Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 196-207).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 86-91). Also available via the Internet.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 120-128).

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Jul 29.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

abstract: This work analyzed the role of interpersonal problems in interaction with ethnicity to predict psychotherapy outcome. A total of 262 individuals, who underwent psychotherapy at a counseling training facility, completed the Outcome Questionnaire-45 (OQ-45) and the reduced version of the Inventory of Interpersonal Problems (IIP-32). This study posited the following research question: Is the magnitude of the effect of ethnicity on treatment outcome conditional on certain IP dimensions (dominance or affiliation)? The purpose of this research was to determine whether or not ethnicity, represented by 3 ethnic groups (Whites, Hispanics, and Asians), was related to treatment outcome, and if this relationship was moderated by two interpersonal distress dimensions: dominance and affiliation. The results of the hierarchical regression analyses indicated that ethnicity did not predict post-treatment outcome gain, and neither affiliation nor dominance was a moderator of the relationship between outcome and ethnicity. / Dissertation/Thesis / M.C. Counseling 2011

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2014-01-17T14:37:48Z No. of bitstreams: 1 Dissertação Jovens universitários e sua relação com o saber - Lélia Custódio.pdf: 787079 bytes, checksum: 23a2837b745e393e99301275f586002e (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2014-02-03T14:51:31Z (GMT) No. of bitstreams: 1 Dissertação Jovens universitários e sua relação com o saber - Lélia Custódio.pdf: 787079 bytes, checksum: 23a2837b745e393e99301275f586002e (MD5) / Made available in DSpace on 2014-02-03T14:51:31Z (GMT). No. of bitstreams: 1 Dissertação Jovens universitários e sua relação com o saber - Lélia Custódio.pdf: 787079 bytes, checksum: 23a2837b745e393e99301275f586002e (MD5) / CAPES / Com a constituição da condição juvenil, a entrada na universidade passa a representar um dos espaços onde os jovens estabelecem relação com o saber. Esta relação só faz sentido para o estudante quando associada à realidade social em que ele vive. Este saber, quando contextualizado, tem efeito no processo de aprendizagem. Afinal é preciso uma reciprocidade entre o modo pelo qual os estudantes percebem as tarefas, o sentido dado às atividades, a perspectiva mobilizada por elas e a qualidade da aprendizagem que delas resultam. Um elemento que influencia nesse processo de construção de relação com o saber é o processo de afiliação do estudante. Uma vez que, o estudante se sinta pertencente à coletividade ele se instaura como membro e, dessa forma, se sente mais à vontade com relação ao seu lugar na universidade. Tendo em vista essas interlocuções teóricas, este estudo tem como objetivo compreender como se desenvolve a relação com o saber de jovens universitários em grupos de pesquisa e no Programa de Orientação Acadêmica. Essa pesquisa, de caráter qualitativo, foi desenvolvida a partir do suporte teórico da etnometodologia e utilizou a abordagem da etnografia. O contexto de investigação foi o interior dos grupos de pesquisa e do espaço da orientação acadêmica. Quatro estudantes dos cursos dos Bacharelados Interdisciplinares participaram do estudo. Para coleta, três técnicas foram utilizadas: o registro em diário de campo, as observações participantes e as entrevistas. A organização e análise dos dados foram feitas com base em três eixos analíticos: a experiência da escola pública, a experiência da universidade e a experiência do grupo de pesquisa e da orientação acadêmica. A partir dos achados considera-se que os caminhos percorridos por esses jovens até a chegada à universidade pública podem ser caracterizados por adversidades, não somente econômicas, como também intelectuais e psicológicas. Além das dificuldades e sofrimento, os discursos revelam sonhos e projetos, elaborados a partir da condição de ser universitário. Eles romperam com o mundo familiar construído na escola pública, precisaram aprender as regras institucionais e a constituir uma nova relação com o saber, para então vivenciar o sentimento de pertença. O ingresso no grupo de pesquisa e na orientação acadêmica favoreceu diferentes relações com o saber. Esses espaços socializadores promoveram a afiliação do estudante, através das atividades de leitura, escrita, discussões e relações de afeto. Uma dimensão importante observada foi o tempo, que reverbera nos discursos e no processo de relação com o saber. Administrar o tempo e aprender a estudar faz parte do processo de afiliação à universidade. A reciprocidade na relação professor-estudante também ajudou na construção da autonomia do jovem sobre o conhecimento, tanto na sala de aula, quanto nos espaços de orientação e pesquisa. Nesse sentido, a análise da vida desses estudantes esteve atrelada à instituição onde suas práticas e discursos foram construídos. With regards to the establishment of the juvenile condition, entrance into university represents one of the places where young people establish relations with knowledge. This relation only makes sense to the student when associated with the social reality in which he lives. This knowledge, when contextualized, has an effect on the learning process. After all, there must be reciprocity between the way students perceive tasks, the meaning of the activities, the prospects mobilized by them and the quality of learning resulting from them. An element that influences this process of building relations with knowledge is the process of the affiliation of the student. Once the student feels he belongs to the community and is established as a member he thus feels more comfortable with his place in the university. Given these theoretical dialogues, this study aims to understand how the relation to knowledge in university students is developed through research groups and in the Academic Orientation Program. This research of qualitative character was developed from the theoretical framework of ethnomethodology and used the approach of ethnography. The research context was carried out within research groups and in the academic orientation space. Four Bachelors of Interdisciplinary Studies students participated in the studies. For data collection, three techniques were used: register in the casebook, participant observations, and interviews. The organization and analysis of the data was based on three analytical axes: the experience of public school, the experience of university and the experience of the research group and academic orientation. Interpretation of the research results demonstrated that the paths taken by these young people before reaching the public university can be characterized by adversity, not only economic but also intellectual and psychological. Beyond the difficulties and suffering, the discourses reveal dreams and goals, drawn from the condition of being universitarian. They broke away from the familiar world built in public school, they had to learn the institutional rules and set up a new relation to knowledge in order to then experience the sense of belonging. Admission into the research group and academic orientation favored a different relation with knowledge. These spaces of socialization promoted the affiliation of the student through the activities of reading, writing, discussions and relations of affection. An important dimension observed was time, which reverberated in the speeches and in the process of relation to knowledge. Managing time and learning to study is part of the process of affiliation to the university. The reciprocity in the teacher-student relationship also helped build autonomy in the youth regarding knowledge, as much in the classroom as in the spaces of orientation and research. In this way, the analysis of the lives of these students was linked to the institution where their habits and discourses were constructed.

