No / The project to set-up the survey in this dataset was supported by the Association for Project Management (APM), and the survey has been sent sent to its corporate member organisations. The survey was intended to help to gain a better understanding of the policies and practice around Opportunity Management as a part of Project Risk Management. The survey has been designed and analysed by members of the APM Risk SIG and Delft University of Technology (The Netherlands). Results of the survey have been presented to APM to help the development of APM's documented approach to Project Risk Management in publications such as the APM Body of Knowledge and SIG Guides. In addition, anonymous and aggregated survey results are used for academic publications, providing more insight into the practice of Opportunity Management. The dataset contains: - Survey questions as they have been entered into Qualtrics (TM) [PDF] - Coding scheme that has been used to code the answers to the survey questions [PDF] - Raw answers to the survey questions (fully anonymized) [CSV] - Data Management Plan (DMP) for the survey as part of the HREC application [PDF] - HREC approval from TU Delft for the research protocol [PDF] - readme.txt file with this content / Association for Project Management

In rural, low socioeconomic public schools, the diversity of the student population challenges teachers beyond their means to meet the wide-ranging needs of students, and therefore creating opportunity gaps. The purpose of this study was to explore one district's leadership support of teachers to create an equitable learning environment for all students. The present study built on existing literature by discovering leadership practices and perceived necessary supports for closing achievement gaps in K-12 classrooms. Through interviews with district and school administrators, classroom teachers, and observations of leadership meetings, the research for this case study included data collection and analysis. From the interview questions and observations, six themes emerged. The themes revealed from the data collected and analysis for this qualitative study aligned with the components of the conceptual framework, a sequence of initiative requirements for equitable learning environments. Developing a sequence of initiatives among all levels of educators could benefit sustainment of an equitable learning environment in Rural ISD. Recommended for further research is professional development to both leadership and teachers about professional learning communities (PLCs). In addition, study of parent education programs and how relationships achieve more parental involvement requires further research. A final recommendation for collegiate education preparation programs should include parental involvement, differentiation, and small group instruction as a requirement for teacher development when planning instruction for equitable lessons resulting in student achievement.

The purpose of this qualitative, single case study was to identify leadership practices and processes that contributed to the success of a single High Needs, Title 1 elementary school that has experienced acknowledged superior academic success, particularly for its minoritized and low socioeconomically disadvantaged students, as indicated by the school's success on the State of Texas Assessment of Academic Readiness (STAAR) tests. The study sought to explore the principal's and teachers' conception of leadership for success and to examine what effective practices and processes were employed at a high-needs, high-performing campus that accounted for its success. The study applied the culturally responsive school leadership (CRSL) framework to analyze the practices employed at the school. Results of the study, from interviews with the principal and a focus group of three teachers, indicated that not only did they apply the principles of the CRSL framework, which employed the critical self awareness, culturally responsive curricula and teacher preparation in a culturally responsive and inclusive school environment which engaged parents and students in community contexts, but they also enhanced their effectiveness through the provision of additional resources for teachers and students, with a heavy reliance on data to guide academic decisions.

