The problem of this study was to determine to what extent personal and social growth could be developed through the use of activities related to reading in one group of sixth-grade students.

The current study used data gathered as part of the Head Start/Public School Transition Project (Virginia Site), and included only data on the children who were part of Cohort II (i.e., enrolled in kindergarten in 1993). This database was examined to determine how select child and family characteristics uniquely contributed to parents' and teachers' ratings of the children's social skills and problem behaviors. A series of exploratory factor analyses (EFA), using principal components extraction and varimax rotation, were conducted to identify from the available database underlying constructs associated with the children's development of social skills and problem behaviors. Results of the EFA were used to construct predictor and dependent variables. Separate univariate models were established at four time points and hierarchical multiple regression was used to examine the unique contributions of the various predictors of parent and teacher ratings of children's social skills and problem behaviors. Of the demographic variables examined, the unique contribution of Hispanic ethnicity to parents' ratings of the children's social skills and problem behaviors was significant at all time points. Other predictors that were significant and uniquely contributed the most to parents' ratings of the children's social skills included the family's routine (beginning of kindergarten), parenting style (end of kindergarten), and attitudes about the neighborhood (end of first grade). Parents' attitudes about the behavior of children in the school was a significant predictor of parents' ratings of the children's problem behaviors. None of the predictors contributed significantly to the teacher's ratings of the children's social skills or problem behaviors. / Ph. D.

This study at hand has two main purposes: (1) a survey of the constancy of the results of four years of group intelligence testing in three schools of Denton, Texas: the Robert E. Lee School, the Sam Houston School, and the Teachers College Demonstration School; and (2) a study of the variability of academic and social growth in one elementary school grade.

A trajetória de Moçambique desde a independência, ocorrida em 1975, até 2009 foi marcada pela transição de uma economia centralmente planificada (socialista) para uma economia de mercado (capitalista). A transição para o capitalismo abriu espaço para financiamentos de Ajuda Externa ao Desenvolvimento das Instituições de Bretton Woods (Banco Mundial – BM e Fundo Monetário Internacional – FMI) e Investimentos Estrangeiros Diretos em forma de mega-projetos das corporações multinacionais em Zonas Francas Industriais e Zonas Econômicas Especiais. Entretanto, a aliança da elite nacional como o capital estrangeiro favoreceu a corrupção, a transferência de lucros das multinacionais para os países de origem, fazendo com que a Ajuda Externa ao Desenvolvimento e os Investimentos Estrangeiros Diretos não produzissem desenvolvimento econômico e bem-estar social, com se pretendia que fosse. Este estudo identificou o Ajustamento Estrutural, a Ajuda Externa ao Desenvolvimento, a corrupção e as Zonas Francas Industriais como os principais vilões da situação de pobreza em que Moçambique se encontra e concluiu que Moçambique nunca irá reduzir a pobreza de forma significativa, contando apenas com ajuda externa, mega-projetos, investimentos estrangeiros e ZFI. O que se pensava que seria o remédio para a saída do marasmo do subdesenvolvimento de Moçambique, (portanto, a ajuda, mega-projetos e ZFI) tornou-se um obstáculo ao desenvolvimento do país. / The trantion from socialism to capitalism characterized the Mozambican trajectory after its independence, held in 1975. This transition gave place to external aid by Bretton Woods (World Bank and International Monetary Fund) and direct investments from multinational corporations mega-projects in special economic free zones. The alliance between the national elite with foreign capital brought corruption, transference of profits from the multinational corporations in Mozambique to its countries of origin. Because of this, the external aid and foreign investments did not develop the Mozambican economy and also did not bring the social well being to the people in Mozambique. This research, identified the structural adjustment, external aid, corruption and special economic free zones as the factories of poverty in Mozambique, and concluded that Mozambique will never reduce poverty looking to external aid, mega-projects, direct foreign investments and special economic free zones. What where thought it was an elixir (mega-projects, external aid, foreign direct investments and special economic free zones) became an obstacle to development.

A trajetória de Moçambique desde a independência, ocorrida em 1975, até 2009 foi marcada pela transição de uma economia centralmente planificada (socialista) para uma economia de mercado (capitalista). A transição para o capitalismo abriu espaço para financiamentos de Ajuda Externa ao Desenvolvimento das Instituições de Bretton Woods (Banco Mundial – BM e Fundo Monetário Internacional – FMI) e Investimentos Estrangeiros Diretos em forma de mega-projetos das corporações multinacionais em Zonas Francas Industriais e Zonas Econômicas Especiais. Entretanto, a aliança da elite nacional como o capital estrangeiro favoreceu a corrupção, a transferência de lucros das multinacionais para os países de origem, fazendo com que a Ajuda Externa ao Desenvolvimento e os Investimentos Estrangeiros Diretos não produzissem desenvolvimento econômico e bem-estar social, com se pretendia que fosse. Este estudo identificou o Ajustamento Estrutural, a Ajuda Externa ao Desenvolvimento, a corrupção e as Zonas Francas Industriais como os principais vilões da situação de pobreza em que Moçambique se encontra e concluiu que Moçambique nunca irá reduzir a pobreza de forma significativa, contando apenas com ajuda externa, mega-projetos, investimentos estrangeiros e ZFI. O que se pensava que seria o remédio para a saída do marasmo do subdesenvolvimento de Moçambique, (portanto, a ajuda, mega-projetos e ZFI) tornou-se um obstáculo ao desenvolvimento do país. / The trantion from socialism to capitalism characterized the Mozambican trajectory after its independence, held in 1975. This transition gave place to external aid by Bretton Woods (World Bank and International Monetary Fund) and direct investments from multinational corporations mega-projects in special economic free zones. The alliance between the national elite with foreign capital brought corruption, transference of profits from the multinational corporations in Mozambique to its countries of origin. Because of this, the external aid and foreign investments did not develop the Mozambican economy and also did not bring the social well being to the people in Mozambique. This research, identified the structural adjustment, external aid, corruption and special economic free zones as the factories of poverty in Mozambique, and concluded that Mozambique will never reduce poverty looking to external aid, mega-projects, direct foreign investments and special economic free zones. What where thought it was an elixir (mega-projects, external aid, foreign direct investments and special economic free zones) became an obstacle to development.

