The purpose of this dissertation is to help sending churches of all sizes confidently reclaim their biblical role of member care to the missionary families they send. Chapter 1 introduces the concept of member care and establishes the local church as primary care giver in missions. It also shows the purpose, definitions, limitations and delimitations, and research methodology. Chapter 2 looks at the history of member care starting with William Carey and Lottie Moon and the beginnings of Baptist missionary care. The chapter then looks at the past fifty years of member care. This chapter also looks at preventable and non-preventable attrition and special issues in care including re-entry and the missionary kid. Chapter 3 surveys the Scriptures to build a case for a biblical mandate for care to its sent ones. It starts by looking at biblical precedent for such care using the churches at Antioch and Philippi as examples. Chapter 4 examines six leading member care churches in the US and surveys their best practices in care culture to families. Through the research obtained in these interviews, I offer a list of best practices in care ministry to families. Chapter 5 offers suggestions for sending churches to start care well by accessing, training, and mobilizing families with care in mind. In this chapter I summarize the research and make recommendations for the twenty-first century sending church.

Despite some excellent historical and contemporary research on the linguistic situation in the Shetland Islands, to date there have been no studies with an in-depth focus on a specific type of dialect-to-standard speech modification, known locally in Shetland as knappin. Specifically: as the speakers understand it, what is the precise definition of knappin and how might this feature be linked to dialect attrition? The concept of knappin is a widely debated and contentious issue within Shetland. Questions such as how, when and why does it occur, who does it, and whether its use is the final step to complete dialect levelling, have never been fully explored. This study addresses such questions by conducting a quantitative and qualitative sociolinguistic analysis of perceptions on dialect modification across the islands; with the aid of data collected from many hundreds of Shetlanders, and dialect speakers no longer resident. My results show that all dialect speakers are modifying their speech more frequently, for many reasons and in many different linguistic situations. While this is of some concern, closer analysis of dialect perceptions and attitudes, and the exploration of areas where the use of dialect is seen to be increasing, indicate that, despite regular and extensive modification, the dialect might not be as at risk as previous research has indicated.

La synthèse Fischer -Tropsch (SFT) produit des carburants liquides ultra-propres, ainsi que des produits chimiques à partir du gaz de synthèse issu d’une large gamme de matières premières : gaz naturel, gaz de schiste, charbon, biomasse. Les catalyseurs supportés à base de cobalt sont la meilleure option pour la SFT à basse température, en raison de leur grande stabilité et leur sélectivité en hydrocarbures lourds. Néanmoins, ces catalyseurs se désactivent avec le temps au cours de la réaction. La désactivation réduit la durée de vie et la productivité de ces catalyseurs. Par conséquent, la désactivation reste un défi majeur de la SFT. Dans ce travail, nous avons identifié les mécanismes les plus pertinents de la désactivation du catalyseur à base de cobalt dans le réacteur slurry : frittage du cobalt, attrition du catalyseur et dépôt de carbone. Il est démontré que la vitesse de désactivation dépend des conditions opératoires. Les résultats expérimentaux suggèrent que l'attrition du catalyseur est fortement influencée par la pression partielle d’eau dans le réacteur. La pression partielle élevée d’eau favorise la mobilité des nanoparticules de cobalt à la surface et leur frittage. Des agglomérats de cobalt de quelques microns situés sur des grains de catalyseur, ainsi que des particules métalliques de cobalt individuelles ont été observés dans les catalyseurs usés. La formation des agglomérats de cobalt a été favorisée à des vitesses spatiales basses et dans le gaz de synthèse pauvre en hydrogène. La dilution du gaz de synthèse au début de la réaction diminue l’attrition et réduit la formation des agglomérats de cobalt. Des hydrocarbures, des alcools, des cétones, des aldéhydes, des acides organiques ont été détectés dans les catalyseurs usés ; α -oléfines étant les espèces les plus abondantes. Les acides carboxyliques et les aldéhydes cinnamiques semblent être le plus néfastes pour les performances catalytiques. Le schéma de la formation de différentes espèces de carbone à la surface des catalyseurs de cobalt dans le réacteur slurry été proposé dans le manuscrit. / The Fischer-Tropsch Synthesis (FTS) produces ultra-clean liquid fuels and chemicals via conversion of syngas from a wide range of feedstocks: natural gas, shale gas coal and biomass. Supported cobalt-based catalysts are the best option for the low temperature FTS, due to their high stability and selectivity toward heavy paraffinic hydrocarbons. Nevertheless, cobalt catalysts deactivate with time on stream. This leads to a decrease in catalyst lifetime and productivity. Hence, catalyst deactivation remains a major challenge of FTS. In this work we identified cobalt sintering, catalyst attrition and carbon deposition as the most relevant catalyst deactivation mechanisms in slurry reactor; the deactivation rate being influenced by the operating conditions. The experimental results suggest that catalyst attrition is strongly affected by water partial pressure in the catalytic reactor. High water partial pressure favours mobility of cobalt nanoparticles on surface and cobalt sintering. Both cobalt agglomerates of micron size located on catalyst grains and detached cobalt metal particles were observed in the spent catalysts. The formation of cobalt agglomerates was favoured at lower gas space velocity and in H2-deficient syngas. Syngas dilution at the beginning of reaction decreases the degree of attrition and reduces cobalt agglomerate formation. Hydrocarbons, alcohols, ketones, aldehydes, organic acids were detected in the spent catalysts; α-olefins being the most abundant species. Carboxylic acids and alpha-alkyl cinnamic aldehyde seem to be most detrimental for the catalytic performance. A tentative schema of formation of different carbon species in cobalt catalysts during FTS in slurry reactor has been proposed in the manuscript.

