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This study sought to challenge Maslow’s (1954, 1968, 1971) proposition that altruism develops within individuals as they move toward self-actualization. Involvement was the operational definition of altruism used in the study. A national sample of 369 community college faculty and counselors completed the Personal Orientation Inventory and the Community College Involvement Survey (CCIS). The dependent variable involvement was regressed on seventeen personal, psychological, and institutional independent variables using a stepwise regression procedure. Spontaneity, number of years employed, degree status, and race positively influenced involvement, whereas, the discipline areas of math/science and health/allied health had overall negative effects on involvement. Maslow’s proposition obtained minimal support as just one of twelve constructs used to measure self-actualization (spontaneity), was found to predict altruism. A factor analysis procedure conducted on the responses of the CCIS identified ten discrete factors. Each factor revealed an individual pattern of involvement that two-year college faculty and counselors display on campus and within the community. These include: National Activists, Reclusive Colleagues, Faculty Leaders, Student Advocates, Campus Innovators, Campus Excellers, Local Activists, Professional Affiliates, Scholarly Achievers, and Service Volunteers. A second stepwise regression procedure identified ten independent variables as Significant predictors for eight of these factors. Age, gender, race, discipline, number of dependents, years employed, degree, collective bargaining, and job satisfaction, were all useful in explaining variance for individual factors. The findings are useful for understanding work patterns of community college faculty and counselors and subsequent benefits to the institution. / Ed. D.

This study was conducted to determine the current state of athletic academic advising in college athletics and to see what changes have occurred since 1981. All NCAA Division I institutions which participate in basketball and/or football were surveyed. With slightly over 68% of surveys returned, it was found that athletic academic advising had improved a great deal since 1981 but still had room for improvement. More universities have programs which offer a greater number of services with better trained counselors. Most programs however, still need additional full time staff and need to offer more services. This can only occur with the moral and financial support of the academic community. The sacrifices athletes make and the benefits they bring, both financially and in terms of publicity, should be compensated through academic support. Ideally, every university should have an athletic academic support program with enough full time staff to adequately support all athletes with a wide range of support programs. This study shows NCAA athletic academic advising programs in Division I are not yet at this. point. They are considerably closer however, than they were in 1981. / Master of Science

Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed. Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average. A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes. / Ph. D.

The primary purpose of this study was to investigate the students' perception of the College Advisory Program and its relation to his personality patterns. A secondary purpose was to investigate the Faculty Advisors' perception of the College Advisory Program. An additional outgrowth of the study was an attempt to obtain descriptive data for improving or altering existing Advisory Programs.

