Ansiedade social e coopera����o em contexto de hierarquia social

The Ultimatum Game is a methodology of the Game Theory that intends to investigate the individuals cooperative behavior in situations of resources division. Studies have shown that half of the subjects don���t accept unfair division of resources, and prefer to bear a momentary cost to revenge the deceivers. However, people who have assertiveness impairment, such as social phobic individuals, could have some difficulties to reject unfair offer division resource, especially in situations that cause over anxiety, like being in the presence of an individual considered to be in a high hierarchical level. A negative perception about his own worth can also make the person thinks that he does not deserve a fair division. These individuals also have a strong desire to convey a positive impression to the others, which could cause them to be more generous in a resource division. The aim of this study was to verify, through the Ultimatum Game, if social anxiety individuals would accept more high confederate���s unfair offers that low confederate���s unfair offers; and if they would be more generous in goods division, in the same game, when compared to individuals without social anxiety. Ninety-five (95) college students participated in this study answering the Social Phobia Inventory, the Factorial Scale of Extroversion, socio-demographic questionnaire, situational anxiety scale and, finally, the Ultimatum Game in four rounds (1st and 3rd ��� confederate representing high or low ranking using an unfair proposal; 2nd ��� confederate without social status using fair proposal; 4th ��� subject���s research proposes the offer). The results showed a significant negative correlation between social anxiety and haughtiness, and social anxiety and assertiveness, and a significant positive correlation between social anxiety and situational anxiety. There was no significant difference in situational anxiety due to the status for anxious individuals. Also we found no significant difference in the amount of donated goods, showing that generous behavior does not differ between groups. Finally, the social status did not influence the decision in response to the game for anxious individuals. These results corroborate to other studies that show the relationship between social anxiety and assertiveness, and social anxiety and negative self-perception capability and value (low haughtiness). As show the results of situational anxiety scale, the high status stimulus was not perceived as threatening to the individual, which may have affected his answer in the game. The results for the Ultimatum Game follow the same direction as the acceptance rate for unfair proposals (approximately 50%) in studies with non-clinical sample.

Ansiedade social e coopera����o em contexto de hierarquia social

The Ultimatum Game is a methodology of the Game Theory that intends to investigate the individuals cooperative behavior in situations of resources division. Studies have shown that half of the subjects don���t accept unfair division of resources, and prefer to bear a momentary cost to revenge the deceivers. However, people who have assertiveness impairment, such as social phobic individuals, could have some difficulties to reject unfair offer division resource, especially in situations that cause over anxiety, like being in the presence of an individual considered to be in a high hierarchical level. A negative perception about his own worth can also make the person thinks that he does not deserve a fair division. These individuals also have a strong desire to convey a positive impression to the others, which could cause them to be more generous in a resource division. The aim of this study was to verify, through the Ultimatum Game, if social anxiety individuals would accept more high confederate���s unfair offers that low confederate���s unfair offers; and if they would be more generous in goods division, in the same game, when compared to individuals without social anxiety. Ninety-five (95) college students participated in this study answering the Social Phobia Inventory, the Factorial Scale of Extroversion, socio-demographic questionnaire, situational anxiety scale and, finally, the Ultimatum Game in four rounds (1st and 3rd ��� confederate representing high or low ranking using an unfair proposal; 2nd ��� confederate without social status using fair proposal; 4th ��� subject���s research proposes the offer). The results showed a significant negative correlation between social anxiety and haughtiness, and social anxiety and assertiveness, and a significant positive correlation between social anxiety and situational anxiety. There was no significant difference in situational anxiety due to the status for anxious individuals. Also we found no significant difference in the amount of donated goods, showing that generous behavior does not differ between groups. Finally, the social status did not influence the decision in response to the game for anxious individuals. These results corroborate to other studies that show the relationship between social anxiety and assertiveness, and social anxiety and negative self-perception capability and value (low haughtiness). As show the results of situational anxiety scale, the high status stimulus was not perceived as threatening to the individual, which may have affected his answer in the game. The results for the Ultimatum Game follow the same direction as the acceptance rate for unfair proposals (approximately 50%) in studies with non-clinical sample.

