In Sweden we have the highest rate of nontraditional students among Europe. Coincidently, we also have the highest rates of drop outs among OECD. In this particular field, drop out from higher education, there is a need fore more qualitative studies that can support the "statistics". Studies about experiences of drop outs are significant for society, university and individual. The aim of this study is to describe and understand how nontraditional student experiences drop out from higher education. What do they tell regarding their meeting with the university? How is the drop out visible before the decision to quit? How can the way forward to the drop out be described? What does the university mean for them? The theoretical point of departure is the concept lifeworld and the method is phenomenological hermeneutic with narrative interviews with 5 students. The result points out that the meeting with the university implies a meeting with other individuals, and also a "meeting" within the student himself, by inner questioning and reflection. The students’ relationship to the studies is characterized by the experience of understanding. The dropouts are visible through different events. The decision per se has increased over time and the students have also grown personally by the decision. To understand or not understand is crucial for the experience of learning. The drop out can also be seen as a transition and a turning point. The drop out is an effort and takes place without professional staff, therefore needs to be discussed in public.

Today, the advances in Complementary MetalOxideSemiconductor (CMOS) technology have guided the progress in the wireless communications circuits and systems area. Various new communication standards have been developed to accommodate a variety of applications at different frequency bands, such as cellular communications at 900 and 1800 MHz, global positioning system (GPS) at 1.2 and 1.5 GHz, and Bluetooth andWiFi at 2.4 and 5.2 GHz, respectively. The modern wireless technology is now motivated by the global trend of developing multi-band/multistandard terminals for low-cost and multifunction transceivers. Exploring the unused 10-66 GHz frequency spectrum for high data rate communication is also another trend in the wireless industry. In this dissertation, the challenges and solutions for designing a multi-band/multistandard mobile device is addressed from system-level analysis to circuit implementation. A systematic system-level design methodology for block-level budgeting is proposed. The system-level design methodology focuses on minimizing the power consumption of the overall receiver. Then, a novel millimeter-wave dual-band receiver front-end architecture is developed to operate at 24 and 31 GHz. The receiver relies on a newly introduced concept of harmonic selection that helps to reduce the complexity of the dual-band receiver. Wideband circuit techniques for millimeterwave frequencies are also investigated and new bandwidth extension techniques are proposed for the dual-band 24/31 GHz receiver. These new techniques are applied for the low noise amplifier and millimeter-wave mixer resulting in the widest reported operating bandwidth in K-band, while consuming less power consumption. Additionally, various receiver building blocks, such as a low noise amplifier with reconfigurable input matching network for multi-band receivers, and a low drop-out regulator with high power supply rejection are analyzed and proposed. The low noise amplifier presents the first one with continuously reconfigurable input matching network, while achieving a noise figure comparable to the wideband techniques. The low drop-out regulator presented the first one with high power supply rejection in the mega-hertz frequency range. All the proposed building blocks and architecture in this dissertation are implemented using the existing silicon-based technologies, and resulted in several publications in IEEE Journals and Conferences.

<p>During Apartheid, South African education policies were largely based on a system of&nbsp / racial segregation, resulting in unequal educational opportunities between black and white students.&nbsp / Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and&nbsp / consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students&rsquo / perceptions of the influence of social integration on academic performance. Tinto&rsquo / s Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study&nbsp / was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students&rsquo / academic performance. South African contextual factors such as socio-economic status and language&nbsp / were found to be a potential hindrance to good academic performance. The implications of these findings are discussed.</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Este trabajo investiga el problema de la deserción y graduación de los estudiantes universitarios. Se utilizan modelos de riesgo proporcional no paramétricos para estimar los efectos cualitativos y cuantitativos de factores personales y características socioeconómica de los alumnos sobre las probabilidades condicionales de deserción y graduación. Se emplean datos de una cohorte de estudiantes de la carrera de Contador Público de la Universidad Nacional de Rosario, Argentina. Los hallazgos son útiles para evaluar y diseñar políticas públicas en el sector de educación. / This study examines the issue of student departure from a public university. Non-parametric proportional hazard models are used to estimate the quantity and quality effects of the students’ personal and socioeconomic characteristics on the probability of their dropping out or graduating. Data include a cohort of students who started studying accounting at National University of Rosario, Argentina, in 1991. The results are useful to evaluate and design public policies in the educational sector.