Made available in DSpace on 2016-04-28T20:40:19Z (GMT). No. of bitstreams: 1 Jair Lourenco da Silva.pdf: 1752349 bytes, checksum: 8b0165463550a9060827180bb1ece90d (MD5) Previous issue date: 2010-06-18 / The purpose of this study is to propose an intervention in family systems with an addicted member. An intervention that may be applied by non-psychotherapist caretakers, i.e., substance dependence advisors, working in therapeutic communities, who will participate in this research. Therapeutic communities for substance addicts are important resources, described by the Brazilian National Anti-Drug Department, in the drug-fighting network, however, as most of the substance dependence services, they require interventions in the family level. Due to this need and the complexity of the phenomenon, substance dependence experts have oriented approaches in this scope. By means of a qualitative research, we will seek to investigate, among the caretakers involved in this research (former substance addicts recovered for at least one year), the functioning patterns of their family systems in the generational and transgenerational levels. We will seek to develop along with the participants the understanding of the relationship patterns in their original and current families, with the purpose of valuing the competences and rescuing the resilient aspects of these caretaker families systems. Therefore, our purpose is to create, together with these caretakers, an intervention instrument, easily applicable by non-psychotherapists working with families involved with the problems of substance addiction, to empower them to fight the drug-addiction cycle / O presente estudo tem como objetivo apresentar uma proposta de intervenção nos sistemas familiares com membro adicto. Uma intervenção que possa ser aplicada por cuidadores não-psicoterapeutas, ou seja, conselheiros em dependência química, que trabalhem em comunidades terapêuticas, os quais serão os participantes desta pesquisa. As comunidades terapêuticas para dependentes químicos são importantes recursos, descritos pela Secretária Nacional Antidrogas, na rede de atenção ao enfrentamento das drogas, porém, assim como a maioria dos serviços para dependência química, carecem de intervenções em nível familiar. Em virtude dessa carência e da complexidade do fenômeno é que especialistas em dependência química têm orientado abordagens neste âmbito. Por meio de uma pesquisa qualitativa, procuraremos investigar, entre os cuidadores envolvidos nesta pesquisa (ex-dependentes químicos recuperados há pelo menos um ano), os padrões de funcionamento de seus sistemas familiares no plano geracional e transgeracional. Buscaremos desenvolver, junto aos participantes, a compreensão dos padrões de relacionamento em sua família de origem e atual, com o intuito de valorizar as competências e resgatar os aspectos resilientes dos sistemas familiares destes cuidadores. Nosso objetivo, então, é criar, junto com estes cuidadores, um instrumento de intervenção, facilmente aplicável por não-psicoterapeutas que trabalhem com famílias envolvidas com a problemática da dependência química, para o empoderamento destas no enfrentamento do ciclo da drogadicção

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-28T12:37:40Z No. of bitstreams: 1 Claudia Maria Duran Meletti.pdf: 2233410 bytes, checksum: 89372017536acbbb9e43607c45df9a69 (MD5) / Made available in DSpace on 2017-07-28T12:37:40Z (GMT). No. of bitstreams: 1 Claudia Maria Duran Meletti.pdf: 2233410 bytes, checksum: 89372017536acbbb9e43607c45df9a69 (MD5) Previous issue date: 2017-06-22 / This research aims to understand the meanings attributed by a group of educational counselors from a school in the private network of São Paulo to the formative practice of the group. The qualitative study adopts the principles of narrative research proposed by Clandinin and Connelly and is based on the writings of Canário, Nóvoa, Pineau and Zabalza (identity teaching process); Imbernón, Marcelo, Placco, Placco and Souza, Vaillant and Marcelo (teacher training and practice); Tardif (teacher knowledge); Boavida and Ponte, Fiorentini and Crecci, Forte and Flores and Passos (collaborative work), Passos and André (context formation); Grispun (training and practice of educational guidance), among others. The theoretical references of these authors are articulated to the autobiographical narrative of the researcher, organized in the style of memorial, and to the narrative that positions the research problem in the four directions of narrative research: retrospective, prospective, extrospective and introspective. The research data includes the transcription of the statements of the counselors obtained through semi-structured interviews, which, supported by a script composed of seven guiding questions, sought to answer three research questions that guided this research and investigated (a) if there were changes in the conception (B) whether participation in the training group has led to changes in the practice of educational counselors and (c) whether group practice can be considered a collaborative practice. The interview analysis, considers the unique experience lived by the instructors interacting in the training group, was organized into three categories established by the researcher: belonging to a work group, strengthening of professional identity and the development of a reflective practice. As a result, it was observed that the counselors pointed out that the formative practice of the group contributed (1) to broaden the professionals' perception about the theoretical knowledge that refer to the practice of educational guidance, (2) added to the counselors other ways of acting and facing the challenges of everyday school life and to relate to peers in the work space, and (3) favored the experience of collaboration and positively interfered with the role of the educational advisors in school, resizing the group identity without disregarding the identity of each subject and Culture of the institution / Esta pesquisa tem por objetivo compreender os significados atribuídos por um grupo de orientadoras educacionais de uma escola da rede particular de São Paulo à prática formativa do grupo. O estudo qualitativo adota os princípios da pesquisa narrativa propostos por Clandinin e Connelly e fundamenta-se nos escritos de Canário, Nóvoa, Pineau e Zabalza (processo identitário de formação docente); Imbernón, Marcelo, Placco, Placco e Souza, Vaillant e Marcelo (formação e prática docente); Tardif (saberes docentes); Boavida e Ponte, Fiorentini e Crecci, Forte e Flores e Passos (trabalho colaborativo), Passos e André (formação em contexto); Grispun (formação e prática da orientação educacional), entre outros. As referências teóricas desses autores estão articuladas à narrativa autobiográfica da pesquisadora, organizada à moda de memorial, e à narrativa que posiciona o problema de pesquisa nas quatro direções da investigação narrativa: retrospectiva, prospectiva, extrospectiva e introspectiva. Os dados da pesquisa compreendem a transcrição das falas das orientadoras obtidas por meio de entrevistas semiestruturadas, que, amparadas por um roteiro composto por sete questões norteadoras, buscaram responder a três questões investigativas que guiaram esta pesquisa e investigaram (a) se houve mudanças na concepção de formação das orientadoras após a participação no grupo, (b) se a participação no grupo de formação gerou transformações na prática das orientadoras educacionais e (c) se a prática do grupo pode ser considerada uma prática colaborativa. A análise das entrevistas, que considera a experiência singular vivida pelas orientadoras em interação no grupo de formação, foi organizada em três categorias estabelecidas pela pesquisadora: o pertencimento a um grupo de trabalho, o fortalecimento da identidade profissional e o desenvolvimento de uma prática reflexiva. Como resultado observou-se que as orientadoras apontaram que a prática formativa do grupo contribuiu (1) para ampliar a percepção das profissionais sobre os saberes do campo teórico que referenciam a prática da orientação educacional, (2) agregou às orientadoras outras formas de atuar para enfrentar os desafios do cotidiano escolar e de se relacionar entre pares no espaço de trabalho e (3) favoreceu a experiência da colaboração e interferiu positivamente na atuação das orientadoras educacionais na escola, redimensionando a identidade de grupo sem desconsiderar a identidade de cada sujeito e a cultura da instituição