A DOC��NCIA EM ADMINISTRA����O E ALGUMAS CONTRIBUI����ES DE PROJETOS EDUCATIVOS

Esta disserta����o apresenta dois projetos que apontam possibilidades de se construir novos conhecimentos com pr��ticas vi��veis e significativas para os alunos de Administra����o de Empresas do ensino superior. O objetivo �� fomentar a discuss��o sobre o papel do docente e a forma����o dos professores no ensino superior com qualidade, atrav��s dos estudos em uma Faculdade da Zona Leste da cidade de S��o Paulo. Este trabalho aponta que o bacharelado em Administra����o pode ir para al��m de meros conte��dos t��cnicos a serem humanizados a partir da utiliza����o de recursos did��ticos inovadores. A an��lise dos projetos permite concluir que a����es educativas diferenciadas, inspiradas na teoria freiriana, apresentaram-se como forma de enfrentamento ��s dificuldades nas rela����es entre ensino e aprendizagem. Com a aplica����o dos referidos projetos, as poss��veis dificuldades de aprendizagem foram transformadas em oportunidades, e hoje s��o contribui����es �� qualidade educativa.

The Timing of Motherhood While Earning a PhD in Engineering

In spite of tremendous efforts, women are still under-represented in the field of science. Post-graduate education and early tenure track employment are part of the academic career establish-ment in research and development during periods that usually overlap with family formation. Though women tend to leave science mainly after obtaining their PhD, and the timing of mother-hood plays a vital role in a successful research career, qualitative data on this life period are scarce. Our paper focuses on how the normative and institutional contexts shape female PhD engineering students��� family plans. The research was based on intersections of life course and risk and uncertainty theories. Using qualitative interviews we explored how contradicting social norms of childbearing cause tensions in postgraduate students��� lives, and how the different uncer-tainties and risks permeate young researchers��� decisions on early life events. We concluded that, despite the general pattern of delaying motherhood among higher educated women, these students struggle against this postponement, and they hardly have any good options to avoid risk stem-ming from uncertainties and from some characteris-tics of studying and working in engineering. Find-ings of this research may call the attention of stake-holders to possible intervention points.

Essays in the Economics of Education

<p>This dissertation is comprised of three essays in the economics of education. In the first essay, I examine how college students' major choice and major switching behavior responds to major-specific labor market shocks. The second essay explores the incidence and persistence of overeducation for workers in the United States. The final essay examines the role that students' cognitive and non-cognitive skills play in their transition from secondary to postsecondary education, and how the effect of these skills are moderated by race, gender, and socioeconomic status.</p>

MicroRNA expression and function in neonatal hypoxic ischaemic encephalopathy

Hypoxic ischaemic encephalopathy (HIE) is a devastating neonatal condition which affects 2-3 per 1000 infants annually. The current gold standard of treatment - induced hypothermia, has the ability to reduce neonatal mortality and improve neonatal morbidity. However, to be effective it needs to be initiated within the therapeutic window which exists following initial insult until approximately 6 hours after birth. Current methods of assessment which are relied upon to identify infants with HIE are subjective and unreliable. To overcome this issue, an early and reliable biomarker of HIE severity must be identified. MicroRNA (miRNA) are a class of small non-coding RNA molecules which have potential as biomarkers of disease state and potential therapeutic targets. These tiny molecules can modulate gene expression by inhibiting translation of messenger RNA (mRNA) and as a result, can regulate protein synthesis. These miRNA are understood to be released into the circulation during cellular stress, where they are highly stable and relatively easy to quantify. Therefore, these miRNAs may be ideal candidates for biomarkers of HIE severity and may aid in directing the clinical management of these infants. By using both transcriptomic and proteomic approaches to analyse the expression of miRNAs and their potential targets in the umbilical cord blood, I have confirmed that infants with perinatal asphyxia and HIE have a significantly different UCB miRNA signature compared to UCB samples from healthy controls. Finally, I have identified and investigated 2 individual miRNAs; both of which show some potential as classifiers of HIE severity and predictors of long term outcome, particularly when coupled with their downstream targets. While this work will need to be validated and expanded in a new and larger cohort of infants, it suggests the potential of miRNA as biomarkers of neonatal pathological conditions such as HIE.

