Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [46]-51).

Thesis (M.S.)--University of Wisconsin-Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 56-61).

Thesis (M.S.)--University of Wisconsin-Madison, 1992. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 55-63).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 126-132).

Diss. (sammanfattning) Umeå : Univ., 2009. / Härtill 4 uppsatser.

The goal of this paper is to create a framework through which the television programs The Daily Show, The Colbert Report and South Park can be evaluated collectively. The framework of "serious play" permits the analysis of the relationship between the three programs, specifically regarding their comedic, political and religious functions. This textual analysis proposes that when examined together through serious play, The Daily Show, The Colbert Report and South Park are best visualized through a legal analogy which is supported by serious play.

Bakgrund: I Sverige idag uppskattas det att 1-2 % av alla vuxna lever med ADHD, som innebär en problematik kring uppmärksamhet och hyperaktivitet samt impulskontroll. För att sjuksköterskan ska kunna vårda på bästa sätt krävs det en kunskap kring ADHD. Syfte: Syftet med studien var att beskriva vuxnas erfarenheter av att leva med ADHD. Metod: Studien var en litteraturöversikt med en kvalitativ metod. Tio vetenskapliga artiklar har analyserats för att uppnå ett resultat. Resultat: I resultatet framkom det fem teman. Att försöka förstå sig själv, att inte få förståelse från andra, att leva med sin skiftande självkänsla, att leva med sina symptom samt strategier för att hantera vardagen. Resultatet visar att vuxna med ADHD upplever dagligen en kamp mot sin diagnos och dess symptom. Att få förståelse från sig själv och andra är betydelsefullt. Självkänslan påverkas genom att de inte känner sig som alla andra och inte alltid klarar vardagliga uppgifter. Vuxna med ADHD använder sig av olika strategier i sin vardag för att klara av de svårigheter som diagnosen bär med sig. Slutsats: För att kunna vårda en vuxen med ADHD måste sjuksköterskor se personen bakom diagnosen. Genom att förstå människans livsvärld och hens behov kan en personcentrerad vård möjliggöras

Submitted by Joyce Aparecida Pires null (cravinajoyce@gmail.com) on 2018-09-16T16:58:57Z No. of bitstreams: 1 Dissertação 2018.pdf: 2408878 bytes, checksum: 8e1067a2eab33a4e3f27ee019dc8b18c (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-09-17T14:24:20Z (GMT) No. of bitstreams: 1 pires_ja_me_mar.pdf: 2408878 bytes, checksum: 8e1067a2eab33a4e3f27ee019dc8b18c (MD5) / Made available in DSpace on 2018-09-17T14:24:20Z (GMT). No. of bitstreams: 1 pires_ja_me_mar.pdf: 2408878 bytes, checksum: 8e1067a2eab33a4e3f27ee019dc8b18c (MD5) Previous issue date: 2018-08-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo aborda a vida religiosa feminina na Igreja Católica Apostólica Romana e busca, na particularidade da vida cotidiana dos agentes envolvidos, uma compreensão da vida cenobítica contemporânea em interface com a filantropia. Com o intuito de obter dados sobre a temática, o trabalho empírico foi desenvolvido junto a um instituto religioso de freiras inseridas em obras filantrópicas, do interior do estado de São Paulo, Brasil. Entrevistas, observações e visitas foram realizadas por meio de contatos estabelecidos com o grupo de freiras. A pesquisa revela como através do tempo e espaço cenobítico, são produzidas experiências com o sagrado e os contextos sociais para a inserção dessas mulheres no trabalho de assistência social saúde e educação, importantes à população local. Abre-se uma oportunidade para refletir como as mulheres agem a partir de uma posição feminina eclesial subalterna e, ao se doarem para os serviços religiosos, produzem agenciamentos, conferindo sentido à vida consagrada. Além disso, o estudo aponta para a necessidade de novas investigações que versem sobre os diferentes aspectos da vida religiosa cenobítica e a relação dessas mulheres com a sociedade. / The following study approaches the religious female life in the Roman Catholic Church and seeks, within the private daily life of the subjects involved, a comprehension between the contemporary cenobitic life facing the philanthropy. To obtain data about the theme, the empirical work was developed in partnership with a religious institute of nuns inserted in philanthropic work from the countryside of Sao Paulo State, Brazil. Interviews, observations and visits were made since the contact to the group of nuns was established. This research reveals how, by the cenobitic time and space, are produced experiences with the sacred and the social contexts to insert these women in the social work, health care and education, essential to the locals. That is an opportunity to consider how women act in face a feminine ecclesial position and, giving themselves to the religious service, produce meaning to the consecrated life. Thus, the present study pointed out the need for further research on different aspects of the cenobitic religious life and the relationship of these women to society.

