"The purpose of the present study is to observe how the consumers select ready-to-wear dresses in a small oil town, which had a population of 3,336 in June, 1940...A brief summary of the entire study follows. (1) Of the 215 customers, 60 percent were sales customers and 60 percent stated the price they wished to pay. (2) The 135 dresses purchased were about equally distributed among $7.95, $10.95,$16.95 and $29.95 values. (3) The color desired was specified by 83 percent of the customers. Navy and tan were the two leading colors. (4) While 97 percent of the women designated the size they needed, only 83 percent purchased the size requested. Size 16 was bought by more women than any other size. (5) Customers had little knowledge regarding trade names and materials. Of the dresses sold, 64 percent were rayon. (6) About 90 percent of the women designated in some manner the type of dress they desired. Almost 50 percent of the purchasers selected tailored garments. (7) Slightly less than half of the customers check on the quality of workmanship or the material in the dress. Only 15 percent of the women asked for a guarantee of any type. (8) Ten percent of the women objected to the alteration of the garments which they contemplated buying and did not make a purchase because of this."--Leaves 35-36.

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L’augmentation du nombre d’enfants avec un trouble du spectre de l’autisme (TSA) accroît les demandes sur le réseau de la santé et des services sociaux du Québec. Les programmes d’accompagnement parental semblent une alternative intéressante pour répondre aux besoins des familles ayant un jeune enfant avec un diagnostic ou une suspicion de TSA. Par contre, peu de chercheurs se sont intéressés à l’expérience des parents qui sont pourtant les acteurs-clés de ce type d’intervention. Cette étude mixte séquentielle explicative vise à évaluer un programme d’accompagnement parental de 12 semaines pour des enfants de 12 à 30 mois avec une suspicion de TSA en considérant autant les effets sur l’enfant que son parent. Méthodologie : Pour le volet quantitatif (essai clinique randomisé croisé), les 19 dyades parent-enfant ont été randomisées dans le groupe Intervention (immédiatement) ou le groupe Liste d’attente qui devait attendre trois mois avant de recevoir l’intervention. Les données collectées via des questionnaires et par observation directe réalisés trois à quatre fois en fonction du groupe de randomisation ont été analysées à l’aide de statistiques descriptives, de comparaisons inter- et intra-groupe. Pour le volet qualitatif (exploratoire), une analyse thématique a été complétée pour le contenu des entrevues semi-dirigées effectuées auprès d’un sous-échantillon de 6 parents. Résultats : Globalement, le programme a été fortement apprécié (score médian = 3,625/4). Plus spécifiquement, le programme met en évidence un effet positif significatif de l’intervention sur l’engagement dyadique (p = 0,012; taille d’effet = 0,51). De plus, les habiletés cognitives (p = 0,010; taille d’effet = 0,57) et motrices (p = 0,071; taille d’effet = 0,38) des enfants se normalisent suite à la participation au programme. La quasi-absence d’effet sur le bien-être parental pourrait être améliorée en offrant davantage de soutien directement aux parents pendant les interventions plutôt que de se concentrer uniquement sur le développement des habiletés nécessaires à la stimulation de leur enfant. Conclusion : L’intervention d’accompagnement parental a eu des effets bénéfiques prometteurs sur la variable proximale (interactions parent-enfant) et, dans une moindre mesure, sur les variables distales (développement de l’enfant, bien-être parental et validité sociale). L’intervention gagnerait toutefois à être bonifiée afin de mieux répondre aux besoins de soutien des parents. / Abstract: The increase in the prevalence of autism spectrum disorder (ASD) puts pressure on the healthcare system. Parent-mediated interventions are an interesting alternative to answer the needs of families having a toddler with a diagnosis or a suspicion of ASD. However, few researchers have looked at parents’ experience during parent-mediated interventions even though parents are the main actors of these interventions. This sequential explanatory mixed study aims to evaluate a 12-week parent-mediated intervention for young children with a suspicion of ASD aged between 12 and 30 months by considering both parents’ and children’s outcomes. Methods: For the quantitative part (crossover randomized controlled trial), the 19 parent-child dyads were randomized either in the Intervention group or the Waitlist group (participants in this group had to wait three months before getting access to the intervention). Data were collected through questionnaires and direct observation three to four times depending on the group allocation. Quantitative data were analyzed using descriptive statistics as well as between and within group comparisons. For the qualitative part (exploratory), semi-directed interviews conducted with a subsample of six participants were analyzed thematically. Results: The program was globally highly appreciated (median score = 3.625/4). Specifically, there was a significant positive effect of the intervention on parent-child dyadic engagement (p = .012; effect size = .51). Furthermore, there was a normalization of children’s cognitive (p = .010; effect size = .57) and motor abilities (p = .071; effect size = .38) after the 12-week program. The near absence of effect on parental well-being could be fixed by targeting specifically parental support rather than focusing on their skills development. Conclusion: The parent-mediated intervention brings promising benefits on the proximal outcome (parent-child interactions) and, to a lesser extent, on distal outcomes (children development, parental well-being and social validity). Still, the intervention should be adapted to better answer parental needs.

