os professores do Curso PROEJA Técnico em Administração, tendo como locus o campus Sapucaia do Sul do Instituto Federal de Educação Ciência e Tecnologia Sul Rio-Grandense. Os principais ordenadores teóricos da pesquisa foram Bernard Lahire na compreensão da permanência e do sucesso escolar na perspectiva do encontro das culturas escolares e não escolares; Rodolfo Kusch na articulação da EJA com a Educação Profissional utilizando as categorias do pensamento popular e da sabedoria americana, Marta Nörnberg na reflexão sobre a ética do cuidado nas relações do cotidiano entre estudantes e professores e Miguel Arroyo no diálogo com a EJA, com o PROEJA, considerando os tempos de trabalho e de estudo dos estudantes adultos trabalhadores e a importância da formação de professores para a atuação nesta modalidade de ensino. Foi possível concluir que as políticas de assistência estudantil, formação de professores e de qualificada infra-estrutura nas escolas são fundamentais na garantia da permanência dos estudantes. As relações familiares e de amizade também determinam o sucesso escolar. A organização curricular fragmentada, ainda com o privilégio das disciplinas, compõe dificuldades na aprendizagem, podendo resultar em evasão, sendo necessário considerar este sujeito específico, aluno trabalhador na composição dos currículos do PROEJA. / The present research integrates the fields of Adult and Young Education, Technical Education and Sociology of Education . This study aims at discussing the pedagogical management involved in the processes of student access, permanence and academic success in PROEJA (National Program integrating Technical Education and Secondary Education for the Adult and Young). The methodological approach involved qualitative research by means of focus group discussion and a meeting with the Administration Technical Course teachers` staff at the Campus Sapucaia do Sul of Instituto Federal de Educação Ciência e Tecnologia Sul Rio-Grandense. Main theoretical references are Bernard Lahire towards understanding the student permanence and success from the perspective of the encounter between legitimate and illegitimate cultures, Rodolfo Kusch in articulating adult education to Technical Education by means of categories such as popular thinking and American wisdom , Marta Nörnberg in the reflection on the ethics of care in the daily rapport between students and teachers and Miguel Arroyo establishing a dialogical relation with EJA (Adult and Young Education) and with PROEJA, taking into account the working times and study times of working adult students and the relevance of teacher training for this educational level. It was possible to conclude that student assistance policies, teacher training and qualified school infrastructure are fundamental in ensuring the permanence of students. Family and friend relations also determine school success. The fragmented curriculum organized as isolated subjects pose learning hardships that can result in school dropout, and demonstrates the need of considering this specific individual , the student worker, when elaborating the PROEJA curricula.

In the literature, the experience of ‘care’ and ‘caregiving’ has been well documented and widely researched. Caregivers are recognized as people (family and friends) who provide unpaid substantial care for family members. Over time, research has increased awareness of caregivers as a distinct social group and has also contributed to caregiving being a widely recognized social issue. However, despite this increased awareness and continued concern for caregivers, much of the literature focuses on adult caregivers. As a result, the experiences of other caregiving populations, such as the youth and young adults, continues to be overlooked and underrepresented. Therefore, there is a need to explore and understand the unique experience of this population and how they give meaning to their experiences. Young caregivers (YCs) are children (5-18) and young adults (18-25) who provide substantial (unpaid) care for a family member who has an illness or disability (Stamatopoulos, 2016). Research on this population is scant and there exists many notable gaps in the literature in terms of diversity, age-based differences, programming and best practices for intervention. More specifically, there is a gap in understanding the experiences of young caregivers who are affected by progressive and incurable chronic brain diseases such as Alzheimer’s Disease or a Related Dementia. As such, this dissertation explores the experiences of YACs affected by ADRD, in terms of their personal experiences with