Submitted by gracy oliveira (gracypignata@hotmail.com) on 2017-04-27T13:07:51Z No. of bitstreams: 1 DISSERTAÇÃO.pdf: 2211001 bytes, checksum: 0d6752459a243fa6c513982276fc0c6e (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-05-03T14:18:00Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO.pdf: 2211001 bytes, checksum: 0d6752459a243fa6c513982276fc0c6e (MD5) / Made available in DSpace on 2017-05-03T14:18:01Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO.pdf: 2211001 bytes, checksum: 0d6752459a243fa6c513982276fc0c6e (MD5) / Esta pesquisa traz como objeto de investigação as trajetórias de afiliação de estudantes com deficiência na Educação Superior. Nesta perspectiva, desenvolvemos um estudo empírico, cuja abordagem teórico-metodológica se apoia no Interacionismo Simbólico, corrente sociológica que privilegia a compreensão da sociedade a partir da concretude das relações interindividuais. Mais especificamente, é interesse desta pesquisa lançar luz sobre os elementos que constituem a rotina institucional e a experiência estudantil na Educação Superior, para pessoas que vivenciam a condição de deficiência. Diante de um tema ainda recente e carregado de complexidade, o percurso metodológico traçado para esta investigação é de natureza qualitativa, do tipo estudo de caso e visa compreender o processo de afiliação de estudantes com deficiência na Educação Superior. Para tanto, elegemos como procedimentos de coleta de dados, a pesquisa documental e a entrevista semiestruturada, focalizada e individual, com perguntas abertas, de modo a possibilitar aos estudantes entrevistados maior liberdade nas respostas. Os resultados da investigação revelam que o estudante com deficiência passa pelas mesmas etapas de afiliação que os demais estudantes, porém a condição de deficiência o coloca diante da necessidade de superar resistências, enfrentar barreiras e estigmas, sem perder de vista os sonhos, as aspirações e os projetos de vida. Assim, compreendemos a afiliação do estudante com deficiência como um processo complexo, que envolve o direito de combinar as demandas pessoais às exigências acadêmicas. A pesquisa mostrou ainda que a dimensão simbólica, manifestada pela preocupação em atender as expectativas socialmente impostas, interfere no processo de construção da afiliação, refletindo inclusive na formação da identidade pessoal e social do estudante com deficiência. / ABSTRACT This research brings as object of investigation the trajectories of students’ affiliation with disabilities in college education. In this perspective, we developed an empirical study of which theoretical-methodological approach is based on Symbolic Interactionism. Sociological current that privileges the understanding of society from the concreteness of interindividual relations. More specifically, it is the interest of this research to launch lights out about on the elements that constitute the institutional routine and the student experience in Higher Education for people who experience the condition of disability. Faced with a still recent and so complex subject, the methodological way traced for this investigation is qualitative nature of, of the case study type and aims to understand the process of affiliation of students with disability in College Education. To do so, we chose as data collection procedures, documental research and semi-structured, focused and individual interview with open questions, in order to possibility to the students interviewed more freedom in the answers. The results of the investigation revealed that the student with the disability goes through the same stages of affiliation that the other students, but the condition of disability places it in the face of the need to overcome resistance, face barriers and stigmas, without losing sight of dreams, aspirations and projects of life. Thus, we understand the affiliation of the disabled students as a complex process, which involves the right to combine personal demands with academic demands. The research also showed that the symbolic dimension, manifested by the concern to meet socially imposed expectations, interferes in the building the affiliation process of, also reflecting the formation of the personal and social identity of the student with disability.