Esta tese busca compreender as percepções sobre o papel da mediação que jornalistas especializados em artes visuais exercem no campo cultural e como articulam um ethos profissional no jornalismo contemporâneo. O estudo foi construído a partir da produção e análise de entrevistas com 11 profissionais da área, numa amostra intencional, centrada na relevância da atuação desses escolhidos nos subgrupos de jornalistas da mídia e assessores de imprensa, e na abrangência de suas produções no contexto do jornalismo no Brasil. Buscamos investigar o entendimento do que é ser jornalista, sob o ponto de vista de cada entrevistado, a partir do(s) lugar(es) que ocupa no espaço profissional; compilamos valores, crenças e normas que os entrevistados associam ao campo e quais destes hoje são questionados ou relativizados; verificamos a formação de competência profissional na área cultural, enquanto um território que mescla funções de jornalista e de especialista; examinamos pertencimentos existentes entre os agentes do campo jornalístico; e interrogamos o papel do jornalismo cultural como espaço tradutor e legitimador das experiências artísticas, estéticas e intelectuais, envolvendo uma cadeia produtiva de indivíduos ou grupos que ambiciona visibilidade social. Para a produção e análise do corpus, utilizamos a entrevista oral temática como recurso, juntamente com a Análise de Discurso (AD) de linha francesa como referencial teórico-metodológico, e filiamos nosso entendimento do jornalismo no paradigma interacionista. Buscamos compreender questões que estão além das rotinas e que se sustentam em bases mais profundas, amparadas essencialmente em valores que se configuram nas relações entre sujeitos e a partir de atributos ou predicados nem sempre tão perceptíveis. Diante disso, na análise das entrevistas, foi possível mapear quatro sentidos: a) ao profissional há uma condição de entrada neste campo, que é sua formação de competência ou repertório, a partir do aprendizado com colegas de profissão e pela aquisição do conhecimento formal; b) para efetuar a mediação jornalística é necessário ter uma posição de atuação para o entendimento das práticas exercidas por cada subgrupo; c) há uma relação entre estes profissionais que se estabelece através de um capital baseado na confiança; d) e uma matriz de percepção constante, um habitus, que compreende a ideia de uma autoimagem articulada por um ethos profissional. Apontamos para a importância da noção de confiança como virtude fundamental na inter-relação do jornalista e o social, assim como para o jornalista no contrato social firmado como mediador da realidade perante esta mesma sociedade. / The purpose of this thesis is to understand the perceptions about the role of mediation journalists specialize in visual arts in the cultural field and how they articulate a professional ethos in contemporary journalism. The study was built from the analysis of interviews done with 11 professionals who work in the area, an intentional sample taking into account the relevance of these subgroups of media journalists and press officers, and the extension of their work in the Brazilian journalism. We intended to investigate the understanding of what it is to be a journalist, considering each interviewee point of view, according to the place they occupy; we compiled values, beliefs and rules they associate with the area and which are questioned or relativized; we verified how to build competence for the cultural area, as being a territory that mixes the function of journalist and specialist; we examined the sense of belonging from the agents of journalism; and we questioned the role of cultural journalism as a space for translating and legitimize artistic, esthetic and intellectual experiments, involving a whole productive chain of individuals or groups who seek for social visibility. For the corpus analysis, we used thematic oral interview as a resource together with Discourse Analysis (DA) from French research line as theoretical-methodological reference, and linked our understanding of journalism to the interactionist paradigm. Our goal was to comprehend questions which are beyond routines and that are sustained by deeper bases, reinforced essentially by values which are configurated through the relations among individuals and by attributes or qualities not always perceptible. Taking that into account, after analyzing the interviews, it was possible to distinguish four aspects: a) there is a condition to enter the field of cultural journalism which is related to the competence or knowledge acquired by learning with workmates or through formal education; b) to make the journalistic mediation possible it is necessary to have a position for understanding the practices of each subgroup; c) there is a relation among these professionals established through trust; d) and a matrix of constant perception, a habitus that involves the ideia of self-image articulated by a professional ethos. We highlight the importance of this sense of trust as a fundamental attribute of the interaction between journalist and society, as well as for the journalist into the social agreement firmed to act as a mediator of reality for the same society.

