Background: The firm’s choice of the optimal financial structure remains an unsolved problem within finance. The reasoning behind family firms’ specific financial structure differs within various research. The GGVV-region is composed of four small municipalities: Gnosjö, Gislaved, Värnamo, and Vaggeryd. This region is seen as the best dynamic counties in all of Sweden, it is also considered the most successful area of the countryside in terms of its economic contribution. Because of these aspects, it is therefore of great importance to investigate the difference of the financial structure within generations of family firms. Purpose: This paper studies whether there is a correlation between the generation in charge of family businesses within the GGVV-region and the financial structure of the businesses. Aim: The aspiration is that this research will be a good addition to the understanding of family businesses in the GGVV-region along their financial policies within different generations running the firm. Method: This study will contain 42 family firms within the GGVV-region defined as family firms through a questionnaire. The financial structure of the first-generation and non-first-generation family firm will be investigated using their debt ratios throughout the years 2015-2019. The testing is performed through Panel Data Model using Random Effects Model, along with descriptive statistics of the data and a Difference-in-Difference test. Conclusion: No significant difference can be found at any level between the 1GFF and the Non-1GFF when it comes to their financial structure.

abstract: ABSTRACT With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

The diploma thesis deals with the mediation of a preview of the development of adaptation during the beginning of school attendance in pupils of the first class by the view of children, parents and teacher. The diploma thesis is divided into the theoretical and practical part. The theoretical part is divided into two chapters. The first chapter deals with the current concept of the first level of basic education and describes the important curricular documents that constitute the White Book and the Framework Educational Program of Basic Education. The second chapter deals with a child initiating school attendance and this breakthrough event is framed in the subchapters describing school maturity and school readiness, school as an impersonal institution, classmates and friends, evaluation and school success, teacher and his / her work, motivation of the pupil, adaptation to the beginning of school attendance, a change of the daily regime, and the family as the inseparable emotional support of the child. The practical part is devoted to qualitative research, which was attended by seven children who have just started their compulsory schooling, their parents and the teacher. In-depth interviewing and qualitative questionnaires are used.