This instrumental qualitative case study sought to explore the experiences of four Ontario elementary French immersion teachers with the factors that influence elementary student attrition, where French is the minority language. The study used the social constructivist approach to learning and development (Vygotsky, 1978), as well as the principles of interaction and continuity in experience (Dewey, 1971), to show that experience shapes learning within a social context. The three research questions that guided this study were: 1) According to a group of Ontario elementary French immersion teachers, what academic and social factors influence student attrition from French immersion?; 2) How are this group of teachers’ current teaching practices affected by their previous experiences with the academic and social factors that influence student attrition in French immersion, by their personal and professional learning experiences, as well as by their social context?; and 3) How might these teachers encourage students to stay in or leave French immersion? Two semi-structured individual interviews with each of the four participants were conducted. The interviews were audio recorded and transcribed verbatim for coding and analysis. Results suggest that academic and social factors influence student attrition, that the teachers regularly change their teaching approaches and strategies to address student attrition and to help their students learn French, and that the teachers have experience encouraging students to stay in and leave French immersion. The findings of the present study contribute to the literature on French immersion teachers’ experiences with the factors that influence student attrition.

Teachers at the local study site continue to leave the elementary school and profession at increasingly high rates creating a teacher shortage. The school staff consists of 33 teachers, with an average of 10 resigning each year. Because of the shortage, state and local school boards, school districts, and school-based administrators share the need to understand this phenomenon. Guided by Herzberg's 2-factor theory, which noted that people are motivated by attributes such as recognition and by Maslow's motivational theory, which refers to human needs and personal beliefs as motivational factors, this study investigated factors that contributed to teacher attrition and retention, as well as strategies used to improve retention of novice teachers. Nine novice teachers employed at the local site participated in e-mail interviews. Participants provided their perception of factors that influenced their decision to remain or stay in the profession. Data were analyzed with an emphasis on seeking emerged themes through the process of open coding. Data analysis revealed a gap in the level of support from mentors and administrators that affected novice teachers' professional growth, as well as their decision to leave or stay in the profession. Participants listed incentives, acknowledgment, and training as the primary strategies for retaining teachers. The findings led to the creation of a professional development program. This study contributes to positive social change by providing educators a deeper understanding of the problem of teacher attrition and by identifying strategies to manage teacher turnover to improve retention efforts.