A trajetória de Moçambique desde a independência, ocorrida em 1975, até 2009 foi marcada pela transição de uma economia centralmente planificada (socialista) para uma economia de mercado (capitalista). A transição para o capitalismo abriu espaço para financiamentos de Ajuda Externa ao Desenvolvimento das Instituições de Bretton Woods (Banco Mundial – BM e Fundo Monetário Internacional – FMI) e Investimentos Estrangeiros Diretos em forma de mega-projetos das corporações multinacionais em Zonas Francas Industriais e Zonas Econômicas Especiais. Entretanto, a aliança da elite nacional como o capital estrangeiro favoreceu a corrupção, a transferência de lucros das multinacionais para os países de origem, fazendo com que a Ajuda Externa ao Desenvolvimento e os Investimentos Estrangeiros Diretos não produzissem desenvolvimento econômico e bem-estar social, com se pretendia que fosse. Este estudo identificou o Ajustamento Estrutural, a Ajuda Externa ao Desenvolvimento, a corrupção e as Zonas Francas Industriais como os principais vilões da situação de pobreza em que Moçambique se encontra e concluiu que Moçambique nunca irá reduzir a pobreza de forma significativa, contando apenas com ajuda externa, mega-projetos, investimentos estrangeiros e ZFI. O que se pensava que seria o remédio para a saída do marasmo do subdesenvolvimento de Moçambique, (portanto, a ajuda, mega-projetos e ZFI) tornou-se um obstáculo ao desenvolvimento do país. / The trantion from socialism to capitalism characterized the Mozambican trajectory after its independence, held in 1975. This transition gave place to external aid by Bretton Woods (World Bank and International Monetary Fund) and direct investments from multinational corporations mega-projects in special economic free zones. The alliance between the national elite with foreign capital brought corruption, transference of profits from the multinational corporations in Mozambique to its countries of origin. Because of this, the external aid and foreign investments did not develop the Mozambican economy and also did not bring the social well being to the people in Mozambique. This research, identified the structural adjustment, external aid, corruption and special economic free zones as the factories of poverty in Mozambique, and concluded that Mozambique will never reduce poverty looking to external aid, mega-projects, direct foreign investments and special economic free zones. What where thought it was an elixir (mega-projects, external aid, foreign direct investments and special economic free zones) became an obstacle to development.

By now, it is an acknowledged fact that economic growth, social justice, and environmental sustainability are interconnected. Often referred to as the eco-social-growth trilemma, the challenge is to achieve synergy between the objectives and avoid trade-offs. This thesis adds to the field by exploring central themes related to the trilemma in the national media debate on the 2022 Chilean constitutional draft and discussing what they indicate about public opinion on eco-social policies in general in the country. The analysis found that multiple of the theorized tensions affecting public support were central in the debate on a semantic level, including affordability of changes, necessity of changes, effect on job security, political bias, welfare deservingness, effects on existing benefits and state involvement in welfare. Moreover, on a latent level, three overarching themes permeated the debate: uncertainties about the future, lack of representation and limitations of freedom. Overall, results showed that environmental issues took a backseat to social and economic objectives in the debate, which can be connected to what I call the Paradox of Complex Change. The Paradox refers to the notion that eco-social reforms need to encompass multiple parameters and factors to be successful and yield support, but simultaneously the very same maximalism can backfire. With more parameters included, there are more potential sources of disagreement – and chances are focus shifts away from the core issues. This is something for future researchers as well as policymakers to consider.

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THE ABSTRACT This diploma thesis aims to analyse the use of music therapy techniques as means to reduce the manifestations of attention deficit disorders. Furthermore, it deals with the application of said supportive measures in the framework of bullying prevention and its pathological effects. It also focuses on ways music therapy can be instrumental in a pupil's personal and social growth. In the theoretical part, the Framework Educational Programme for Elementary Education is introduced as one of the key changes in primary education in the framework of curricular reform. The chapter also addresses the topic of inclusive education, supportive measures and key competencies. Later on, music therapy is the subject of interest. Its methods, specializations and possibilities of use are listed. The chapter Specific learning and behavioural disorders introduces specific disorders, concentrating in detail on dyslexia, mutism, ADHD and ADD. I point out the use of music therapy as a re-educational tool, as well. I lay out a range of music therapy games which are tried out in the research part of the thesis. The research part deals with the application of music therapy activities within school lessons. These activities are assorted into thematic units, each of them customised to cater to the needs of pupils with...