This study was designed to determine the relationships between three variables in fifth- and sixth-grade classroom verbal interactions. These variables include sex of teacher, sex of pupil, and approval/disapproval interactions between teacher and pupil.

Nossa pesquisa visa a compreender como as relações pessoais se constroem por meio da linguagem. Para isso, consideramos o contexto social, cultural e interacional que, combinados de diferentes maneiras, moldam os pensamentos, as falas e as atitudes de cada indivíduo. Intentamos por meio da análise de interações autênticas explorar e evidenciar aspectos pragmáticos presentes no português brasileiro e no italiano que constituem e influenciam o fazer discursivo dos falantes em sala de aula. A partir da análise dos atos de fala discordância e desaprovação realizados por falantes bilíngues de italiano e português brasileiro em contexto escolar de uma escola bilíngue ítalo-brasileira no Brasil, a pesquisa evidencia (i) os componentes pragmáticos das duas línguas relacionados à cortesia verbal e, mais especificamente, ao uso de estratégias atenuadoras; (ii) se e em que medida foram realizadas estratégias atenuadoras na produção desses atos de fala por crianças bilíngues, em contexto ítalo-brasileiro, durante a interação em sala de aula e quais são os efeitos da sua (não) utilização; (iii) em que medida existem analogias e diferenças na utilização de procedimentos atenuadores em italiano e português. A coleta de dados foi realizada por meio de videogravações das aulas, de uma entrevista preliminar com as professoras e de um questionário para os alunos. A partir da análise dos dados, verificamos que as discordâncias em língua portuguesa apresentavam um número maior de procedimentos atenuadores em relação àquelas em língua italiana. Notamos que a utilização de procedimentos atenuadores nos atos de discordância em português objetivava a prevenção de conflitos interacionais e nas relações pessoais, logo, a atenuação relacionava-se à cortesia verbal em sala de aula. Nas discordâncias em língua italiana, verificamos que o uso de procedimentos atenuadores objetivava, além da prevenção, a reparação da ameaça à imagem do interlocutor e, algumas vezes, exercia a função de auto proteger o falante. Desse modo, a atenuação nem sempre estava relacionada à cortesia verbal. Além disso, nos atos de discordância em língua italiana observamos uma menor utilização de procedimentos atenuadores em relação as discordâncias produzidas em língua portuguesa. A ausência de atenuadores pode estar relacionada a uma tendência da língua italiana em realizar as discordâncias de forma imediata e direta, em sala de aula. A análise dos dados de desaprovação revelou um equilíbrio entre presença e ausência de estratégias atenuadoras nos atos realizados em ambas as línguas. A presença de táticas atenuadoras está relacionada à cortesia verbal, em que o ato intrinsecamente ameaçador da face (intrinsic Face-Threatening Act - intrinsic FTA) da desaprovação era suavizado, tentando evitar conflito na relação. Observou-se assim que, quando a desaprovação era feita de forma atenuada podia ser interpretada com um pedido e, quando era expressa sem o uso de atenuadores, aproximava-se de uma ordem. / Our research aims to understand how personal relationships are constructed through language. Therefore, we consider the social, cultural and interactional context that, combined in different ways, shapes the thoughts, speeches and attitudes of each individual. We have tried to explore and present some pragmatic aspects in the Brazilian Portuguese language and in the Italian language that constitute and influence the discursive making of the speakers in the classroom. Based on the analysis of disagreement and disapproval speech acts performed by bilingual speakers of Italian and Brazilian Portuguese in a school context of an Italian-Brazilian bilingual school in Brazil, the research has shown (i) the pragmatic components of Italian and Brazilian Portuguese related to verbal politeness and, more specifically, the usage of attenuating strategies in speech acts of disagreement and disapproval in the classroom; (ii) If and to which extent there was the use of attenuating strategies in the production of these speech acts by bilingual children, Italian-Portuguese Brazilians, during their interaction in the classroom and which are the effects of their (non) use; (iii) To which extent it was possible to identify analogies and differences in the use of attenuating procedures in Italian and Brazilian language. Data collection was done through video recordings of classes, a preliminary interview with the teachers and a questionnaire for the students. From the analysis of the data, we verified that the disagreements in the Portuguese language have presented more attenuation procedures related to the disagreements in the Italian language. We have observed that the use of attenuating procedures in the acts of disagreements in