ADRD (knowledge, dementia care and care practices), perceptions of their caregiving role and how they navigate the caregiving role. It builds on scholarship on young caregivers to broaden existing knowledge by using a phenomenological approach, known as Interpretive Phenomenological Analysis, to explore their caregiving experiences and the meaning they give to these experiences in-depth (n=12). It also aims to challenge the dominant assumptions about young caregivers by giving voice to this population by situating the young caregivers as the experts in their own lives. Findings indicate that the caregiving experience for YACs is complex, and situated within a larger socio-political context, which impacts the overall experience of care. Overall, the findings contribute to knowledge on the experiences of care among YACs and highlight the need for more inclusive research and practices on addressing caregiving among this group. / Dissertation / Candidate in Philosophy / This dissertation explores the lived experiences of young adult caregivers (YACs) caring for an older adult with Alzheimer’s Disease or a Related Dementia. Research on this group of caregivers is limited, particularly YACs (ages 18-25) who provide substantial (unpaid) caregiving for an older adult affected by Alzheimer’s or a Related Dementia. Therefore, a key aim of this research is to generate awareness and shed light on the nature of caregiving as experienced by this overlooked population of caregivers. As such, this dissertation aims to understand how young caregivers give meaning to, interpret and make sense of their caregiving experience. To understand the caregiving experience of YACs, I conducted interviews with 12 YACs from Canada and the United States and analyzed their perspectives in detail. The findings shed light on the many factors that shape the caregiving experiences. In addition, the findings show that more research is needed to understand the differences amongst young caregivers to better support their needs. In general, the research can contribute to existing knowledge on young adult caregivers, as well as relevant programs and policies.

Made available in DSpace on 2016-04-28T20:57:09Z (GMT). No. of bitstreams: 1 Cristiane Aparecida Lopes Rodrigues.pdf: 1405399 bytes, checksum: b789c2ec4fb24794d383557356aba991 (MD5) Previous issue date: 2006-11-10 / Secretaria da Educação do Estado de São Paulo / The intent of this research was to analyze adult and young student s feelings and emotions on their first day back to school. This research took place in a public school located in São Paulo and analyzed a group of 15 pupils in the 4th grade of Fundamental Education. Questionnaires to the characterization of the pupils, and writing compositions were utilized to gather the data on natural situations in the classroom. This study leans on Henri Wallon s Theory, which reveals remarkable classroom emotions on the first day of school, such as: fear, shyness, shame, happiness, calmness, nervousness, wellbeing, and sadness. This research points out that the students that are returning to school need to find a tender place to make them feel welcome and secure at this important moment in their life / Este estudo procurou analisar os sentimentos e emoções dos alunos da Educação de Jovens e Adultos no seu primeiro dia de aula, ao retornar à escola para reiniciar os estudos. A pesquisa foi desenvolvida em uma escola da rede pública municipal de São Paulo, com um grupo de 15 alunos que freqüentam o 4. termo do Ciclo I. Os dados foram coletados através de questionário de caracterização e redações, em situação natural de sala de aula. A análise dos dados foi realizada à luz da teoria de Henri Wallon e revelou, no primeiro dia de aula, situações marcantes em sala de aula, provocadoras de sentimentos como: medo, timidez, vergonha, alegria, calma, nervosismo, bem-estar e tristeza. A pesquisa aponta a necessidade que tem o aluno de um olhar acolhedor da escola, nesse momento importante de sua trajetória de vida