Entrepreneurial opportunities are frequently noted and addressed in the literature of immigrant entrepreneurship; however, little is known about how these entrepreneurial opportunities come into existence and how immigrant entrepreneurs create such opportunities. The purpose of this thesis is to examine why and how immigrant entrepreneurs create entrepreneurial opportunities through embedding processes in the home country and the host country. Sweden was chosen as the country of residence of immigrant entrepreneurs from Lebanon, Syria, Cameroon and Mexico. Four cases were selected in this study. Each case illustrates an opportunity creation process in a different industry, between a different home country and Sweden as the host country and by immigrant entrepreneurs with different backgrounds. By using the mixed embeddedness perspective as the theoretical lens in combination with the literature on entrepreneurial opportunity and immigrant entrepreneurship, this thesis develops a model of entrepreneurial opportunity creation as an integration process. The findings suggest that entrepreneurial opportunity creation can be considered as a process of local integration by immigrant entrepreneurs into the host country and a re-integration of these entrepreneurs into the home country. At the beginning of the opportunity creation process, immigrant entrepreneurs feel socially excluded in the host country. Throughout the opportunity creation process, immigrant entrepreneurs interact with different actors in the host country and gradually move from being socially excluded to socially included, which illustrates a local integration process. In this process, immigrant entrepreneurs become localized through different activities that embed them in the local context. The process of entrepreneurial idea and business concept development and the refinement of the business concept in this thesis illustrates an ongoing and non-linear process of: being locally integrated through creating trust in the local people, acculturating and creating a sense of belonging; and being re-integrated to the home country through maintaining and establishing new links to the home country. The study contributes to the mainstream entrepreneurship and immigrant entrepreneurship in several ways. First, it contributes to studies on immigrant entrepreneurship by investigating why immigrants embark on a journey to be entrepreneurs and how immigrant entrepreneurs create entrepreneurial opportunities through embedding processes in the home and the host country. The study demonstrates how an entrepreneurial opportunity is created as a social integration process. Second, the study contributes to literature on entrepreneurship and immigrant entrepreneurship by incorporating the entrepreneurial opportunity creation process with acculturation strategies. It illustrates how the entrepreneurial opportunity creation process intertwines with the four strategies of acculturation. Third, the study contributes to the mixed embeddedness perspective by adopting the process approach and proposing mixed embedding as a new concept which centers on the interplay between the home and the host country’s influences on immigrants’ business activities; by extending mixed embeddedness from the national level of the home country or the host country to the transnational level between the home country and the host country; and by proposing an alternative way to view an entrepreneurial opportunity as a creation process instead of being discovered. Fourth, the study contributes to the immigrant entrepreneurship literature in Sweden by furthering the understanding of entrepreneurial opportunity creation by immigrant entrepreneurs in Sweden. Furthermore, the study suggests some implications for practice. The study proposes some embedding mechanisms which can be implemented in business support programs for immigrant entrepreneurs and in integration programs for immigrants in general. The design of the business support programs can aim to help immigrant entrepreneurs to: create credibility through contacts and experiences that they establish and gain in the local community; create familiarity to the local community through associating business concepts with well-known values; engage in the local life to understand customers’ mindsets, master the local language to understand local customers’ needs; and establish new/strengthen connections to the home country. The design of integration programs can aim to undertake activities that help immigrants increase the interaction between the local people and themselves. This type of interaction could be increased by organizing meetings and activities in which immigrants are introduced to different local sports clubs and hobby clubs. An approach in which the host country’s language is practiced and mastered anywhere and anytime should be adopted in the integration programs.

From the time of the "war on poverty" of 1964, to the era of "welfare reform" in 1990s, the federal welfare system underwent a change from a model that acted to protect citizens from the vagaries of the market economy to one that mandated their participation in the paid labor force. For a shift in policy of this magnitude to occur and be unquestioningly accepted by the public, a significant change also had to occur in how poverty and welfare issues were discussed and perceived over the intervening years. Using discourse analysis, this study examines how editorials in elite newspapers framed the issues of poverty and welfare in the months prior to the passage of the Economic Opportunity Act (1964) and the Personal Responsibility and Work Opportunity Reconciliation Act (1996). It also addresses how newspaper editorials influenced public perception about the nature and causes of poverty and welfare reliance.