Diagn��stico del rendimiento acad��mico de estudiantes de una escuela de educaci��n superior en M��xico

El objetivo del art��culo es realizar un diagn��stico sobre la percepci��n de los factores que intervienen en el rendimiento acad��mico de los estudiantes de cinco carreras universitarias en una escuela de educaci��n superior en M��xico, para as�� reconocer las ��reas de oportunidad que permitan sugerir pol��ticas y estrategias para elevar su rendimiento. Se utiliz�� una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepci��n del rendimiento acad��mico en escala tipo Likert. Se realiz�� un an��lisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretaci��n y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluaci��n y c) la motivaci��n de los estudiantes. Se llev�� a cabo un an��lisis comparativo por carrera. Se encontr�� que los estudiantes perciben que la mayor��a de los maestros no se preocupan por la condici��n de los j��venes en situaci��n de reprobaci��n. Adem��s, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros acad��micos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detect�� que los estudiantes poseen una alta motivaci��n siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educaci��n superior.

Los conocimientos m��nimos de Geograf��a en los estudios de Grado en Educaci��n Primaria

La asignatura Ciencias Sociales y su Did��ctica I (Geograf��a) de los estudios de Grado en Educaci��n Primaria es, en la Universitat de les Illes Balears y en la mayor��a de universidades espa��olas, el ��nico contacto acad��mico que mantendr��n los futuros maestros con la Geograf��a. Existe un ambiente de preocupaci��n sobre la formaci��n de los maestros en Espa��a, inquietud que no es exclusiva de los ge��grafos ni de nuestro pa��s. El presente trabajo indaga en los conocimientos m��nimos de Geograf��a exigibles a los futuros docentes a trav��s de una prueba de conocimientos basada, en gran parte, en el curr��culo de Ciencias Sociales de Educaci��n Primaria de la Comunidad Aut��noma de las Islas Baleares. Los resultados obtenidos demuestran que el alumnado del Grado en Educaci��n Primaria no ha interiorizado esos contenidos tras su dilatada trayectoria acad��mica. Asimismo desvelan que aunque ninguna variable es determinante, el g��nero, la escasa presencia de materias de Geograf��a en el sistema educativo espa��ol y el nivel de formaci��n de los padres son algunos de los factores que inciden en los resultados alcanzados por los alumnos en una prueba piloto sobre la que se basa la investigaci��n.

Correlation between anxiety and academic self-concept in interpreter trainees

This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees��� academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale (Horwitz et al., 1986), the Academic Autoconcept Scale (Schmidt, Messoulam &amp; Molina, 2008) and a background information questionnaire were used to collect data. Students��� t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.

Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners

CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts. However, to our knowledge, the receptive vocabulary knowledge of CLIL and non-CLIL learners at the end of primary and secondary education has not been examined yet. Hence, this study aims at comparing the receptive vocabulary size 79 CLIL primary learners with the receptive vocabulary knowledge of 331 non-CLIL learners at the end of primary and secondary school. Sex-based differences were also analysed. The 2k Vocabulary Levels Test (VLT) was used for the purposes of the study. Results revealed that learners��� receptive vocabulary sizes lie within the most frequent 1000 words, non-CLIL secondary school students throw better results than primary students but the differences between the secondary group and the CLIL group are not statistically significant. As for sex-based differences, we found no significant differences among the groups. These findings led us to believe that the CLIL approach offers a benefit for vocabulary acquisition since CLIL learners have been exposed to the foreign language for a shorter period of time and the results are quite similar to their non-CLIL secondary school partners.

Circular migration and the Internet: The role of social networks in the sociocultural context of Mexican residents in Barcelona

This work focuses on the study of the circular migration between America and Europe, particularly in the discussion about knowledge transfer and the way that social networks reconfigure the form of information distribution among people, that due to labor and academic issues have left their own country. The main purpose of this work is to study the impact of social media use in migration flows between Mexico and Spain, more specifically the use by Mexican migrants who have moved for�� multiple years principally for educational purposes and then have returned to their respective locations in Mexico seeking to integrate themselves into the labor market. Our data collection concentrated exclusively on a group created on Facebook by Mexicans who mostly reside in Barcelona, Spain or wish to travel to the city for economic, educational or tourist reasons. ��The results of this research show that while social networks are spaces for exchange and integration, there is a clear tendency by this group to "narrow lines" and to look back to their homeland, slowing the process of opening socially in their new context.