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-02-10T17:15:32Z No. of bitstreams: 1 MaurícioSouza2.pdf: 2051546 bytes, checksum: a2fbd7adbe15d7c63c36897de8c8e697 (MD5) / Made available in DSpace on 2017-02-10T17:15:32Z (GMT). No. of bitstreams: 1 MaurícioSouza2.pdf: 2051546 bytes, checksum: a2fbd7adbe15d7c63c36897de8c8e697 (MD5) Previous issue date: 2016-12-08 / One of the mainly challenges encountered while managing Higher Education Institutions are the consequences caused by students desertion. It is a problem that results in discomfort and preoccupation about the organization sustainability. The consequences of school evasion increase are causing damages not only to the education, but also to the future of a Nation. The present work looks for the identification of the students characteristics, not only of those who dropped out of school, but also of the newly graduated, trying to comprehend the influencing factors that support the students decisions of deserting or finishing the graduation course, and also comprehend the strategies used by the researched institution. For this purpose the mainly approaches were considered about the concepts of desertion, various ways of its calculation used by Higher Education Institutions and its most common causes. This work primary focus is to obtain a deeper knowledge about student desertion to give background to new studies that could help in preventing school dropouts. It is about a case study considering a private school small-sized located in the interior of the State of Sao Paulo and its higher education in-person courses of bachelor and technology degree in Social Sciences. The survey was conducted with structured questionnaires applied to dropout students and students who got their degree, both between 2012 and 2015, and structured interviews with managers, teachers and recent dropout students. The results have showed similarity among students with small differences between the group of desertion causes of each one. Keywords: / Uma das principais dificuldades encontradas na gestão de Instituições de Educação Superior (IES) são as consequências provocadas pela evasão discente. A evasão é um problema que gera desconforto e preocupação quanto à sustentabilidade organizacional. As consequências do aumento da evasão são prejudiciais não só para a educação, mas também para o futuro de uma Nação. O presente trabalho procura identificar as características dos estudantes, não só daqueles que evadem, mas também dos que concluem os cursos, na busca de uma compreensão dos fatores que influenciam os alunos a evadirem ou concluírem um curso, além de entender as estratégias aplicadas pela Instituição pesquisada. Para tanto, foram feitas abordagens dos principais conceitos de evasão, das diversas formas de cálculo utilizadas pelas IES e das causas mais comuns da mesma. O foco do trabalho é aprofundar o conhecimento sobre o tema para possibilitar novos estudos que colaborem com os esforços no combate à evasão. Trata-se de um estudo de caso em uma IES privada de pequeno porte, localizada no interior do Estado de São Paulo, levando em consideração os cursos superiores presenciais de bacharelado e tecnologia na área de Ciências Sociais Aplicadas. Foram aplicados questionários estruturados junto a alunos evadidos e formados entre 2012 e 2015, e entrevistas estruturadas com gestores, professores e alunos recém-evadidos. Os dados apresentaram homogeneidade entre os alunos com pequenas diferenças entre o conjunto de motivos da desistência de cada um.

Cette thèse résulte du suivi, pendant deux ans, de jeunes de 16 à 25 ans, scolarisés lors du premier entretien dans des établissements « traditionnels » ou « alternatifs ».La première partie présente des parcours scolaires et s’attarde sur le lien entre parcours scolaire non conforme et délinquance. Au moyen d’un suivi longitudinal qualitatif des « décrocheurs » en temps réel, la recherche s’intéresse particulièrement aux « invisibles », ceux qui décrochent sans faire de bruit et n’inquiètent personne, parfois à juste titre car ils ont des projets hors l’école. Afin de dissocier décrochage et délinquance, des parcours de jeunes délinquants qui n’ont pas décroché de leur établissement scolaire, et inversement des parcours de décrocheurs non délinquants, sont analysés. Une seconde partie présente le contrôle social et la production des normes selon les établissements. L’étude vise à mettre en évidence ce qui, dans l’encadrement, les règlements intérieurs, les sanctions, l’organisation de la discipline et la surveillance distingue les écoles les unes des autres et conclut sur le fait que, si un établissement construit ses normes, ces dernières sont aussi la production des élèves qui le composent. Ces normes influencent les trajectoires des élèves. La recherche montre également que les ségrégations internes produites par les établissements ont plus d’effets sur les élèves que les ségrégations externes, subies par les établissements.La conclusion remet en perspective ces résultats à l’aune des évolutions politiques et démographiques actuelles : l’effet-établissement est appelé à être plus influent à l’avenir, avec la poursuite des politiques d’autonomisation des lycées. / For this research I interviewed students aged 16 to 25 years in traditional and alternative educational establishments over the course of two years. The first section describes further education and considers the link between leaving school and delinquency. Having followed the "dropouts" in real time, the research aims to understand them qualitatively and pays particular attention to “the invisibles" who drop out quietly without generating concern, sometimes rightly so because their interests lie outside of school. Since being a “bad student” is often linked to being a “delinquent”, I describe the schooling of “good students” who have committed offences and vice versa. The second part studies different schools and their respective social controls and 'behavourial norms'. The effect of being in one school or another is still minimal but will grow with new policies that are increasing the autonomy of schools. This study aims to highlight what distinguishes one school from another in terms of management, internal rules, sanctions and the organization of discipline and supervision. It concludes that where a school creates norms and standards, these are also the creations of the students themselves and they impact on students' careers. The other major institutional effect is related to the internal segregation it produces, beyond external segregation. Finally the conclusion looks at the results in the context of the evolving political and demographic landscape and suggests further areas of research.

