Univ., Diss./2005--Zürich, 2004.

Zugl.: Magdeburg, Universiẗat, Diss., 2008.

Zugl.: Mannheim, Univ., Diss., 2006

This thesis presents four distinct studies of psychological and social integration of homeless and vulnerably housed individuals. The first study presents a predictive model of psychological integration, defined as a sense of belonging and membership to one’s community. The second study presents a predictive model of social integration, defined as how an individual engages with others in the community. The third study presents a mixed methods comparative analysis of homeless and vulnerably housed individuals with “high” and “low” levels of psychological and social integration. The fourth study presents a reflexive analysis of conducting interviews with homeless and vulnerably housed individuals. Data for this research comes from a two-year longitudinal study conducted in Ottawa, Ontario. Participants were men and women, over the age of 18 (Baseline: N = 397; Follow-up 1: N = 341; Follow-up 2: N = 320) who were either homeless or vulnerably housed at the study’s outset. Quantitative data analyses occurred at Follow-up 1 and 2 and utilized hierarchical multiple regression. Qualitative data analyses used a general inductive approach utilizing a First Cycle and Second Cycle coding method (Saldana, 2009). Social support was a significant predictor of both psychological integration and social integration. Individuals with high levels of social support had high levels of psychological and social integration. Social support proved to be the only predictor to be significantly associated with social integration at both Follow-up 1 and 2. Psychological integration was positively associated with several variables at Follow-up 1 and 2: increased age, living in high quality housing, and residing in a neighbourhood that is perceived as having a positive impact. The mixed methods analysis uncovered several salient themes that affected psychological and social integration, including substance use in one’s housing and neighbourhood, neighbourhood safety and location, and housing quality. The reflexive component of the thesis highlighted the importance of location when conducting interviews and the power dynamics of the interview process. The results are discussed in terms of implications for service delivery and policy.

Diploma thesis deals with the topic of information integration. The aim of the thesis is to characterize the market of IT resources for supporting Enterprise Information Integration. To achieve its objective, it will be first introduced the area of EII. The results will serve for formulating criteria that will be used to analyze the market of these IT resources. Based on the formulated criteria, there will be evaluated market offerings and then specified its key characteristics. The author's contribution to this work lies in the submission of a comprehensive description of the Enetrprise Information Integration.

The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.

The thesis aims summarize political and legal framework of immigrant integration policies of Czech Republic and Slovakia. The main goal of thesis is to compare policies of these countries through comparative method and analyze what are their common characteristics and which features differ from each other. Attention is paid to influence of the European Union on development and form of integration policies of Czech and Slovak Republic, and on importance of international cooperation of these countries in this policy area. Thesis tries to confirm the hypothesis that integration policies of both compared countries are affected by regulations and documents adopted at the European Union level. Thesis consists of a theoretical part, analysis of integration policy of the European Union, analysis of integration policies of both countries and comparison of these policies. Analysis deals with development of these policies, legal framework, governmental and non-governmental institutions working in the field of immigrant integration and international cooperation of these countries within international organizations.

No description available.

Technology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated "…it is critical to understand teachers' perspectives regarding computer integration in the classrooms" (p.1523). With the Improving America's Schools Act of 1994 (Public Law 103-382) the integration of technology in schools should be strongly evident. Currently, twenty years after the commitment to develop technologically literate students, technology integration should be well defined, seamless in its usefulness within the learning environment, a part of the very fabric of the educational setting, and consist of a proven track record verifying the positive results for utilization in student learning and achievements. However, a review of the relevant literature revealed the goal has not been achieved and the same issues related to the integration of technology into education are still being discussed, researched, and questioned today as they were in its infancy (Anthony, 2011; Bauer & Kenton, 2005; Roschelle, Pea, Hoadley, Gordin, & Means, 2000). Allowing teachers to voice what integration meant to them in both practice and definition and the barriers encountered, could shed light on the underutilization of use discovered in literature. New insights provided from teachers could also be utilized by administration and policymakers towards the development of new policies and mandates. Taking a qualitative, investigative approach, two individual and two focus group (n=6, n=8) interviews from four elementary schools in Brevard County were conducted which focused on understanding the practices and experiences of teachers. Results found time, support structures provided by administration, and specific professional development and training's were challenges that hampered successful implementation.

No description available.