Brazilian Portuguese aimed at the prevention of interactional conflicts in personal relations, so the attenuation was related to verbal politeness in the classroom. In the disagreements in the Italian language, we have noted that the use of attenuating procedures had not only the intention of prevention, but also to repair the threat to the image of the interlocutor and sometimes exercised the function of self-protecting the speaker. Thus, attenuation was not always related to verbal politeness. In addition, in acts of disagreement in Italian language, we have observed a greater absence of attenuating procedures in relation to the disagreements produced in Brazilian Portuguese. The absence of mitigators may be related to a possible tendency of the Italian language in making disagreements immediately and directly in the classroom. The analysis of the disapproval data has revealed a balance between the presence and the absence of attenuating strategies in the acts performed in both languages. The presence of attenuating tactics was related to verbal courtesy, in which the intrinsic FTA (intrinsic Face-Threatening Act) of disapproval was softened, trying to avoid conflict in the relationship. Thus, it was observed that when the disapproval was attenuated it could have been interpreted as a request, while, when it was expressed without the use of attenuators, it was approaching an order.

Made available in DSpace on 2016-07-27T13:44:53Z (GMT). No. of bitstreams: 1 MARCOS VINICIOS RABELO PROCOPIO.pdf: 2565052 bytes, checksum: 28d41a89feb201236a4777de11b6efde (MD5) Previous issue date: 2014-08-28 / The university failure has become a problem of world order, especially in courses such as Physics. Facing this reality, after an exhaustive search in databases of theses and dissertations and journals of the past two decades, we find a paucity of studies that seek to understand more fully the factors that can influence the performance of this academic. In this context, this research aimed to clarify the relationship between the prevailing social, cultural and academic conditions between the reprobate and academic failure in the higher physics courses at universities in Brazil and Portugal. To this end, we seek as a research field two public universities located in the central region of two Portuguese-speaking countries with nearby cultures: Brazil and Portugal. The research methodology consisted of two studies, the first was called primary that led to the creation of a data collection instrument, called QACSCA (Questionnaire Assessment of social, cultural and academic conditions) and the second titled principal that has a sample of 118 students of physics at the Federal University of Goiás and 97 at the University of Aveiro. The method used for data analysis triangulation was sequenced, and the preliminary study conducted a qualitative analysis and quantitative main study and still looked like Bourdieu, Charlot Vygotsky and theoretical support for discussion of results. So that the discussion of the collected data was performed with the support of four categories of analysis "Subject", "Subject and Society", "Relationship to know" and "Zone proximal student" which emerged from the discussions related to the conduct subject in interaction with certain groups, the tensions and conflicts in the field where cultural capital is distributed, desire and knowledge in order to enrich the human heritage and mediation between capital that the student has to enter the university and the he can acquire during their university studies. The data showed that 78.6% of the sample are students who have had 2-7 failures during the course, which leads them to extrapolate up to two years the period of four years of training. It was evident that the disciplines of Mathematics & Physics, together confirmed its high failure rate reaching 53.3% of the total sample, 31.6% and 23.7% identified as grounds of abandonment, rejection or locking disciplines, respectively, learning difficulties, transportation, relationships and the negative performance in different subjects, little time for studies and prior to his entry into the physics course unsatisfactory training. Discussions explained the complexity of the problem linked to the theoretical support failure used in order to raise the habitus, the field and the area of academic development that presents during his journey in physics courses. / O fracasso universitário se tornou um problema de ordem mundial, sobretudo em cursos como o de Física. Frente a esta realidade, após uma exaustiva pesquisa nos bancos de teses e dissertações e nos periódicos das duas últimas décadas, verificamos uma escassez de estudos que buscam compreender mais a fundo os fatores que podem influenciar no desempenho desse acadêmico. Neste contexto, objetivamos nesta investigação explicitar as relações existentes entre as condições sociais, culturais e acadêmicas preponderantes entre os acadêmicos reprovados e o fracasso nos