Aim This study aimed to investigate at what age young adolescence in Dalarna stops competing in cross-country skiing. Furthermore, to explore possible reasons to why they decide to stop competing. Method To answer the aim a mixed-method was applied. The data collection comprised a quantitative statistical study of when young adolescence from five different teams stopped competing. Additionally, 10 qualitative interviews were conducted with six young adolescence, three coaches and Dalarnas ski associations head of management training. Results The results show that most young adolescents in Dalarnas association stops competing when they reach the age of 12-13. Furthermore, the results suggest that there isn’t just one specific reason to why young adolescence in Dalarnas stops competing. Instead five reoccurring themes: performance, other sports, parents, interpersonal relationships and physical prerequisites were found. Conclusion The results show that the age where most young adolescents stops competing is 12-13 years. Additionally that here is no simple answer to why young adolescent in Dalarna stops competing. Instead the reasons why they decide to stop competing consists of many different factors. With background from the result a conclusion can be made that there is need of improvement, from the association as well as the teams, concerning how to make competition more attractive to youth in Dalarna. The two most common areas to talk about amongst the interview subjects were performance and interpersonal relationships. Therefore those two areas might be a good starting point in the process of keeping youth in competition context. / Syfte Syftet med studien var att undersöka vid vilken ålder barn och ungdomar inom Dalarnas Skidförbund slutar att delta i längdskidtävlingar. Vidare att undersöka möjliga bakomliggande orsaker till att barn och ungdomar slutat tävla. Metod För att besvara syftet med studien applicerades en blandad metod. Delstudie ett är av kvantitativ karaktär och innehåller data gällande vid vilken ålder som unga längdskidåkare inom Dalarnas Skidförbund slutar tävla. Delstudie 2 är av kvalitativ karaktär och består av tio intervjuer. Sex av dessa var med ungdomar som valt att sluta, tre var med aktiva ledare och den sista intervjun var med den utbildningsansvariga i Dalarnas Skidförbund. Resultat Resultatet visar på att barn- och ungdomar inom Dalarnas Skidförbund slutar tävla när de når 12- 13 års ålder. Vidare tyder resultatet på att det inte finns någon specifik enskild anledning till att barn och ungdomar inom Dalarnas Skidförbund slutar att tävla på längdskidor. Istället identifierades fem återkommande teman: Prestation/resultat, andra idrotter, föräldrar, social samhörighet och fysiska förutsättningar. Slutsatser Resultatet visar att de flesta barn och ungdomar inom Dalarnas Skidförbund slutar vid 12-13 års ålder. Vidare att det inte finns något enkelt svar på varför barn och ungdomar i Dalarnas Skidförbund slutar att tävla på längdskidor. Istället grundas deras beslut att sluta tävla på ett flertal olika faktorer. Utifrån studiens resultat går det att dra slutsatsen att det finns förbättringspotential både inom klubbarna men även hos förbundet när det gäller arbetet för att behålla tävlingsaktiva längdskidåkare i distriktet. Det som intervjudeltagarna pratade mest om var prestation/resultat och social samhörighet. Därför kan dessa två områden vara en bra startpunkt att utgå från i arbetet för att behålla tävlingsaktiva inom distriktet.

