This study analyzes the influence of 1) inter-religious marriage and 2) differing levels of church attendance within a married couple on migration behavior. The study draws from previous research on inter-racial marriage for a framework to examine whether there is reason to expect a relationship between migration and inter-religious marriage. We hypothesize that the propensity for migration is higher for inter-religious couples than for couples constituted by individuals of the same religion and for couples who attend church at different frequencies. To examine the hypotheses, this study uses age, education, and length of residence as controls in logistic models. Theories that have been utilized in examining the effects of inter-group marriages, especially inter-racial marriages, on the behavior of couples provide theoretical guidance for the analysis. Largely, this research, as well as research on other differences between husbands and wives, indicates that inter-group married couples have higher migration rates than intra-groups couples. Data from the National Longitudinal Survey of Youth in 1979 are used to analyze the relationships between these aspects of religious identities and migration and between church attendance and migration. Results actually show slightly lower migration odds for inter-group couples than for intra-group couples. Thus, our hypothesis is rejected.

AbstractStudents that are absent are one of the major problems that the school system and teachers have to tackle today. This study sets out to investigate why some behind students from vocational programs at two upper secondary schools are absent from English. Furthermore the aim of the study is to investigate what would motivate students to attend more frequently. Five students that attend vocational programs and have or had high degree of absence from English classes were interviewed. The informants described the reasons behind their absence and what would motivate them to attend more often. In addition 60 students answered a questionnaire concerning their absence and attendance.According to the students the reasons behind truancy were unskilled teachers, noisy classrooms, non-supportive teachers and unstructured lessons. Students also said why they play truant is that they are academically behind and can not meet the objectives. Majority of students who were interviewed admitted that they would meet the objectives if they would study more.Key words: absence, attendance, truancy, vocational programs

Made available in DSpace on 2016-04-27T18:12:16Z (GMT). No. of bitstreams: 1 Dissertacao MARIA JOSE DE FREITAS DUARTE.pdf: 326288 bytes, checksum: 55447bfaf8a94957f8ab7a801dbf62f7 (MD5) Previous issue date: 2006-08-10 / This essay discusses the organic psichical and social aspects present in dysphagia cases which influence positively or negatively the therapeutic speech language process applied in a hospital environment Initially a bibliographic revision of organic aspects of dysphagia with a characterization of its symptoms and etiology was conduted as forms of treatment and procedure used in the rehabilitation of functional and oral dysphagic patients However these aspects are not sufficient to explane the main survey of this dissertation Why sme patients capable of initiating a normal oral diet cannot comply or even resist in doing it Based on aspects of psychoanalytic and phonoaudiologic theories it was perceived angush fear uncertainties interfering in process of cure By means of study of two clinical cases it concluded that the phono therapist can articulate the organic and psycological dimensions in the treatment of dysphagic patients devising a therapy that involves both perpectives This means that the therapist and team responsible for such cases must reach teoretical means to develop and differentiate clinical approaches aware of the questions and personal sufferings broght by the patients turning them into active participants of the therapeutic process of care and by this way humaning the attendance Concluding therefore that it is possible to treat a dysphagic patient and not only dysphagia also in the hospital environment / Esta dissertação discute os aspectos orgânicos psiquicos e sociais presentes nos quadros disfágicos e que influenciam positiva ou negativamente no processo terapêutico fonoaudiológico realizado em ambiente hospitalar Inicialmente foi realizada uma revisão bibliográfica acerca dos aspéctos orgânicos da disfagia com a caracterizção de seus sintomas e de sua etiologia bem como sobre as formas de tratamento e os procedimentos fonoaudiológicos utilizados na reabilitação oral e funconal dos sujeitos disfágicos No entanto esses aspectos não são suficientes para responder a principal indagação desta dissertação: Por que alguns pacientes em condições para iniciar uma dieta via oral (VO) não conseguem fazê-lo ou resistem a isso? Com base em aspectos de teorias psicanalíticas e fonoaudiológicas foi possivel analisar e compreender então como questões psíquicas dos pacientes suas angustias incertezas e seus medos interferem no processo de cura Por meio do estudo de dois casos clinicos constatou-se que o fonoaudiólogo pode articular as dimensões orgãnicas e psiquicas no tratamento dos pacientes disfagicos traçando uma terapêutica que envolva ambas as perspectivas Ou seja tanto o fonoaudiólogo quanto a equipe responsável pelos casos devem buscar um aporte teórico para desenvolver uma esuta clinica diferenciada atenta às questões e ao sofrimento trazidos pelos pacientes tornando-os ativos no processo terapêutico e assim humanizando o atendimento Conclui-se portanto que é possivel tratar do sujeito disfágico e não apenas da disfagia inclusive no ambiente hospitalar

