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Diss. Linköping : Univ., 2002. / År 2005 tilldelat nummer i serien Linköping studies in arts and science.

Diss. (sammanfattning) Stockholm : Karol. inst., 2003. / Härtill 5 uppsatser.

Thesis (Ph. D.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 0972. Adviser: Benjamn C. Amick, III. Includes bibliographical references.

Thesis (M.Sc. (Maxillofacial Prosthetics))--Mahidol University, 2006. / LICL has E-Thesis 0034 ; please contact computer services. LIRV has E-Thesis 0034 ; please contact circulation services.

The wide and enduring educational disparities between European and Asian heritage New Zealanders on the one hand, and indigenous Māori and Pacific Islanders on the other, have been a national education policy priority for some time. Such is the degree of focus on ethnic inequalities that very little attention is devoted to sources of privilege and disadvantage related to socio-economic status (SES) and gender, despite international scholarship showing that both of these profoundly influence experiences of schooling. The current study explores the ways in which SES, ethnicity, and gender influence students’ experiences of learning mathematics in New Zealand schools. Mathematics is a ‘gatekeeper’ subject for a range of highly lucrative career pathways dominated by European and Asian heritage men, making access to mathematical success a social justice issue with powerful material consequences. This thesis describes a mixed methods study of 425 Year Nine (age 13-14) students in three New Zealand state secondary schools, which investigated • the relationships between SES, ethnicity, gender, and success in mathematics, • cultural ideas about what types of people have mathematical ability, and • the effect of ability grouping on attainment disparities. European and Asian students had higher mathematics attainment than Māori and Pacific students. Pacific students reported enjoying mathematics despite their low attainment, whereas Māori students had very negative attitudes towards mathematics. Consistent with international studies, girls had lower confidence than boys in their mathematical abilities, despite having equal attainment. Interview data suggested that these differences in perceptions of mathematics were related to cultural ideas of mathematics as a ‘brain’ activity and therefore a natural fit for socially privileged men. Such ideas were further reinforced by ability grouping, which provided successful students with additional enrichment and withheld from low-attaining students the intellectual challenges that could have facilitated a shift to more successful learning trajectories.

Introdução: As neoplasias são responsáveis por uma série de alterações nutricionais, evidenciando a importância da avaliação de crianças e adolescentes ao diagnóstico de câncer para estabelecer metas para recuperar ou manter o adequado estado nutricional durante o período da internação hospitalar. Os fatores socioeconômicos, além de estarem relacionados com as condições de saúde comprometendo o estado nutricional dos pacientes, também colaboram para a desigualdade no acesso aos centros especializados influenciando nas taxas de morbimortalidade do câncer infantil. Objetivo: Descrever o estado nutricional e o perfil socioeconômico de crianças e adolescentes com neoplasia maligna em dois centros hospitalares universitários públicos de Porto Alegre/RS. Métodos: Estudo transversal incluindo 102 pacientes ao diagnóstico ou recidiva de neoplasia, com idade entre zero e 19 anos, internados no Hospital de Clínicas de Porto Alegre e hospitais integrantes do Grupo Hospitalar Conceição. O estado nutricional foi avaliado com base nos critérios preconizados pela Organização Mundial da Saúde 2006/2007, considerando os parâmetros antropométricos estatura/idade, índice de massa corporal/idade, circunferência braquial/idade e dobra cutânea triciptal/idade. A avaliação socioeconômica foi realizada a partir do questionário de classificação econômica, da Associação Brasileira de Empresas de Pesquisa, e por uma ficha sociodemográfica composta por perguntas elaboradas com base no Censo Demográfico 2010. Ambos os instrumentos foram respondidos pelos pais ou responsáveis. Resultados: A mediana de idade da amostra foi de 6,9 (0 a 18,9) anos, predominando o sexo masculino (53,9%) e cor/raça branca (70,6%). Os diagnósticos mais freqüentes foram leucemias (42,2%) e linfomas (15,7%). A maioria dos pacientes era procedente da zona urbana (80,4%) e em mais da metade dos casos o nível de escolaridade predominante dos pais foi o Ensino Fundamental. Em relação ao estado nutricional, 5,9% estavam desnutridos, 7,8% em risco para baixo peso, 59,8% eutróficos, 10,8% em risco para sobrepeso, 6,9% estavam com sobrepeso e 8,8% obesos. Quanto à classe econômica, 3,9%, pertenciam à classe A, 24,5% à classe B, 52% à classe C e 19,6% às classes D e E. Não foi encontrada associação significativa entre estado nutricional e classe econômica. Conclusão: Os achados indicam a necessidade de realizar uma abordagem nutricional precoce e ativa, diante do elevado número de pacientes, tanto com excesso, como deficiência de peso. / Introduction: Neoplasms are responsible for a number of nutritional changes, highlighting the importance of evaluation children and adolescents who are diagnosed with cancer to establish goals to regain or maintain adequate nutritional status during the hospitalization period. Besides being related to health conditions affecting patient nutritional status, socioeconomic factors also collaborate to inequality in access to specialized centers, which influences the morbidity and mortality rates of childhood cancer. Objective: This study aims to describe the nutritional status and the socioeconomic profile of children and adolescents with neoplasm in two public university hospitals centers in Porto Alegre/RS. Methods: A cross-sectional study including 102 patients with the diagnosis or cancer relapse, aged zero to 19 years, admitted at the Hospital de Clinicas of Porto Alegre and hospitals that are members of the Conceição Hospital Group. Nutritional status was evaluated and classified according to the World Health Organization 2006/2007 criteria, considering the anthropometric parameters height/age, body mass index/age, arm circumference/age and triceps skinfold/age. The socioeconomic evaluation was performed by the economic classification questionnaire, the Brazilian Association of Research Companies, and by a sociodemographic record consisting of questions elaborated based on Census 2010. Both instruments were answered by parents or guardians. Results: The median age of the sample was 6.9 (0 to 18.9) years, the predominating male (53.9%) and race/ethnicity white (70.6%). The most frequent diagnoses were leukemia (42.2%) and lymphomas (15.7%). Most patients came from the urban area (80.4%) and the level of parental education was the Elementary School in over half of the cases. Regarding nutritional status, 5.9% were malnourished, 7.8% at risk for low weight, 59.8% normal weight, 10.8% at risk for overweight, 6.9% were overweight and 8.8% were obese. As for the economic class, 3.9%, belonged to the Class A, 24.5% to Class B, 52% to Class C and 19.6% to D-E classes. No significant association between nutritional status and economic class was found. Conclusion: Given the high frequency of deficit or excess weight in children and adolescents, the findings indicate that the establishment of an early nutritional approach in routine care of patients who are exposed to anticancer treatment is essential.