cursos superiores de Física das universidades do Brasil e de Portugal. Para tal, buscamos como campo de pesquisa duas universidades públicas localizadas na região central de dois países de língua portuguesa com culturas próximas: Brasil e Portugal. A metodologia da investigação foi composta por dois estudos, o primeiro foi chamado de preliminar que propiciou a criação de um instrumento de coleta de dados, denominado de QACSCA (Questionário de Avaliação das condições sociais, culturais e acadêmicas) e o segundo intitulado de principal que conta com uma amostra de 118 acadêmicos do curso de Física da Universidade Federal de Goiás e 97 da Universidade de Aveiro. O método utilizado para a análise dos dados foi a triangulação sequenciada, sendo que no estudo preliminar realizou-se a análise qualitativa e no estudo principal a quantitativa e ainda buscou-se como suporte teórico Bourdieu, Charlot e Vygotsky para discussão dos resultados. De forma que a discussão sobre os dados coletados foi realizada com o apoio de quatro categorias de análise Sujeito , Sujeito e Sociedade , Relação com o saber e Zona proximal do aluno das quais surgiram discussões relacionadas às condutas do sujeito em interação com determinados grupos, as tensões e os conflitos existentes no campo onde o capital cultural é distribuído, o desejo e o saber de forma a enriquecer o patrimônio humano e a mediação entre o capital que o aluno apresenta ao entrar na universidade e o que ele pode adquirir durante o seu percurso universitário. Os dados demonstraram que 78,6% da amostra são de alunos que tiveram de 2 a 7 reprovações no decorrer do curso, o que os leva a extrapolar em até dois anos o período de 4 anos de formação. Evidenciou-se que as disciplinas de Cálculo e Física, juntas confirmaram seu alto índice de reprovação chegando a 53,3% do total da amostra, 31,6% e 23,7% apontaram como motivo de abandono, reprovação ou trancamento das disciplinas, respectivamente, as dificuldades de aprendizagem, de transporte, de relacionamento e o desempenho negativo nas disciplinas, pouco tempo para estudos e uma formação insatisfatória anterior à sua entrada no curso de Física. As discussões explicitaram a complexidade do problema do fracasso atrelada ao suporte teórico utilizado de forma a levantar o habitus, o campo e a zona de desenvolvimento que o acadêmico apresenta durante seu percurso nos cursos de Física.

Nossa pesquisa visa a compreender como as relações pessoais se constroem por meio da linguagem. Para isso, consideramos o contexto social, cultural e interacional que, combinados de diferentes maneiras, moldam os pensamentos, as falas e as atitudes de cada indivíduo. Intentamos por meio da análise de interações autênticas explorar e evidenciar aspectos pragmáticos presentes no português brasileiro e no italiano que constituem e influenciam o fazer discursivo dos falantes em sala de aula. A partir da análise dos atos de fala discordância e desaprovação realizados por falantes bilíngues de italiano e português brasileiro em contexto escolar de uma escola bilíngue ítalo-brasileira no Brasil, a pesquisa evidencia (i) os componentes pragmáticos das duas línguas relacionados à cortesia verbal e, mais especificamente, ao uso de estratégias atenuadoras; (ii) se e em que medida foram realizadas estratégias atenuadoras na produção desses atos de fala por crianças bilíngues, em contexto ítalo-brasileiro, durante a interação em sala de aula e quais são os efeitos da sua (não) utilização; (iii) em que medida existem analogias e diferenças na utilização de procedimentos atenuadores em italiano e português. A coleta de dados foi realizada por meio de videogravações das aulas, de uma entrevista preliminar com as professoras e de um questionário para os alunos. A partir da análise dos dados, verificamos que as discordâncias em língua portuguesa apresentavam um número maior de procedimentos atenuadores em relação àquelas em língua italiana. Notamos que a utilização de procedimentos atenuadores nos atos de discordância em português objetivava a prevenção de conflitos interacionais e nas relações pessoais, logo, a atenuação relacionava-se à cortesia verbal em sala de aula. Nas discordâncias em língua italiana, verificamos que o uso de procedimentos atenuadores objetivava, além da prevenção, a reparação da ameaça à imagem do interlocutor e, algumas vezes, exercia a função de auto proteger o falante. Desse modo, a atenuação nem sempre estava relacionada à cortesia verbal. Além disso, nos atos de discordância em língua italiana observamos uma menor utilização de procedimentos atenuadores em relação as discordâncias produzidas em língua portuguesa. A ausência de atenuadores pode estar relacionada a uma tendência da língua italiana em realizar as discordâncias de forma imediata e direta, em sala de aula. A análise dos dados de desaprovação revelou um equilíbrio entre presença e ausência de estratégias atenuadoras nos atos realizados em ambas as línguas. A presença de