The subjects were 69 graduate faculty advisors, 187 foreign graduate students, and 184 American graduate students who were enrolled at North Texas State University in the Spring Semester, 1984. Statistical techniques used for data analysis include frequency distributions, percentages, means, and Mann-Whitney U test. Significant differences were determined by the two-tailed test of significance at or beyond the .05 level.

In my first chapter, I use a novel dataset of customer reviews from Amazon.com to study the impact of managerial myopia on product market reputation. Using exogenous variation due to the timing of CEO equity vesting events, I show that short-term incentive shocks predict declines in reputation. A changing product market lineup and a deterioration of existing products are two mechanisms through which reputation is affected. The effect is larger when the CEO has other short-term concerns and when the firm has a low reputation in the product market. However, higher advertising expenses mitigate the negative reputational effect among consumers. Using an alternative empirical methodology, I find that higher short-term ownership in the firm is also associated with declining product market reputation, while higher long-term ownership is associated with increasing reputation. My second chapter uses a different setting to examine the consequences of personal wealth incentives. We test whether household wealth shocks affect professional misconduct by financial advisors. We use a panel of advisors' home addresses and examine within-advisor variation relative to other advisors who work at the same firm and live in the same ZIP code. We show that advisors increase misconduct following declines in their homes' values. The increased misconduct is due, in part, to willful actions, such as churning. We show that advisors' housing returns explain misconduct targeting out-of-state customers, breaking the link between customer and advisor housing shocks. Further, the results are stronger for advisors with lower career risk from committing misconduct.