Using the principles of systems analysis as a guide, this study compared two class schedule formats used by Behavior Management and Parenting Services (BMAPS) in order to address the following research questions: 1) What effects do 2 different class formats have on student attrition and appointment keeping? 2) What effects do 2 different class formats have on student outcomes on a pre and posttest assessment? 3) What effects do 2 different class formats have on staff procedures? BMAPS provides parent education to individuals referred by Child Protective Services. The current research included approximately 200 referred clients with an appointment or class scheduled with BMAPS between January 1, 2006 and September 22, 2007. Data was collected by reviewing client files for class attendance and performance records. Results of this study allow BMAPS to enlist the class format that is correlated with better attrition rates and client outcomes.

Historically, research has connected religiosity to many economic concepts in the United States. Religiosity can be a primary factor in the development of attitudes and values regarding financial issues and personal wealth. This study further expands the sociology of religion and economics by examining how differences in religious affiliation, attendance, and sociodemographic factors affect attitudes regarding personal wealth and financial behaviors. Previous studies have concentrated on religious differences in income, education, and life course achievement; however, few studies, if any, have directly measured religiosity and subjective attitudes toward personal wealth. Using the PEW Research Center's Economy Survey from February 2008, this examination uses multiple regression models to understand the extent to which religiosity affects wealth attitudes in America. Indicators of subjective wealth incorporated in the analysis are satisfaction of vehicle and home, ability to take preferable vacations, and desirable amount of discretionary income. The results of this study are discussed, as well as potential options for future research.

The work in primary school, including promoting attendence, preventing absence and remedying problematic absence is formulated in laws and decrees, the regulatory documents of primary school as well as “policydocuments” on a municipaly level and the individual schools documents in form off action plans and routines. It is a very important work, but what is formulated does not always correspond to what is implemented.The purpose of the study is to analyze how the principal and the Student Health Team in grade 7-9 of primary school works with promoting all students attendence, preventing absence and remedying problematic absence. Two questions have been used.- The first question is about what the principal and the Student Health Team do in the concrete work with promoting all students attendence, preventing absence and remedying problematic absence.- The second question it is about what the principal and the Student Health Team do in the work with promoting attendence, preventing absence and remedying problematic absence, in accordance with the action documents such as plans and routines of the individual schools and the municipality.Previous research shows that it is mainly absence in relation to individual-related and social-related problems that is highlighted. Research on promoting attendance and what that work looks like in everyday school activities is not made visible to the same extent (Gren Landell, 2018).The theoretical starting point of the study is social constructionism. The social constructionism is also the starting point for the discourse theoretical approach and the discourse analysis. Three predetermined discourses have been used in the study and it ispromoting attendence, preventing absence and remedying problematic absence. The three predetermined discourses are defined in relation to the school's governing documents. The discourses stand in proportion to the responsibility and authority of the two sub-discourses, responsibility and power and talks and meetings, a collaboration. The theoretical starting point, which includes the three perspectives of special education: the category perspective, the quandary perspective, and the relational perspective has also been used.The chosen method is semistructured qualitative interwievs and anlysis of the schools documents in the form of action plan and routines. The results that are reported are basedon seven interwievs with principals, and seven groupinterwievs with representatives from the Student Health Team, along with eight differently documents.The most important results to emerge is that there is a difference between what the principals and the representatives of the Student Health Teams strives to accomplish, what they claim to be doing and what they actually are doing in the concrete school work. That means that the constructed thoughts, words and deeds do not correspond. The study shows that it is the work with promoting attendence that is desirable and that it visualizes a desirable reality. Meanwhile the study shows that it is the concrete work with preventing absence and remedying problematic absence that is given the most attention in school. The responsibility and authority of the two sub-discourses along with dialogue and meetings and a cooperative work stands in proportion to the overall discourses. It is surprising that what the principals and representatives construct largely corresponds with what the texts in the documents construct. There is a desire to work promotionally from the relational perspective, simultaneously, it is the preventional work in accordance with the categorical perspective that is given the most attention.