Esta Dissertação tem por objetivo realizar estudo empírico que possibilite compreender a distribuição das oportunidades de aprendizagem para alunos do 5º e 9º do Ensino Fundamental de diferentes grupos socioeconômico, étnico-raciais e residentes em distintos estados brasileiros. O referencial teórico da pesquisa está alicerçado i) no conceito de Opportunity to Learn (OTL) e ii) na discussão do papel dos fatores extra e intraescolares no aprendizado dos alunos. Dessa análise, concluiu-se que os fatores que mais influenciam a aprendizagem dos alunos são i) características observáveis dos professores; ii) professores preocupados com um ambiente de aprendizagem; iii) professores com altas expectativas e iv) gestão de sala de aula e abordagem pedagógica na disciplina de matemática que promovam a aprendizagem profunda nos alunos. Portanto, com base na importância nestes fatores de OTL, este trabalho utiliza os dados do SAEB 2015 e desenvolve dois modelos: i) regressão multivariada, para entender a correlação dos fatores de OTL e a proficiência dos alunos no SAEB 2015 e ii) modelo logit, para calcular a probabilidade dos alunos do 5º e 9º anos de diferentes grupos socioeconômicos, étnico-raciais e estados brasileiros terem acesso à oportunidade de aprender matemática. Os resultados da regressão multivariada apontam que, controlando as características pessoais dos alunos, há uma correlação positiva entre os fatores de OTL e a proficiência em matemática tanto no 5º EF quanto para o 9º EF. Além disso, dentre todos os fatores de OTL analisados, a magnitude do coeficiente é maior no caso de professores que cumprem mais de 80% do currículo e professores que acreditam que quase todos os alunos irão entrar na universidade. Os resultados do modelo logit para cada fator de OTL analisado mostram desafios diferentes para a educação brasileira. Os fatores da categoria características observáveis do professor não são um grande desafio, pois ou a probabilidade de acesso é alta para todos os subgrupos de alunos ou quando a probabilidade não é tão alta, praticamente não existe desigualdade entre os níveis socioeconômicos e os grupos étnico-raciais. Já os fatores da categoria professores com alta expectativa são um desafio tanto em termos de aumento da probabilidade de acesso quanto de diminuição da desigualdade. Na categoria professores comprometidos com um ambiente de aprendizagem é preciso diminuir as desigualdades entre os subgrupos de estudantes e aumentar a probabilidade de acesso para todas as subpopulações, mesmo as mais privilegiadas. Por fim, na categoria gestão de sala de aula e abordagem pedagógica na disciplina de matemática é necessário aumentar a probabilidade de acesso a fatores que aumentam as OTL e diminuir a probabilidade de acesso a fatores que diminuem as OTL para todos os níveis socioeconômicos, inclusive para os alunos mais privilegiados. Portanto, é essencial investir em políticas educacionais que foquem suas ações nos de fatores de OTL, principalemente, os diretamente relacionados a sala de aula, a fim de aumentar as oportunidades de aprendizagem dos alunos brasileiros e reduzir as desigualdades existentes entre as subpopulações de estudantes. / This paper aims to conduct an empirical study that allows to understand the distribution of learning opportunities for 5th and 9th grade students from different socioeconomic, ethnic-racial and resident groups in different Brazilian states. The theoretical framework of research is based on i) the concept of Opportunity to Learn (OTL) and ii) the discussion concerning the role of intra and extra-school factors in students\' learning. From this analysis, it was concluded that the factors that most influence students\' learning are i) observable characteristics of teachers; ii) teachers committed to a learning environment; iii) teachers with high expectations and iv) teachers classroom management and pedagogical approach in mathematics. Therefore, based on the importance of these OTL factors, this paper uses SAEB 2015 data and develops two models: i) multivariate regression to understand the correlation of OTL factors and student proficiency in SAEB 2015 and ii) logit model, to calculate the probability of 5th and 9th grade students from different socioeconomic, ethnic-racial, and Brazilian states having access to the opportunity to learn mathematics. The results of the multivariate regression indicate that, by controlling the personal characteristics of the students, there is a positive correlation between the OTL factors and the mathematics proficiency in both the 5th EF and the 9th EF. In addition, among all OTL factors analyzed, the magnitude of the coefficient is higher in the case of \"teachers declare that they teach more than 80% of the curriculum\" and \"teachers declare that they believe that almost all of them students will enter the university\". The results of the logit model for each OTL factor analyzed show different challenges for Brazilian education. The factors of the category \"observable teacher characteristics\" are not a great challenge because either the probability of access is high for all subgroups of students or when the probability is not so high, there is practically no inequality between socioeconomic levels and groups ethnic-racial relations. On the other hand, the factors of the category \"teachers with high expectations\" are challenging both in terms of increasing access probability and decreasing inequality. In the category \"teachers committed to a learning environment\" is necessary to reduce the inequalities between the subgroups of students and increase the probability of access for all subpopulations, even the most privileged ones. Finally, in the category \"classroom management and pedagogical approach in mathematics\" is necessary to increase the probability of access to factors that increase OTL and decrease the probability of access to factors that decrease OTL for all socioeconomic levels, including for the most privileged students. Therefore, it is essential to invest in educational policies that focus their actions on OTL factors, mainly those directly related to the classroom, in order to increase the learning opportunities of Brazilian students and reduce the existing inequalities among subpopulations of students.