A high attrition rate exists among new music teachers in a public school district in Central Texas. This problem is mirrored by a high attrition rate of music teachers across the United States. The purpose of this qualitative case study was to explore reasons for the attrition of music teachers at the study site, to articulate why some new music teachers have left the profession, and to identify supports that could be influential in retaining new music teachers. The study was grounded in Gardner's theory that administrators have the ability to make policy changes that can influence retention and attrition rates for music teachers. Data were collected through individual interviews with 3 administrators, 3 new music teachers, and a focus group of 3 former music teachers who resigned from their positions at the study site. Data were open coded and thematically analyzed for reoccurring themes. Findings indicated that the high attrition rate of music teachers at the study site may result from unequal treatment of music teachers compared to core content teachers. Another issue noted was the lack of understanding by music teachers and administrators about available supports to new teachers. Recommendations include providing equal opportunities to music teachers to attend subject-specific professional learning communities and professional development activities. This study may contribute to social change through adjustments to the training and mentoring structures for new music teachers in the local district, which may ultimately decrease the turnover of music teachers.

High attrition of nursing students in the United States may contribute to a shortage of registered nurses and inefficient use of scarce resources. The purpose of this study was to explore the relationship between nursing student grades in 3 science prerequisites and length of time to program completion on each of the study college's 4 campuses. Ausubel's theory of subsumption, wherein a learner's ability to meaningfully learn new data depends on the existing cognitive structure within which the new material is assimilated, was used as a theoretical framework. Prerequisite science course grades for 575 nursing students attending a Midwestern technical and community college with 4 campuses were obtained along with data on program completion. Grade data from 2005-2015 were analyzed using a 1-way or Welch ANOVA and Pearson product-moment correlation. Significant differences were found among campuses in both mean science grades and time to completion. Most science course grades did not demonstrate a significant correlation with time to completion. Based on these findings, it is possible that student preparation in general science courses is not equivalent among campuses and may not provide the cognitive structure necessary for meaningful learning in nursing courses. To enable faculty from both disciplines to collaboratively document, examine, and align content in science and nursing courses, a curriculum mapping project was designed. Registered nurse graduates contribute to the economic and social well-being of their communities. By providing more insight about science and nursing courses and degree completion, this study is intended to promote positive social change.

Peer mentoring is the exchange of skills or knowledge from a more experienced individual to a novice in the same field. Due to the constraints placed on nursing education, many students struggle to complete the nursing curriculum. This leads to high attrition rates within colleges of nursing. Without maximizing graduate rates, the current nursing shortage is exacerbated. This integrated literature review examines the impact of more experienced nursing students mentoring their junior peers. With implementation of peer mentoring attrition rates were reduced. Additionally, the research showed that mentees experienced an enhanced feeling of support and were able to learn more efficiently. Mentors benefited from the arrangement with enhanced leadership and teaching abilities. Instructors of nursing programs also benefited from the arrangement by having decreased demand for review sessions, which could be taken over by the mentors, and could focus on enhancing their lessons or other educational obligations.

This study presents a linguistic profile of a heritage speaker of Russian and recounts the efforts to revitalize his Russian after he had nearly stopped speaking it. The study was conducted over the course of almost two years, starting when the subject was twelve years old and ending when he was fourteen. Although this study found that the subject displayed many of the linguistic features typical of heritage speakers, the subject's Russian had suffered less attrition than is common for heritage speakers of Russian in the United States. This study presents its linguistic findings under the rubrics of phonology, morphosyntax, and semantics/pragmatics. This study also describes the pedagogical efforts to improve the subject's reading, writing, listening, and speaking skills in Russian. Finally, this study includes some reflections on the psychological factors that influenced the methodology and outcome.

No description available.