A Biocultural Examination of Student Learning Behaviors in Large Undergraduate Lectures

Thesis (Ph.D.)--University of Washington, 2016-08

��Barreras invisibles? Actitudes de los estudiantes universitarios ante sus compa��eros con discapacidad

El presente trabajo analiza los conocimientos, opiniones y actitudes de los estudiantes universitarios sobre sus compa��eros con discapacidad. La integraci��n educativa y social de estos estudiantes es objeto de preocupaci��n y estudio en todo el sistema educativo espa��ol,incluida la ense��anza superior en la que 21.942 universitarios con discapacidad se encontraban matriculados en el curso 2013-2014. El estudio se realiza en el marco de dos Proyectos de Innovaci��n Educativa1 de la Universidad de M��laga en los que se examinaron las actitudes del personal docente e investigador, el alumnado en general y el alumnado con discapacidad de esta instituci��n. En este art��culo se recogen las perspectivas de los estudiantes sin discapacidad, necesarias para medir el grado de aceptaci��n dentro de las aulas universitarias. Se emple�� una encuesta suministrada mediante correo electr��nico a la totalidad de la poblaci��n de estudiantes de la Universidad de M��laga (N= 32.464). El tama��o de la muestra fue de 620 estudiantes, por lo que trabajamos con un margen de error del 3,9% para la estimaci��n de los porcentajes con un nivel de confianza del 95%. Los datos, analizados mediante an��lisis estad��stico, visibilizan la importancia de un elevado grado de informaci��n y conocimiento as�� como de una experiencia directa con la discapacidad. Ambas circunstancias se traducen en actitudes m��s positivas y favorables. Tan solo el 20% de los alumnos manifest�� haber recibido en alguna ocasi��n cualquier tipo de informaci��n sobre este asunto por parte de la Universidad; no obstante, la mayor��a valora positivamente la presencia de alumnos con discapacidad en la Universidad, la posibilidad de contar ellos como compa��eros de clase y el enriquecimiento que supone esta convivencia dentro del aula. Se discuten posibles acciones para mejorar las actitudes hacia los estudiantes con discapacidad. Adem��s, se plantea incluir una perspectiva que promueva el empoderamiento de estos estudiantes.

Mesure des comportements des mentors en contexte de mentorat scolaire et liens entre ces comportements, la qualit�� de la relation de mentorat et l���ajustement des prot��g��s

Les r��sultats d�����tudes r��centes sugg��rent que certains comportements de soutien des mentors pourraient augmenter les b��n��fices du mentorat scolaire. Cependant, peu d���outils valid��s sont disponibles dans la litt��rature pour mesurer ces comportements. Il est aussi convenu que l���efficacit�� du mentorat scolaire d��pend de la qualit�� de la relation tiss��e entre le mentor et son prot��g��, laquelle serait tributaire d���un ensemble de facteurs, dont les comportements du mentor. N��anmoins, encore une fois tr��s peu d�����tudes empiriques ont tent�� d���identifier les patrons de comportements des mentors les plus susceptibles d���influencer la relation de mentorat et l���ajustement des prot��g��s. La pr��sente th��se poursuit deux objectifs, soit de construire et valider un outil de mesure des comportements de soutien des mentors oeuvrant en contexte de mentorat scolaire, puis d���explorer les liens entre des comportements de structure et de soutien des mentors, la relation de mentorat et l���ajustement des prot��g��s. L�����chelle de comportements des mentors (ECM) a ��t�� d��velopp��e en s���inspirant des pr��misses du mod��le sociomotivationnel du mentorat (Larose & Tarabulsy, 2014). Deux cent cinquante-trois ��tudiants du coll��gial participant �� un programme de mentorat scolaire d���une dur��e de huit mois ont compl��t�� une version exp��rimentale de l���ECM ainsi que diff��rentes mesures de la qualit�� de la relation de mentorat �� deux temps de leur participation au programme. Les r��sultats montrent que le questionnaire poss��de de bons coefficients de coh��rence interne et une structure factorielle ad��quate, �� l���exception du facteur soutien �� l���autonomie. De plus, trois des dimensions de l���ECM pr��disent la qualit�� de la relation de mentorat et la perception d���utilit�� de l���intervention. Des recommandations pour l���utilisation et l���am��lioration de l���ECM sont propos��es. Sur la base des ��valuations des prot��g��s �� l���ECM (Brodeur et al., 2015), quatre regroupements distincts de comportements de mentors ont ��t�� identifi��s : Optimal, Suffisant, Contr��lant, et Inad��quat. Les r��sultats montrent que plus les mentors ont fait preuve de soutien et de structure, plus les prot��g��s ont ��valu�� positivement la relation et l���utilit�� du mentorat, sauf pour les profils Optimal et Contr��lant. Par ailleurs, uniquement l���ajustement social des prot��g��s a diff��r�� du groupe contr��le, et ce proportionnellement �� la quantit�� de soutien et de structure prodigu��s par les mentors. D���autre part, il est discut�� de l���impact de l���ajustement initial des prot��g��s sur les comportements des mentors. Des implications th��oriques et pratiques des r��sultats des deux articles sont pr��sent��es. Mots-cl��s : mentorat scolaire, comportements des mentors, validation de questionnaire, qualit�� de la relation de mentorat, ajustement des prot��g��s.