Orientador: Debora Cristina Jeffrey / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T13:54:19Z (GMT). No. of bitstreams: 1 D'Avila_CarolinaMachado_M.pdf: 1994812 bytes, checksum: 66ce96197e7510be2ddbe56e2c57c4c5 (MD5) Previous issue date: 2015 / Resumo: A pesquisa apresenta uma análise da implementação do Programa Nacional da Educação Profissional com a Educação de Jovens e Adultos - PROEJA, criado através do Decreto n. 5.840/2006, no Estado de São Paulo. O programa, que prevê a formação profissional de jovens e adultos simultânea à formação escolar, foi implementado nas três unidades do Centro de Federal de Educação Tecnológica (Cefet) do Estado, já no ano seguinte. Em 2008, o Cefet é transformado em Instituto Federal de Educação, Ciência e Tecnologia (IFSP) e, após três anos de sua criação, passa a contar com 27 câmpus, em todas as regiões do Estado, os quais, no entanto, sem oferta de vagas para os cursos Proeja. Antes de analisarmos a implementação da política, buscamos compreender os caminhos percorridos pela Educação Profissional e pela Educação de Jovens e Adultos, destacando o foco da formação, do discurso da educação permanente para a educação ao longo da vida e como essas duas modalidades de ensino se aproximam - ou não - ao longo da História. Também procuramos entender as questões políticas e sociais que levaram à inclusão do Proeja na agenda de governo do Presidente Luiz Inácio Lula da Silva, as mudanças no foco desta modalidade de ensino e o lugar que a EJA passa a ocupar na sociedade. Analisamos também o processo de transformação do Cefet em Instituto Federal, sua rápida expansão para o interior do Estado, a importância dessa "transformação" para a instituição e para a sociedade como um todo. Finalizando, apresentamos o relato dos gestores da instituição sobre a chegada do Proeja e como foi seu processo de implementação, considerando a fase de expansão da instituição. A metodologia utilizada foi o estudo de caso, realizado através de levantamento bibliográfico, documental e entrevistas com os principais servidores envolvidos neste processo / Abstract: The research presents an analysis of the Program of Professional Education integrated with the Young and Adult Education - PROEJA's implementation, created by Decree n. 5840/2006, in the State of São Paulo. The program, which provides vocational training for young and adults simultaneously to school education, was implemented in three units of the Federal Center of Technological Education (CEFET) in the state, the following year. In 2008, the Cefet is transformed into Federal Institute of Education, Science and Technology (IFSP) which, after three years of its creation, had 27 campuses in all regions of the state, without offering Proeja courses, however. Before reviewing the policy's implementation, we seek to understand the paths taken by the Vocational Education and the Young and Adults Education, highlighting the focus of the training, the discourse of continuing education until lifelong learning and how these two modes of teaching approaches - or not - throughout history. We also seek to understand the political and social issues that led to the inclusion of Proeja on the government's agenda of President Luiz Inacio Lula da Silva, changes in the focus of this type of education and the place the EJA comes to occupy in society. We also analyzed the transformation of Cefet into Federal Institute, its rapid expansion through the state, the importance of this "transformation" for the institution and for society as a whole. Finally, we present a report with the institution's managers on the arrival of Proeja and how was its implementation process, considering the institution's expansion phase. The methodology used was the case study, conducted through literature, documentary and interviews with key servers involved in this process / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

This diploma thesis thematically follows up one of subgenres of young adult popular literature - paranormal romance. Its main aim is to create a comprehensive definition of this subgenre on the basis of interpretation of representative sagas - Twilight by Stephenie Meyer (Twilight, New Moon, Eclipse, Breaking Dawn), Hush, Hush by Becca Fitzpatrick (Hush, Hush, Crescendo, Silence, Finale), Nightshade by Andrea R. Cremer (Nightshade, Wolfsbane, Bloodrose, Snakeroot), Wings by Aprilynne Pike (Wings, Spells, Illusions, Destined) and Anna Dressed in Blood by Kendare Blake (Anna Dressed in Blood, Girl of Nightmares). The thesis was divided into eight chapters. In the first chapter we have outlined the historical development of paranormal romance, in the second part we focused on its genre characteristic. In the third and fourth chapters we tried to create a prototype of heroine and hero of this subgenre. The fifth part is about the steady plot schemes in paranormal romances. In the sixth chapter we have tried to determine a model form of relationship main pair of lovers in the analyzed subgenre. In the seventh part we discussed conflict between everyday reality and the supernatural and the social hierarchy in the fiction world of paranormal romances and we introduced supernatural species and races that...