The Affordable Care Act (ACA), passed on March 23rd, 2010, contains widesweeping legislation aimed at reforming the current U.S. healthcare system. The ACA has been lauded by its proponents and deeply criticized by its opponents. The current paper included two experimental studies designed to test if the individual insurance mandate requirement is a specific source of the psychological and behavioral resistance displayed toward the ACA. In study 1 the individual insurance mandate requirement did not produce greater negative attitudes towards the ACA or the current Presidential administration and it did not predict attitudes towards the longevity of the ACA. Democrats were found to have significantly less negative attitudes towards the ACA and towards the longevity of the ACA and Democrats also reported a lower likelihood of the ACA being repealed in comparison to Independents, Republicans or Libertarians. In study 2, the non-significant individual insurance mandate findings from study 1, were replicated in study 2. However, Democrats again were found to have significantly less negative attitudes towards the ACA and towards the longevity of the ACA in comparison to Independents, Republicans and those with no political affiliation. Democrats also indicated that they were less likely to vote for a political candidate who supports the repeal of the ACA in comparison to Independents, Republicans and those with no political affiliation. Implications and future research directions are discussed.

xi, 69 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In the context of Judeo-Christian theology, I develop what appears to be the first formal economic model to analyze the joint interactions between human actors and a divine actor involved in the production of good works. Human actors are identified as trusting believers, doubting believers, or nonbelievers. The divine actor is perceived as offering four different alternative contracts, an ex ante contract without a penalty, an ex post contract, an ex ante contract with a penalty, and a covenant. Contract types are identified with specific religious affiliations. The amount of good works produced depends on the strength of faith and the contractual choices of the individual, as implied by religious affiliation. I test explicit predictions of the model using individual survey data from a nationally representative sample. My results suggest that (1) ex post contracts "work" (attendance is greater for trusting believers under ex post contracts than under ex ante contracts without a penalty); (2) strength of faith does not matter (good works are equivalent for both trusting and doubting believers under ex ante contracts); (3) penalties do not "work" for believers (attendance is no greater for believers under ex ante contracts with a penalty than under ex ante contracts without a penalty); and (4) covenants "work" (attendance is the same for believers under covenants as under ex ante contracts without a penalty). Tests focus either on the model's counterintuitive predictions for the role of strength of faith for a given contract type or on the role of religious affiliation and contract type for a given strength of faith. The tests suggest substantial power for the model's predictions. Even so, the dissertation emphasizes throughout the limitations of a purely economic analysis of the Judeo-Christian tradition and theology. / Committee in charge: Joe Stone, Co-Chairperson, Economics; Jo Anna Gray, Co-Chairperson, Economics; Larry Singell, Member, Economics; Jean Stockard, Outside Member, Planning Public Policy & Mgmt