Ein Studium im Ausland zu absolvieren hat unter deutschen Studierenden in den letzten Jahren stark an Popularität gewonnen. Die zunehmende Internationalisierung bietet zahlreiche Möglichkeiten für ein Auslandsstudium. Gleichwohl ergibt sich aus dem anhaltenden Globalisierungstrend die Notwendigkeit als auch die Nützlichkeit eines derartigen Aufenthaltes. Internationale und interkulturelle Begegnungen sind wesentliche Bestandteile unseres alltäglichen Handelns geworden. Die Fähigkeit, in verschiedenen kulturellen Kontexten erfolgreich agieren zu können, so genannte interkulturelle Kommunikation, erscheint wichtiger denn je. Auslandserfahrung gilt demnach als ein notwendiges Element ‚moderner’ Biografien. Studienaufenthalte außerhalb der eigenen Ländergrenzen bieten die Möglichkeit, fremde Kulturen und Menschen sowie deren Sitten und Gebräuche kennen zu lernen. Neben Faszination bedeutet das Leben in einem fremdkulturellen Umfeld jedoch nicht selten eine große Herausforderung. Demzufolge entstand auch die Idee zu dieser Arbeit aus der Auseinandersetzung mit meinen persönlichen Erfahrungen, im Ausland zu leben und zu studieren. Um einen Einblick in die Erfahrungswelten deutscher Studierender in den USA zu erhalten, wurde eine qualitative Untersuchung durchgeführt, die in der vorliegenden Arbeit ausführlich dokumentiert ist. Die empirische Basis bilden acht Textkorpora, die mit Hilfe von offenen Interviews erhoben und qualitativ ausgewertet wurden.

Municipal unauthorized immigration policy, as an area of study, is underexplored. The literature is in the early stages of development, and little specific theory to guide research exists. To advance this emerging field, my study addresses two questions. First, what unauthorized immigration policies do local governments pursue, under what circumstances, and for what reasons? Second, what explains city-to-city variation in municipal responsiveness to the policy preferences and interests of residents without legal status? The dissertation also presents a typology of municipal responsiveness to unauthorized immigrants, based on my exploratory research. To explain intercity differences in the policy processes and choices of local government, I explore three possible explanations--Hero's (1998) social diversity thesis, urban regime theory, and political culture and policy entrepreneurship. My study engages these theoretical ideas with the findings of a comparative case study of three mid-size, reemerging gateway cities: Sacramento, California; Denver, Colorado; and Portland, Oregon. I explore whether associations between local factors and municipal unauthorized immigration policy emerge in the recent history of the three case cities. Analysis of data gleaned from document study suggests that political culture, as expressed through entrepreneurial political leaders, has been important in shaping regime development and subsequent policy action on unauthorized immigration, while differences in the ethnoracial structure of cities accounts for variation in policy approach.