abstract: The comparison of between- versus within-person relations addresses a central issue in psychological research regarding whether group-level relations among variables generalize to individual group members. Between- and within-person effects may differ in magnitude as well as direction, and contextual multilevel models can accommodate this difference. Contextual multilevel models have been explicated mostly for cross-sectional data, but they can also be applied to longitudinal data where level-1 effects represent within-person relations and level-2 effects represent between-person relations. With longitudinal data, estimating the contextual effect allows direct evaluation of whether between-person and within-person effects differ. Furthermore, these models, unlike single-level models, permit individual differences by allowing within-person slopes to vary across individuals. This study examined the statistical performance of the contextual model with a random slope for longitudinal within-person fluctuation data. A Monte Carlo simulation was used to generate data based on the contextual multilevel model, where sample size, effect size, and intraclass correlation (ICC) of the predictor variable were varied. The effects of simulation factors on parameter bias, parameter variability, and standard error accuracy were assessed. Parameter estimates were in general unbiased. Power to detect the slope variance and contextual effect was over 80% for most conditions, except some of the smaller sample size conditions. Type I error rates for the contextual effect were also high for some of the smaller sample size conditions. Conclusions and future directions are discussed. / Dissertation/Thesis / Doctoral Dissertation Psychology 2016

Orientador: Alberto Albuquerque Gomes / Banca: Célia Maria Guimarães / Banca: Clarilza Prado de Souza / Resumo: Este trabalho está vinculado à linha de pesquisa políticas públicas, organização escolar e formação de professores. Trata-se de um estudo qualitativo envolvendo um grupo de professores de uma escola da rede pública do Estado de São Paulo, situada na cidade de Presidente Prudente. O objetivo principal da pesquisa foi identificar as representações sociais desenvolvidas por esses professores sobre o projeto pedagógico e, mais especificamente o projeto pedagógico da escola, para o aprofundamento do significado deste importante documento na instituição escolar. Partindo da Lei de Diretrizes e Bases da Educação Nacional, nº. 9.394 de 20/12/1996, que estabelece que as escolas devam "elaborar e executar" seu projeto pedagógico procuramos investigar, pela utilização da teoria das representações sociais, como os professores, sujeitos de nossa pesquisa constroem representações sobre o seu trabalho e o ambiente escolar. Esse processo é caracterizado por uma dialética, ou seja, pensam e produzem representações construídas por outros indivíduos dos grupos aos quais pertencem, reelaborando-as e partilhando-as novamente num movimento infinito de recebimento, processamento, construção/reconstrução de significados sobre a realidade social partilhada. A partir do levantamento de dados coletados por meio dos instrumentos de pesquisa utilizados: questionário, entrevista semi-estruturada, utilização do software ALCESTE e grupo de discussão, os professores demonstraram um distanciamento que ocorre entre o projeto formal, que está no papel, e aquele que realmente ocorre no cotidiano escolar. Pôde-se constatar que o sistema oficial de ensino muitas vezes colabora para que as propostas feitas com base na legislação não sejam cumpridas integralmente. Ficou evidenciada a contribuição que o projeto pedagógico pode representar...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work is linked to the line of research in public policies, school organization and teacher training. This is a qualitative study involving a group of teachers from a school in São Paulo state, located in Presidente Prudente. The main objective of the research was to identify the social representations developed by these teachers who are teaching things from the project, and more specifically the school project, to deep the meaning of this important document in school. Under the Act, the guidelines and bases for National Education, No. 9,394 of 20/12/1996, which establishes that schools must "develop and implement" the pedagogic project, we tried to investigate, by the use of the theory of social representations, such as teachers, subjects of our research who construct representations about their work and the environment school and the process is characterized by a dialectic, or they think and produce representations built by other individuals of the groups to which they belong to, doing them and sharing them again in an infinite movement of receiving, processing, construction / reconstruction of meanings about on a shared social reality. From the survey data collected by the instruments used to search: questionnaire, semi-structured interview, use of the software ALCESTE and discussion in group, the teachers demonstrated a gap that occurs between the formal project, which is on paper, and that that happens in everyday school. It was noted that the official system of education often collaborates to the proposals made on the basis of the legislation are not met in full. It was highlighted the contribution that the project could represent, and the possibility of collective participation that should be expanded, which a decade ago was unthinkable in public the schools. This finding, according to the teachers, enables a new type of organization of school work, which contributes to the...(Complete abstract, click electronic access below) / Mestre