Hernandez (2013) claimed that the economic landscape in the United States of American (U.S.) has changed over the last decade, increasing the number of children of low social class standing. Counselors for Social Justice (CSJ; 2011) noted that an achievement gap exists between children of low social class standing and their middle and upper social class standing peers. School counselors and school counselor-in-training (SCITs) serve as advocates to address systemic barriers impeding academic, career, and personal/social success of all students (American School Counselor Association; ASCA, 2012; CSJ, 2011; Erford, 2011). Therefore, the need to understand school counselors’ and SCITs’ multicultural self-efficacy is imperative (Holcomb-McCoy, Harris, Hines, & Johnston, 2008). ASCA and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016; 2009) provide standards and guidelines for training school counselors to address issues of social class and classism. The purpose of this study was to understand the relationship between SCITs multicultural competency training and their self-efficacy in social class and classism training regardless of race/ethnicity and gender. This quantitative study consisted of 169 SCITs from CACREP and non-CACREP school counselor programs across the five Association of Counselor Education and Supervision (ACES) regions. The survey used in this study contained modified versions of the Multicultural Counseling Competence and Training Survey-Revised (School Counselor Version) (MCCTS-R; Holcomb-McCoy & Day-Vines, 2004); the School Counselor Self-Efficacy Scale (SCSE; Bodenhorn & Skaggs, 2005); the Balanced Inventory of Desirable Responding (BIDR; Paulhus, 1984); and a social class and classism training questionnaire and demographic questionnaire developed for the purposes of this study. Results from this study indicated program accreditation status (i.e., CACREP and non-CACREP) does not appear to influence multicultural competence or self-efficacy, but non-CACREP status did seem to increase perceived social class and classism training competence. In addition, results suggested low social class standing appeared to negatively influence perceived multicultural competency, self-efficacy, and social class and classism training more so than middle or upper social class groups. The number of multicultural competency courses and training level were consistent significant predictors in perceived multicultural competency, self-efficacy, and social class and classism training. However, region did not appear to influence perceived multicultural competency, self-efficacy, or social class and classism training. Finally, this study found a moderate, positive relationship between perceived multicultural competency and self-efficacy regarding social class and classism training. Implications from this study supported previous research (i.e., Constantine, 2001b; Constantine & Yeh, 2001; Holcomb-McCoy, 2005, 2001; Holcomb-McCoy, Gonzalez, & Johnston, 2009; Holcomb-McCoy & Myers, 1999; Larson, Suzuki, Gillespie, Potenza, Bechtel, & Toulouse, 1992) that the number of multicultural competency training courses, training level, and counseling experiences increased perceived multicultural competence and self-efficacy in social class and classism training. Therefore, SCITs should experience social class issues early and often in training through role-plays and modeling to improve the multicultural self-efficacy in social class and classism training (Cartwright, Daniels, & Zhang, 2008; Owen, Bodenhorn, & Bryant, 2010).