School leaders face increasing demands related to student achievement. These demands involve annual data reporting related to overall student, school, and district success. In Florida, this accountability and transparency requirement is addressed through an annual school grading system. It is essential that leaders utilize successful programs that directly influence positive student outcomes and demonstrate high quality education. The purpose of this study was to examine the influence of a youth leadership development program, specifically The Leader in Me (TLIM) program, on school grades. Based on data obtained from 16 public elementary schools across Florida, a repeated measures ANCOVA analysis revealed that no statistically significant differences in the mean school grade percentages were observed between schools that implemented TLIM and schools that did not utilize the program. In addition, no significant differences were noted in the mean school-wide achievement scores on state mandated assessments in the areas of English/Language arts, mathematics, and science. Furthermore,regression analysis revealed that the percentage of students identified as minority, the percentage of students qualifying for free and reduced lunch, and the percentage of students reported as chronically absent significantly influence school grades. A review of the existing literature related to The Leader in Me, staff and student leadership, and the study variables follows, as well as a discussion of the findings and implications for future practice and research.

Barnens framtida utveckling formas till stor del av skolan och påverkas av dess omgivningsfaktorer. Om eleven inte kommer till skolan och deltar i undervisningen kan det leda till konsekvenser. Syftet med studien var att undersöka upplevelser av problematisk skolfrånvaro bland skolpersonal och elever samt att diskutera kring arbetsterapeutisk kompetens för denna problematik. Urvalet resulterade i nio artiklar med kvalitativ ansats där skolpersonals- och/eller elevers upplevelser presenterades. Artiklarna analyserades med inspiration av kvalitativ innehållsanalys där resultatet delades in underkategorier som sedan fick tre huvudkategorier – 1) Orsaker till skolfrånvaro, 2) Resurstillgångar i skolmiljö vid skolfrånvaro, 3) Brister i skolmiljön. Resultatet visade att skolfrånvaroproblemen orsakades av att elever kände sig otrygga, rädda och pressade i skolmiljön. Skolpersonal och elever hade olika uppfattningar om huruvida tillgångar och resurser tillhandahållits. I diskussionen sammankopplas den inhämtade forskningen med arbetsterapi och hur kompetensen att se människan ur ett aktivitetsperspektiv kan användas i skolmiljön för att främja delaktighet. Slutsatsen indikerar att forskning och implementering av arbetsterapeutisk kompetens i skolmiljön kan vara av vikt för skolpersonal och elever kopplat till problematisk skolfrånvaro.

This diploma thesis deals with theme of a work of a novice drama teacher at the beginning of school attendance. Specially in the first mid-term of the first class. The theoretical part is a vocational knowledge file which is the practical part based on. The thesis allows a deep view into the drama education. It will help us to learn about a child in the start of schooling and also the aims of the early education of the first mid-term. It also defines the drama education and its principles, goals and forms. The thesis describes an inclusion of drama education in FEP (for Elementary Education) and the ideal properties of a drama education teacher. It deals with an idea of dramatic game, system of the preparatory games and exercises. It does not only introduce methods and techniques of drama education, but it also helps us to create and plan the lessons, often with a use of literary basis. Practical part is based on an assumption or editing of ten lessons of drama education taught by a novice teacher. The lessons aim to develop friendly climate in a class, cooperation support, child social development and teaching of drama education with basic techniques. Other components of the practical part are reflections of lessons describing the progress of the pupils. This is also described by a survey from...