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Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-25T18:10:30Z No. of bitstreams: 1 DissGA.pdf: 3509452 bytes, checksum: 61c3447f02d00b7e5dfca8f34747f8de (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T16:48:55Z (GMT) No. of bitstreams: 1 DissGA.pdf: 3509452 bytes, checksum: 61c3447f02d00b7e5dfca8f34747f8de (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T16:49:08Z (GMT) No. of bitstreams: 1 DissGA.pdf: 3509452 bytes, checksum: 61c3447f02d00b7e5dfca8f34747f8de (MD5) / Made available in DSpace on 2018-01-25T16:53:52Z (GMT). No. of bitstreams: 1 DissGA.pdf: 3509452 bytes, checksum: 61c3447f02d00b7e5dfca8f34747f8de (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Down’s syndrome is defined by its genetic component. There is a set of anatomophysiological commitments that interfere in these children development, especially in language development. To evaluate this instruments and tests were developed, and they may auxiliate in the early detection of possible risks, identifying their potential and making interventional procedures easier. The main goal of this research was to characterize global language development repertoire in children younger than 48 months with Down’s syndrome, with the specific goal of comparing the contributions of Denver’s II Test of Triage Development, Portage’s Operationalized Inventory and Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) for the assessment and characterization of children’s younger than 48 months with Down’s syndrome linguistic repertoire. Participated on this research one boy and three girls with Down’s syndrome between the ages of 14 and 46 months old, whom frequented a public daycare and/or a specialized school in a city in São Paulo’s countryside. The evaluations were made through direct observation and interaction with participants. The evaluation sessions happened in the institutions frequented by the children and had the duration of 1 (one) hour. The number of meetings with each child variated. The sessions were composed of activities required by Denver’s II Test of Triage Development, Portage’s Operationalized Inventory and Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). With the legal responsible were made presential interviews for the filling of both Brasil’s Criteria Questionnaire and Anamnese Record. Regarding global development, although the children in this study had different ages, they presented similar repertoire and bellow the expected for their age range. The development bellow their age range was also verified regarding the language area. Regarding the instruments used, concludes that they complement each other, and make it possible to verify required abilities in a more specific way. The assessed evaluations matched the literature, pointing that children with Down’s syndrome tend to present a different development from the one seen in children without deficiency in all evaluated areas. The findings obtained with the instruments used allowed to verify the installed development and the potential of the participating children, favoring the elaboration of interventional programs considering the specificities of each children with Down’s syndrome. However, for the deeper comprehension of these children’s development, it is necessary new studies and the use of other instruments. / A síndrome de Down é definida pelo seu componente genético. Há um conjunto de comprometimentos anatomofisiológicos que interferem no desenvolvimento dessas crianças, em especial no desenvolvimento da linguagem e da fala. Para avaliação do desenvolvimento existem instrumentos e testes que podem auxiliar na detecção precoce de possíveis riscos, identificando o seu potencial e facilitando procedimentos de intervenção. O objetivo geral dessa pesquisa foi o de caracterizar o repertório de desenvolvimento da linguagem de crianças com síndrome de Down, menores de 48 meses, em relação ao seu repertorio global e o objetivo específico foi o de cotejar as contribuições do Teste de Triagem de Desenvolvimento de Denver II, do Inventário Portage Operacionalizado e do Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) para o levantamento e caracterização do repertório de linguagem de crianças com síndrome de Down menores de 48 meses. Participaram da pesquisa um menino e três meninas com síndrome de Down, com idade entre 14 a 46 meses, que frequentavam uma creche pública e/ou uma escola especializada de uma cidade do interior de São Paulo. As avaliações foram realizadas por meio de observação direta e interação com os participantes. As sessões de avaliação tinham duração de 1 hora e ocorreram nas instituições que as crianças frequentavam. O número de encontros com cada criança foi variável. As sessões eram compostas de atividades requeridas pelo Teste de Triagem de Desenvolvimento de Denver II, Inventário Portage Operacionalizado e VB-MAPP. As entrevistas presenciais foram realizadas com os responsáveis para preenchimento do Questionário Critério Brasil e da Ficha de Anamnese. As crianças participantes desse estudo apresentaram o repertório de desenvolvimento global e da linguagem semelhante e aquém do que esperado para a faixa etária, embora tivessem idades diferentes. Em relação aos instrumentos utilizados, conclui-se que esses se complementam, pois apresentam tarefas diversificadas mas que avaliam uma mesma área do desenvolvimento. Os três instrumentos empregados em conjunto possibilitam verificar as habilidades requeridas para a aquisição da linguagem e da fala de modo mais específico. As avaliações levantadas foram ao encontro aos dados da literatura, indicando que crianças com síndrome de Down tendem a apresentar um desenvolvimento diferente daquele visto em crianças sem deficiência em todas as áreas avaliadas. Os achados obtidos com os instrumentos empregados permitiram verificar o repertório atual da criança, favorecendo a elaboração de programas de intervenção e considerando as especificidades de cada criança com síndrome de Down. Entretanto, para uma compreensão aprofundada do desenvolvimento dessas crianças são necessários novos estudos e uso de outros instrumentos.