Sono e esquemas mal-adaptativos precoces em estudantes do ensino superior

Contextualiza����o: Recentemente tem-se verificado um aumento do n��mero de estudos que relacionam conceitos da personalidade, tais como os Esquemas Mal-adaptativos Precoces (EMP), com a psicopatologia e com outras condi����es, tais como a obesidade, a dor cr��nica e o comportamento sexual agressivo. No entanto, a investiga����o acerca da rela����o entre os problemas de sono e os EMP encontra-se ainda numa fase inicial. Objetivos: Os objetivos do presente estudo foram investigar uma potencial rela����o entre os EMP e a m�� qualidade de sono em estudantes do ensino superior e observar que EMP apresentavam associa����es de maior magnitude com a qualidade de sono nesta popula����o espec��fica. M��todos: Estudantes de diversas universidades e institutos de ensino superior de Portugal foram convidados a responder a uma vers��o online dos question��rios Escala B��sica de Sintomas de Ins��nia e Qualidade de Sono (BaSIQS) e Question��rio de Esquemas de Young (YSQ-S3). A partir da amostra total obtida de estudantes do ensino superior de nacionalidade portuguesa (N = 1253) foi selecionada uma primeira subamostra (n1 = 409), usando como crit��rios de inclus��o a idade (entre os 18 e os 25 anos) e as pontua����es extremas de qualidade de sono da BaSIQS (m�� versus boa qualidade de sono). A partir da n1 extraiu-se uma segunda subamostra de participantes (n2 = 249), com caracter��sticas de um estudante ���t��pico��� do ensino superior (estatuto de aluno ordin��rio, solteiro, sem filhos, sem problemas de sa��de, n��o medicado). Para estudar a rela����o entre os EMP, medidos pelo YSQ-S3, e a qualidade de sono foi aplicada uma MANOVA (An��lise de Vari��ncia Multivariada) para cada um dos cinco dom��nios esquem��ticos (���Distanciamento e Rejei����o���, ���Autonomia e Desempenho Deteriorados���, ���Limites Deteriorados���, ���Influ��ncia dos Outros��� e ���Vigil��ncia Excessiva e Inibi����o���), para ambas as subamostras (n1 e n2). Resultados: No que diz respeito �� n2, os estudantes com m�� qualidade de sono apresentaram n��veis significativamente mais elevados dos EMP ���Abandono/ Instabilidade���, ���Desconfian��a/ Abuso���, ���Isolamento Social/ Aliena����o��� (Dom��nio ���Distanciamento e Rejei����o���), ���Vulnerabilidade ao Mal e �� Doen��a��� (Dom��nio ���Autonomia e Desempenho Deteriorados���), ���Grandiosidade/ Limites Indefinidos��� (Dom��nio ���Limites Deteriorados���), ���Autossacrif��cio��� (Dom��nio ���Influ��ncia dos Outros���) e ���Negativismo/ Pessimismo��� (Dom��nio ���Vigil��ncia Excessiva e Inibi����o���). Conclus��es: Estes dados mostram que os EMP est��o associados �� m�� qualidade de sono. No entanto, s��o necess��rios estudos adicionais para melhor compreender esta rela����o e a sua implica����o na pr��tica cl��nica.