táticas atenuadoras está relacionada à cortesia verbal, em que o ato intrinsecamente ameaçador da face (intrinsic Face-Threatening Act - intrinsic FTA) da desaprovação era suavizado, tentando evitar conflito na relação. Observou-se assim que, quando a desaprovação era feita de forma atenuada podia ser interpretada com um pedido e, quando era expressa sem o uso de atenuadores, aproximava-se de uma ordem. / Our research aims to understand how personal relationships are constructed through language. Therefore, we consider the social, cultural and interactional context that, combined in different ways, shapes the thoughts, speeches and attitudes of each individual. We have tried to explore and present some pragmatic aspects in the Brazilian Portuguese language and in the Italian language that constitute and influence the discursive making of the speakers in the classroom. Based on the analysis of disagreement and disapproval speech acts performed by bilingual speakers of Italian and Brazilian Portuguese in a school context of an Italian-Brazilian bilingual school in Brazil, the research has shown (i) the pragmatic components of Italian and Brazilian Portuguese related to verbal politeness and, more specifically, the usage of attenuating strategies in speech acts of disagreement and disapproval in the classroom; (ii) If and to which extent there was the use of attenuating strategies in the production of these speech acts by bilingual children, Italian-Portuguese Brazilians, during their interaction in the classroom and which are the effects of their (non) use; (iii) To which extent it was possible to identify analogies and differences in the use of attenuating procedures in Italian and Brazilian language. Data collection was done through video recordings of classes, a preliminary interview with the teachers and a questionnaire for the students. From the analysis of the data, we verified that the disagreements in the Portuguese language have presented more attenuation procedures related to the disagreements in the Italian language. We have observed that the use of attenuating procedures in the acts of disagreements in Brazilian Portuguese aimed at the prevention of interactional conflicts in personal relations, so the attenuation was related to verbal politeness in the classroom. In the disagreements in the Italian language, we have noted that the use of attenuating procedures had not only the intention of prevention, but also to repair the threat to the image of the interlocutor and sometimes exercised the function of self-protecting the speaker. Thus, attenuation was not always related to verbal politeness. In addition, in acts of disagreement in Italian language, we have observed a greater absence of attenuating procedures in relation to the disagreements produced in Brazilian Portuguese. The absence of mitigators may be related to a possible tendency of the Italian language in making disagreements immediately and directly in the classroom. The analysis of the disapproval data has revealed a balance between the presence and the absence of attenuating strategies in the acts performed in both languages. The presence of attenuating tactics was related to verbal courtesy, in which the intrinsic FTA (intrinsic Face-Threatening Act) of disapproval was softened, trying to avoid conflict in the relationship. Thus, it was observed that when the disapproval was attenuated it could have been interpreted as a request, while, when it was expressed without the use of attenuators, it was approaching an order.

Bullying is a continuing problem for adults with intellectual disabilities who live in group homes and attend adult day training settings together. Many different intervention approaches have been reviewed. Most research in this area focuses on bullying in schools with typically developing children, and therefore, a need for effective behavioral interventions for adults with intellectual disabilities still remains. Previous research has found success in teaching safety skills to a variety of populations using behavioral skills training (BST) and achieving generalization of these skills using in situ training (IST). This study evaluated BST to teach a response to bullying (RtB) to the victims of bullying, with added IST for participants whose skills did not generalize to the natural environment. This study attempted to remove the hypothesized reinforcer of social attention from the perpetrator of bullying. In situ assessments (ISA) were conducted in the natural setting after BST sessions had already occurred. When BST was not sufficient in evoking the correct response during ISA, IST was added for 2 participants and an incentive was added for 1 participant to increase motivation when responding still did not meet completion criteria. However, BST alone was successful in teaching the RtB to two participants, evident by their responses during ISA. The results of this study are consistent with previous BST and IST research.