x, 196 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This project critiques the performance of class identity through the works of eighteenth- and nineteenth-century colonial and early national period authors using the lens of humor, primarily as posed by Elliot Oring and Henri Bergson's theories of laughter and the ridiculous. My argument is that under the guise of laughter these works conceal the underpinnings of an American class system which can be revealed through close reading and historical research. In my dissertation, I examine the performance of each author in his or her own autobiography and the reflection of that performance within the larger frame of the development of American status structures. The characters in the texts of the authors I work with in this project demonstrate the use of the comic persona to, as scholar Robert Micklus states, "locate the butt of ridicule anywhere but in their own mirrors"; however, in my project I examine this within the context of class. Chapter I examines the work of Madame Sarah Knight, The Journal of Madame Knight, and William Byrd II's The Secret History of the Line --both of whom use humor to disguise their class insecurities. In Chapter II, I examine the performance of class hierarchy, as seen through Franklin's Autobiography and John Robert Shaw's John Robert Shaw: An Autobiography of Thirty Years, 1777-1807. In Chapter III, I examine the complications of race involved in class relations, using John Marrant's autobiography, A Narrative of the Life of John Marrant, a Free Black. Chapter IV examines David Crockett's humorous performance of the middle landscape frontiersman as part of a valorized national identity in The Narrative of David Crockett. The ideology that prompts the so-called invisibility of class in United States society today requires us to examine it under a critical lens; this project uses humor as that lens. In questioning the laughter of early American texts, we can see the class divides of early American society being created--an important step to realizing how these divides are maintained in our world today. / Adviser: Gordon Sayre

Submitted by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-21T13:48:30Z No. of bitstreams: 1 jackeline-kyoko-yada.pdf: 1349408 bytes, checksum: 5e343aac438b00f3b643c142dda92849 (MD5) / Approved for entry into archive by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-21T13:48:59Z (GMT) No. of bitstreams: 1 jackeline-kyoko-yada.pdf: 1349408 bytes, checksum: 5e343aac438b00f3b643c142dda92849 (MD5) / Made available in DSpace on 2016-06-21T13:48:59Z (GMT). No. of bitstreams: 1 jackeline-kyoko-yada.pdf: 1349408 bytes, checksum: 5e343aac438b00f3b643c142dda92849 (MD5) Previous issue date: 2015-08-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem por tema o exercício da docência com foco na escolha profissional. O objetivo é investigar fatores sociais relacionados à escolha do curso de Pedagogia por alunos de graduação. As questões que norteiam a pesquisa são: “quais fatores relacionados à origem, trajetória e posição social contribuem para escolha do magistério como profissão? Por que a opção pelo ingresso em uma universidade pública? Qual o perfil dos ingressantes no curso de Pedagogia da universidade pesquisada?”. A hipótese é que a escolha profissional dos agentes está relacionada ao posicionamento social, que diz respeito às condições objetivas de vida, que se incorpora aos indivíduos como um habitus, que por sua vez é em grande parte responsável pelas escolhas realizadas nas trajetórias escolares. Para a fundamentação teórica recorre-se aos conceitos de capital cultural, classe social e habitus de Pierre Bourdieu, por esses contemplarem aspectos relacionados aos processos formativos aos quais o agente social está submetido em seu trajeto social. Nesta pesquisa foram utilizadas duas fontes de dados: Questionário socioeconômico respondido pelos alunos ingressantes no curso de Pedagogia no ano de 2014 e entrevistas semiestruturadas com dez alunas do curso que estudam nos turnos vespertino e noturno. Os resultados apontam para regularidades no grupo de alunos no que diz respeito à origem social, ao estilo de vida e às condições de vida e de existência, que contribuiriam com a escolha profissional por eles realizada. A representação da docência, na dimensão simbólica, se expressa em determinadas regularidades estruturantes no grupo de estudantes, como no amor e cuidado misturados com o trabalho específico da docência, na disposição em se dedicar a um trabalho socialmente desvalorizado e na crença na posse de determinado dom ou destinação para ser professor. Trata-se de alunos com famílias que, assim como eles, valorizam o fato de estudarem em uma universidade pública, mas que muitas vezes gostariam que seus filhos estudassem em um curso de maior prestígio social, que propiciasse maior retorno financeiro. / The subject of this research is the exercise of teaching focusing on career choice. The purpose is to investigate social factors related to the choice of Pedagogy course by undergraduate students. The questions that guide the research are: "What factors related to the origin, history and social standing contribute to the choice of teaching as a profession? Why the choice of entering in a public university? What is the profile of entrants in the Pedagogy course of the surveyed college? ". The hypothesis is that the professional choice of social workers is related to the social position as regards the objective conditions of life, which is incorporated to individuals as a habitus, which in turn is largely responsible for the choices made in school history. The theoretical foundation was based on concepts of cultural capital, social class and habitus of Pierre Bourdieu, aspects related to educational processes to which the social worker is subject in his social path. This research used two data resources: socioeconomic questionnaire answered by students entering the Pedagogy course in 2014 and semi-structured interviews with ten course students studying in the afternoon and night shifts. The results point to regularities between group of students with regard to social origin, lifestyle, living conditions and existence that contribute to career choices they made. The representation of teaching, in the symbolic dimension, is expressed in certain structural regularities in the group of students, as in the love and care mixed with the specific job of teaching, the willingness to engage in socially undervalued work and belief in possession of given gift or disposition to be a teacher. These are students with families who, like them, value the fact of studying at a public university, but would often like to study or their children to study in a course of greater social prestige, which would provide higher financial return.