Trata-se de pesquisa exploratória realizada em escolas municipais de ensino fundamental da Coordenadoria de Educação de Itaquera, zona leste do Município de São Paulo. O trabalho procura levantar e analisar as relações existentes entre o capital social e dois indicadores específicos de desempenho de tais instituições educacionais: evasão escolar e reprovação. O material foi coletado em questionários respondidos por diretoras (es) e coordenadoras pedagógicas de 19 unidades escolares. As análises permitiram o levantamento da dimensão de capital social percebida pelas (os) participantes e o cruzamento desses dados com índices de evasão escolar e reprovação nas unidades escolares. Com base nas referências teóricas fornecidas por Bourdieu, Loury, Coleman, Putnam, Evans, entre outros, o trabalho aponta para indícios de que maiores dimensões de capital social, nos tópicos de informação e comunicação, confiança e solidariedade e coesão e inclusão social, podem estar relacionados, de forma não determinante, a melhores desempenhos nas unidades escolares. / The is an exploratory research report about basic education in mayor schools at Itaquera Educational Coordination, East zone of São Paulo City, in Brazil. This stuff analyzes the relations between the social capital, school drop out and reproval. Directors and pedagogical coordinators\' from 19 schools have answered the questionnaires. Then, we noticed that the social capital dimension was related to evasion schools and reprovals throughout evaluations. On the basis of the theoretical references supplied by Bourdieu, Loury, Coleman, Putnam, Evans, among others, the stuff indicates that bigger dimensions of social capital in topics like information and communication, confidence and solidarity, cohesion and social inclusion can be related (non determinative way) improving betters performances at school units.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-11T15:42:16Z No. of bitstreams: 1 vagnodossantosramos.pdf: 1265392 bytes, checksum: bcbde1fce37c1a25fc18362fa6e6ef15 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-17T15:17:20Z (GMT) No. of bitstreams: 1 vagnodossantosramos.pdf: 1265392 bytes, checksum: bcbde1fce37c1a25fc18362fa6e6ef15 (MD5) / Made available in DSpace on 2017-05-17T15:17:20Z (GMT). No. of bitstreams: 1 vagnodossantosramos.pdf: 1265392 bytes, checksum: bcbde1fce37c1a25fc18362fa6e6ef15 (MD5) Previous issue date: 2016-12-19 / O caso de gestão estudado analisa a implementação do Programa de Correção de Fluxo Escolar - Projeto Avançar (PA) em uma escola estadual localizada no município de Manaus, vinculada à Secretaria Estadual de Educação (SEDUC/AM) e acompanhada pela Coordenadoria Distrital 02. Os objetivos definidos para esta investigação buscam verificar as dificuldades da equipe gestora em reduzir os índices de abandono nas turmas do PA. Para isso, utilizou-se a pesquisa qualitativa, por meio de um estudo de caso. Além da análise documental, foram usados como instrumentos de coleta de dados um questionário para 16 alunos do projeto e uma entrevista semiestruturada com a gestora, a pedagoga da escola, a supervisora do distrito que acompanha o projeto na escola e nove professores que atuam no PA. No referencial, foi abordado o Projeto Avançar enquanto política de enfrentamento ao fracasso escolar e também as causas e consequências do abandono escolar. A discussão dos resultados levou em consideração a visão dos diversos atores que participam do Projeto. A análise dos dados permitiu a identificação de alguns avanços e algumas dificuldades no processo de implementação do PA como ausência de capacitação para gestores, pedagogos e professores para atuar com maior efetividade nas ações do projeto; dificuldade dos docentes no trabalho com projetos interdisciplinares; ausência de reuniões para discutir as dificuldades de realização do PA; infrequência e apatia dos alunos; e ausência da família no acompanhamento escolar do filho. Com base nos resultados dessa análise, foi elaborado um Plano de Ação Educacional com propostas que ajudarão a equipe gestora a desenvolver as ações do Projeto Avançar de forma adequada na escola, a fim de que os objetivos sejam alcançados. / The management case under study deals with the implementation of the Program for the Correction of Fluxo Escolar - Projeto Avançar (PA) at a state school in the city of Manaus, tied to the State Secretaria of Education (SEDUC/AM) and overseen by the 2nd District Coordenadoria. The goals set for this investigation check team's difficulties in reducing drop out rates in the classes within the PA. For this, was used a qualitative research, through a case study. Besides analysis of documents, were used as instruments of data collection a questionnaire for 16 students within the project and a semi-structured interview with the manager, the school pedagogue, the district supervisor that oversees the project at the school and nine teachers who work with the PA. In the referencial, the PA was discussed as a policy to face school failure and also the causes and consequences of dropping out. The discussion of the results took into account the point of view of the several actors that participated in the project. Analysis of the data made it possible to identify some advances and some difficulties regarding the PA's implementation process as a lack of training for managers, pedagogues and teachers to more effectively perform the actions of the project; teachers' difficulty in working with interdisciplinary projects; lack of meetings to discuss the difficulties in carrying out the PA; infrequent attendance and apathy from the students; and families failing to monitor their children's performance at school. With the results of this analysis, a Plano de Ação Educacional was created containing proposals that will help the managing team to adequately develop the actions of the PA at school, in order to achieve the goals.