Esta Dissertação tem por objetivo realizar estudo empírico que possibilite compreender a distribuição das oportunidades de aprendizagem para alunos do 5º e 9º do Ensino Fundamental de diferentes grupos socioeconômico, étnico-raciais e residentes em distintos estados brasileiros. O referencial teórico da pesquisa está alicerçado i) no conceito de Opportunity to Learn (OTL) e ii) na discussão do papel dos fatores extra e intraescolares no aprendizado dos alunos. Dessa análise, concluiu-se que os fatores que mais influenciam a aprendizagem dos alunos são i) características observáveis dos professores; ii) professores preocupados com um ambiente de aprendizagem; iii) professores com altas expectativas e iv) gestão de sala de aula e abordagem pedagógica na disciplina de matemática que promovam a aprendizagem profunda nos alunos. Portanto, com base na importância nestes fatores de OTL, este trabalho utiliza os dados do SAEB 2015 e desenvolve dois modelos: i) regressão multivariada, para entender a correlação dos fatores de OTL e a proficiência dos alunos no SAEB 2015 e ii) modelo logit, para calcular a probabilidade dos alunos do 5º e 9º anos de diferentes grupos socioeconômicos, étnico-raciais e estados brasileiros terem acesso à oportunidade de aprender matemática. Os resultados da regressão multivariada apontam que, controlando as características pessoais dos alunos, há uma correlação positiva entre os fatores de OTL e a proficiência em matemática tanto no 5º EF quanto para o 9º EF. Além disso, dentre todos os fatores de OTL analisados, a magnitude do coeficiente é maior no caso de professores que cumprem mais de 80% do currículo e professores que acreditam que quase todos os alunos irão entrar na universidade. Os resultados do modelo logit para cada fator de OTL analisado mostram desafios diferentes para a educação brasileira. Os fatores da categoria características observáveis do professor não são um grande desafio, pois ou a probabilidade de acesso é alta para todos os subgrupos de alunos ou quando a probabilidade não é tão alta, praticamente não existe desigualdade entre os níveis socioeconômicos e os grupos étnico-raciais. Já os fatores da categoria professores com alta expectativa são um desafio tanto em termos de aumento da probabilidade de acesso quanto de diminuição da desigualdade. Na categoria professores comprometidos com um ambiente de aprendizagem é preciso diminuir as desigualdades entre os subgrupos de estudantes e aumentar a probabilidade de acesso para todas as subpopulações, mesmo as mais privilegiadas. Por fim, na categoria gestão de sala de aula e abordagem pedagógica na disciplina de matemática é necessário aumentar a probabilidade de acesso a fatores que aumentam as OTL e diminuir a probabilidade de acesso a fatores que diminuem as OTL para todos os níveis socioeconômicos, inclusive para os alunos mais privilegiados. Portanto, é essencial investir em políticas educacionais que foquem suas ações nos de fatores de OTL, principalemente, os diretamente relacionados a sala de aula, a fim de aumentar as oportunidades de aprendizagem dos alunos brasileiros e reduzir as desigualdades existentes entre as subpopulações de estudantes. / This paper aims to conduct an empirical study that allows to understand the distribution of learning opportunities for 5th and 9th grade students from different socioeconomic, ethnic-racial and resident groups in different Brazilian states. The theoretical framework of research is based on i) the concept of Opportunity to Learn (OTL) and ii) the discussion concerning the role of intra and extra-school factors in students\' learning. From this analysis, it was concluded that the factors that most influence students\' learning are i) observable characteristics of teachers; ii) teachers committed to a learning environment; iii) teachers with high expectations and iv) teachers classroom management and pedagogical approach in mathematics. Therefore, based on the importance of these OTL factors, this paper uses SAEB 2015 data and develops two models: i) multivariate regression to understand the correlation of OTL factors and student proficiency in SAEB 2015 and ii) logit model, to calculate the probability of 5th and 9th grade students from different socioeconomic, ethnic-racial, and Brazilian states having access to the opportunity to learn mathematics. The results of the multivariate regression indicate that, by controlling the personal characteristics of the students, there is a positive correlation between the OTL factors and the mathematics proficiency in both the 5th EF and the 9th EF. In addition, among all OTL factors analyzed, the magnitude of the coefficient is higher in the case of \"teachers declare that they teach more than 80% of the curriculum\" and \"teachers declare that they believe that almost all of them students will enter the university\". The results of the logit model for each OTL factor analyzed show different challenges for Brazilian education. The factors of the category \"observable teacher characteristics\" are not a great challenge because either the probability of access is high for all subgroups of students or when the probability is not so high, there is practically no inequality between socioeconomic levels and groups ethnic-racial relations. On the other hand, the factors of the category \"teachers with high expectations\" are challenging both in terms of increasing access probability and decreasing inequality. In the category \"teachers committed to a learning environment\" is necessary to reduce the inequalities between the subgroups of students and increase the probability of access for all subpopulations, even the most privileged ones. Finally, in the category \"classroom management and pedagogical approach in mathematics\" is necessary to increase the probability of access to factors that increase OTL and decrease the probability of access to factors that decrease OTL for all socioeconomic levels, including for the most privileged students. Therefore, it is essential to invest in educational policies that focus their actions on OTL factors, mainly those directly related to the classroom, in order to increase the learning opportunities of Brazilian students and reduce the existing inequalities among subpopulations of students.