Illicit use of prescription stimulants (IUPS) has become more common in the late adolescent and emerging adulthood populations. This study examined the impact of close friend and parent disapproval/approval on IUPS in college students. A sample of 903 college students (MAge = 19.23) completed a questionnaire assessing variables including lifetime IUPS (14.59% of sample), and perceived close friend/parent disapproval/approval of either academic or recreational IUPS. A 2 X 2 chi-square test of independence was used to analyze data regarding perceived close friend/parent disapproval/approval and IUPS. There were four primary findings. First, students were significantly less likely to report having engaged in IUPS if they perceived close friend (CHI2 (1) = 55.99, p < .001) or parent disapproval (CHI2 (1) = 31.99, p < .001) of IUPS for academic purposes. Second, students were significantly less likely to report having engaged in IUPS if they perceived close friend disapproval of IUPS for recreational purposes (CHI2 (1) = 24.38, p < .001). Third, students were significantly more likely to report having engaged in IUPS if they perceived close friend approval (CHI2 (1) = 51.17, p < .001) and parent approval (CHI2 (1) = 7.87, p = .005) for academically-motivated IUPS. Fourth, students were significantly more likely to report having engaged in IUPS if they perceived close friend approval for recreationally-motivated IUPS (CHI2 (1) = 33.86, p < .001). Future researchers should focus on conducting longitudinal studies to confirm if perceived close friend and parent approval function as risk factors for IUPS and if disapproval functions as a protective factor. Future research is also needed to help identify whether student perceptions of disapproval and approval are accurate (i.e., do close friends and parents really approve or disapprove of IUPS?). Finally, investigators should work to assess whether increased perceptions of disapproval can function to reduce level of IUPS (i.e., not just lifetime prevalence) and whether increases in perceived approval function to exacerbate IUPS. Results of these kinds of research efforts would better inform whether psychoeducational interventions should target decreasing approval and increasing disapproval perceptions in order to both prevent and reduce IUPS behaviors.

No description available.

Cette thèse explore les antécédents et conséquences de l'illégitimité organisationnelle. Comment l'illégitimité organisationnelle émerge-t-elle? Pourquoi persiste-t-elle? En utilisant une approche fondée sur les logiques institutionnelles, j'étudie la matérialisation d'une catégorie stigmatisée, et comment la variance en termes de désapprobation au sein de cette catégorie peut signaler une certaine proximité vis-à-vis d'une logique de champ, et se révéler bénéfique.Les enjeux que représentent les transferts et manipulations de l'illégitimité favorisent l'apparition d'échanges sociaux dans lesquels les acteurs se rejettent la faute.Ces questions sont étudiées empiriquement dans le contexte de l'industrie de la banque d'investissement aux Etats-Unis dans la période d'après crise, à partir de 2007. Plus particulièrement, j'observe la perception de cette industrie dans la presse écrite. Ce travail de recherche révèle la nature stratégique des évaluations sociales négatives et délivre des enseignements pour la gestion de l'image de l'entreprise et les politiques publiques / This dissertation explores the antecedents and outcomes of organizational illegitimacy. How do organizational illegitimacy emerge? Why does it persist? Using an institutional logis perspective, I investigate the materialization of a stigmatized category, and how variance in disapproval within this category can signal proximity to a field-level logic and yield beneficial outcomes.The stakes of transferring and manipulating illegitimacy set the stage for blame games at the field of organizational level. These questions are examined in the empirical context of the US investment banking industry in the aftermath of the 2007 crisis. I focus in particular on its perception in print media. This work sheds light on the strategic nature of negative social evaluations, and provides implications for corporate image management and policy practice

