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Black Americans experience poverty at disproportionately high rates that are concerning both because of the perils of poverty as well as the belief that one’s race should not affect one’s opportunities in life. This paper extends the Capability Approach and argues that basic needs play an important economic role in providing people with a minimum level of opportunity that allows them to avoid poverty. Using MSA-level data on basic needs access and poverty rates, this paper finds that increasing rates of homeownership, high school graduation, and car access as well as decreasing rates of disability are all significantly associated with lower poverty rates for Black Americans. However, the empirical results also show that higher rates of high school graduation and car access for White populations are associated with higher rates of Black poverty, likely due to spillover effects in the labor market that crowd out Black workers.

This study was designed to test the hypothesis that desire is inversely proportional to satisfaction in the motivational category of a given person. The present study represents an attempt to devise an objectively scored test which will objectively and empirically determine the level of motivation of a given subject.

The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the ‘lived voice’ of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers’ lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers’ professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community. The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.

Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

The purpose of this study is to evaluate the satisfaction and performance indicators in discharge planning services at a regional hospital in Taiwan. A structured questionnaire incorporating client databases, services items, performance indicators and satisfaction surveys was employed. A self-constructed structural questionnaire, with content validity of 0.7 which was verified by five experts and examined with Cranbach £\, is employed as a key research tool. Data were collected from March 2007 to September 2007. In total, 321 clients accepted discharge planning services and gave their choices among the offered after-discharge caring services. Visit with the phone after coming out of hospital, nine people who is death, eight people who have not contact, total seventeen people was deletes. As a result, a total of 304 respondents or 94.7% response rate, responded their satisfaction levels via telephone interview thereafter. The results show that the respondents suffering from CVA (p<0.05) and head injury (p<0.01) accepted (statistically significantly) more medical transfer services than those with lung diseases; the respondents who were taken care by caring institutions after discharge accepted more nursing teaching services than those live with family members (p<0.01); the respondents living with family members after discharge received more medical transfer services than those staying with caring institutions (p<0.01); satisfaction levels reported higher in respondents living with family members than those with caring institutions (p<0.01); the more nursing teaching, medical transfer and social services are offered, the higher the satisfaction level is achieved (p<0.01); The results could provide the valuable information on the implementation of discharge planning. The study contributes to several significant results such as: (1) The more demand for tubes care, the more days in hospitalization ¡]r¡×0.28, p¡×0.00¡^and the more unexpected emergency care within two weeks¡]r¡×0.14, p¡×0.02¡^. (2) Significant difference ¡]F=5.13, p¡×0.02¡^was found between relocation and total days in hospitalization. Post hoc analysis shows clients who live with family had statistically significant less days in hospitalization than those who were relocated to other hospitals (p=0.008) and caring institutions (p=0.008). (3). Significant difference of satisfaction was found among different relocations¡]F¡×3.50, p¡×0.01¡^. Clients who live with family displayed statistically higher satisfaction than those who were relocated to caring institutions. (4). Significant difference of days in hospitalization was found between on nasal-gastric tube¡]F¡×9.64, p¡×0.000¡^and on tracheal tube¡]F¡×30.13¡Ap¡×0.000¡^ (5). Different departments show significant difference in unexpected emergency care within two weeks¡]F¡×20.12¡Ap¡×0.00¡^. The unexpected emergency care within two weeks in the Medical Department was statistically higher than the Surgical Department. (6). Positive correlations (p<0.05) were found between days in hospitalization and several satisfaction measurements, indicating the more days in hospitalization, the more time available to provide services and the higher client satisfaction can be achieved. Furthermore, clients with unexpected emergency care within three days displayed statistically low satisfaction. The results are capable of providing us information for improvement so as to ensure that clients can receive sustainable, effective and integrated care.

The Development of cost-effective and economically viable telecommunications solutions for rural underdeveloped areas has been a key problem to Africa and South Africa. Selecting an appropriate telecommunications technology and an appropriate network topology that could provide both voice and data communication solutions for these areas would be a major advantage for both the community and industries in these areas. Success lies in our ability to adapt selected technologies and implement it with a viable and affordable telecommunication solution. This paper proposes an appropriate telecommunications technology utilization of a cost effective network that can provide wide bandwidth for voice and data telecommunications solutions that are essential for the education, business and private multi-user needs for the Soshanguve and Ga- Rankuwa areas, North-West of Pretoria..

During the past 20 years, the number of children and youth with neurological disorders attending schools has increased dramatically. There are two reasons for this increase. First, medical advances have resulted in more children and youth with neurological disorders surviving. Second, in the past, children with disabilities and health care needs were cared for in hospitals and residential institutions. Since 1975, however, federal legislation has mandated that all children with disabilities be provided a free appropriate public education in the nation's schools and in general education classrooms whenever possible.Unfortunately, school administrators and classroom teachers are not trained in how to accommodate students with neurological disorders. The medical literature provides information regarding the medical aspects of neurological disorders. However, neither the medical literature nor the educational literature provides the specialized knowledge and skills administrators and teachers need to plan for and provide appropriate educational and health related services to children with neurological disorders. This dissertation addresses the need to provide teacher and administrators with practical information about accommodating students with neurological disorders in schools.The purpose of this project was to develop a resource manual which describes the impact of students' neurological disorders on their education. This "user-friendly" resource manual can be used by teachers, administrators, and support staff in developing individualized educational programs for children and youth with neurological disorders. The manual focuses on six neurological disorders about which school personnel have limited knowledge. Section One includes a historical overview of the education of children with neurological disorders and the legislation which mandates that schools must provide all children with disabilities an appropriate education. Section Two describes each neurological disorder by presenting the definition of the disorder and its associated physical and cognitive conditions. Section Three addresses accommodations teachers can use in classrooms to meet the individual physical, cognitive and health care needs of these children.