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 2009. / Source: Masters Abstracts International, Volume: 47-05, page: 2639. Adviser: Paula A. Holoviak. Includes supplementary digital materials.

Sammanfattning De senaste åren har tidsbegränsade bygglov blivit allt mer förekommande inom byggbranschen. Bostadsbyggnation är ett nationellt aktuellt ämne då bostadsbyggande inte förväntas avta i och med den bostadsbrist som råder i delar av Sverige. Därför ämnar denna studie undersöka hur företagare ser affärsmöjligheter i tidsbegränsade bygglov. Affärsmöjligheter är ett brett begrepp som är väl studerat och kan tolkas på olika sätt. I denna studie har vi valt att avgränsa affärsmöjligheter till tidigare erfarenheter och hur dessa kan vara avgörande för en företagare i dess beslutsfattande. På bostadsmarknaden är i många kommuner efterfrågan på bostäder högre än utbudet. Det skapar ett rådande problem som företagare ser affärsmöjligheter i att kunna avhjälpa med hjälp av att snabbt kunna påbörja byggnation med hjälp av tidsbegränsade bygglov. Regeringen arbetar ständigt med att underlätta lagar och regleringar för att underlätta användandet av tidsbegränsade bygglov. Några väl etablerade skribenter när det kommer till affärsmöjligheter är bland andra Baron & Ensley (2006), Saravathy (2001) samt Gudonavicius & Fayomi (2014). Dessa påpekar att erfarenheter spelar stor roll i beslutsprocessen, samt hur innovativitet och imitativitet hos företagare påverkar beslutsfattandet. Den teoretiska referensramen grundas på sekundär data publicerad av väl etablerade forskare inom affärsmöjligheter och bygglov vilka utgör studiens huvudrubriker. För att finna dessa publikationer har följande sökord används: Bygglov, tidsbegränsat bygglov, detaljplan, affärsmöjlighet, business opportunity, opportunity recognition, causation and effectuation, innovativ, imitativ. Studien är skriven utefter en kvalitativ metod där fem företagare aktiva inom tidsbegränsade bygglov blivit intervjuade på telefon. Intervjupersonerna är funna efter register insamlade från Kungsbacka kommun, Halmstad kommun, Göteborgs kommun samt Gävle kommun. Även via tips och rekommendationer från funna kontakter i samband med sökandet efter intervjupersoner till empirin. Författarna har i intervjuerna utgått från en intervjuguide och intervjuerna har därmed blivit öppna och varit möjliga att anpassa efter varje företagare och situation. Intervjuerna har skett kvalitativt för att ge en bred förståelse kring användandet av tidsbegränsade bygglov. Studiens analys framför att det i fångandet av affärsmöjligheter krävs att en företagare är aktiv, har förmågan att se trender och mönster på en marknad, samt hur den framtagna teorin stämmer överens med studiens intervjupersoner och hur de verkar i respektive företag. I analysen lyfts även skillnaden mellan en prövande och rationell beslutsprocess fram, och att det i praktiken kan vara svårt att dela in företagare i den ena eller den andra kategorin. Det viktigaste är att ha ett tydligt definierat mål, samt att hålla flexibilitet under projektets gång för att kunna bemöta problem som kan uppstå så effektivt som möjligt. Något som även lyfts fram i analysen är hur regleringar runt omkring bygglovsansökningar även påverkar ansökningsprocessen, exempel på dessa är planmonopol och detaljplaneprocessen. Tidsbegränsade bygglov innebär en kortare ansökningsprocess än den vid permanent bygglov. Studiens utfall visar att det skiljer sig i hur affärsmöjligheter uppstått vilket påverkat hur företagarna beslutat sig för att ta sig an projekt med tidsbegränsade bygglov. Hos alla respondenter finns en tydlig vinstfokusering, därmed inte sagt att denna endast är av ekonomisk karaktär. Vinst för företagarna kan även vara till exempel en möjlighet att etablera sig på marknaden.

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