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-02T16:56:14Z No. of bitstreams: 1 roselydossantosesteves.pdf: 596449 bytes, checksum: c7a2ef52eb1974998cf8a540e374e309 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-03T11:24:15Z (GMT) No. of bitstreams: 1 roselydossantosesteves.pdf: 596449 bytes, checksum: c7a2ef52eb1974998cf8a540e374e309 (MD5) / Made available in DSpace on 2016-02-03T11:24:15Z (GMT). No. of bitstreams: 1 roselydossantosesteves.pdf: 596449 bytes, checksum: c7a2ef52eb1974998cf8a540e374e309 (MD5) Previous issue date: 2014-08-22 / O presente estudo apresenta uma questão que, embora não seja inédita, é relevante nas discussões educacionais e representa um dos grandes desafios para a educação na atualidade, trata-se dos índices relacionados à aprovação/reprovação no 6º ano do ensino fundamental. Percebe-se que no município de Juiz de Fora/MG é alto o índice de reprovação neste segmento do ensino, fator que gera como consequência a defasagem idade-série. Portanto, o objetivo deste trabalho é fazer uma análise comparativa de três escolas com realidades socioeconômicas semelhantes. Para tanto, foram analisadas as taxas de aprovação/reprovação apresentados nesta etapa do Ensino Fundamental no espaço amostral de três anos (2009 a 2011). Para as análises foi importante o referencial teórico proporcionado por autores como: Mintzberg (2010), Alavarse (2013), Balmant (2012), Mandelli (2013), Burgos (2012), Peregrino (2012), Oliveira (2012), Bento (2007), Castanheira & Ceroni (2008), Mason (2011) apud Magaldi & Reis (2011), Moura (2009), Pereira (2007), Silva (2008) e Condé (2012). A metodologia de pesquisa utilizada foi à qualitativa e a quantitativa, uma vez que foi realizada a coleta de dados e informações por meio de questionários e de entrevistas aplicadas a gestores, coordenadores pedagógicos e professores. A intenção é propor alternativas, por meio de um Plano de Intervenção, para atenuar estes problemas nas escolas pesquisadas. O Plano de Ação Educacional tem o intuito de apontar caminhos para intervir e melhorar a realidade no segmento escolar em análise. Os pontos mais relevantes deste trabalho foram às reflexões e as discussões depreendidas sobre os principais fatores apontados como responsáveis pela reprovação no 6º ano, isto é, as dificuldades de adaptação que implicam na aprendizagem e a ausência de habilidades adequadas dos professores para trabalharem com este segmento de ensino. As análises destes fatores culminaram com a proposta do Plano de Ação sugerido para atenuar os problemas de reprovação no 6ºano. / This study presents an issue that is not unique though is relevant in educational discussions and represents a major challenge for education nowadays, these are the indexes related to a school approval/fail on the 6th year of the Elementary School. It is noticed that in the city of Juiz de Fora / MG is high failure rate in this segment of education, a factor that causes the effect of age-grade gap. Thus, the aim of this work is to make a comparative analysis of three schools with similar socioeconomic realities. For this, the taxes of approval / disapproval presented at this stage of Elementary School were analyzed in the sample space of three years (2009-2011). For analysis was important theoretical framework provided by authors such as Mintzberg (2010), Alavarse (2013), Balmant (2012), Mandelli (2013), Burgos (2012), Pilgrim (2012), Oliveira (2012), Benedict (2007), Castanheira & Ceroni (2008), Mason (2011) cited Magaldi & Reis (2011), Moura (2009), Pereira (2007), Silva (2008) and Condé (2012). The research methodology was qualitative and quantitative, since the collection of data and information through questionnaires and interviews applied to managers, coordinators and teachers was held. The intention is to propose alternatives, through an Intervention Plan to moderate these problems in the surveyed schools. The Education Action Plan aims to show ways to interfere and improve the reality in the school segment analysis. The most important topics of this study were inferred to reflections and discussions on key factors identified as responsible for the failure in the 6th year, namely, the difficulties of adaptation that involve learning and the lack of appropriate skills of teachers to work with this segment education. The analysis of these factors led to the proposal of the Action Plan suggested improving the problems of failure in the 6th year.

No description available.