The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

The purpose of this study is to examine what pupils in the ninth grade eats for lunch and also whether there is any connection between their lunch habits and perceived ability to concentrate and fatigue. A further aim was to study pupils' experience of dining environment in schools.The study is based on a quantitative method with questionnaires. The study was implemented on four schools in elementary school in themunicipalityofKristianstadand Tanum. Our results demonstrate, in accordance with several previous studies conducted in the same age group, that it is about half of the pupils who eats school lunch every day and that the majority are eating school lunch 3-5 days a week. Furthermore, our study shows that the pupils who rarely eat vegetables in school feel tired and distracted to a greater extent than the group of pupils who eat vegetables almost daily. Our result also shows that the group of pupils who eat the main course 3-5 days a week feel both tired and distracted to a greater extent than the group of students who eat the main course more rarely. In accordance with previous studies our study shows that differences exist between boys and girls regarding food that is eaten instead of school lunch. Food containing empty calories is the most popular kind, it causes glucose levels to get out of balance which makes students tired and distracted.The result of our study shows that most pupils claim that they often feel tired and distracted during the school day. Hunger affects the individual's emotions, motivation and cognition (Lennernäs, 2011), which can be linked to the fact that only 6 % of pupils feel that they are getting satisfied every day after eating the school lunch. There are also many pupils who choose not to eat anything else those days they choose to skip the school lunch. Nevertheless, the majority of pupils are still happy with the environment in the school dining room and it is barely half the pupils who want bigger influence on what is served for school lunch.

Natural disasters are increasing in both number and severity, causing the number of people being displaced by disaster to rise as well. Hurricane Katrina provides a particularly poignant example of the human impact of disaster, and of inadequate disaster response, especially where housing is concerned. The Federal Emergency Management Agency’s response to Hurricane Katrina in New Orleans exposed a gap in the approach to housing survivors of natural disasters, especially at the interim housing level. The FEMA trailer - which was only intended to house survivors temporarily but, in many cases, became a long term housing solution, - provided shelter for survivors, but did not account for their psychological well-being. The loss of one’s home can be a traumatic experience, as people identify their sense of self with their home. Therefore, it is crucial to reinstate this sense of home, and in turn provide continuity to the sense of self, early on in the recovery process. Rebuilding after a natural disaster is a long process. Because of this, disaster housing needs to be able to evoke a sense of home and ownership so that inhabitants can connect with their environment and reinstate their daily routines. This helps them to rebuild their lives. The proposed project attempts to do this by allowing for flexibility and choice in both the design and daily use of the house. The house transitions from temporary to permanent housing, allowing for a dialogue between inhabitant and environment to begin early on in the recovery process, and to persist. The design is informed by theories on place making, elements of home, dwelling, as well as loss and the grieving process.

Natural disasters are increasing in both number and severity, causing the number of people being displaced by disaster to rise as well. Hurricane Katrina provides a particularly poignant example of the human impact of disaster, and of inadequate disaster response, especially where housing is concerned. The Federal Emergency Management Agency’s response to Hurricane Katrina in New Orleans exposed a gap in the approach to housing survivors of natural disasters, especially at the interim housing level. The FEMA trailer - which was only intended to house survivors temporarily but, in many cases, became a long term housing solution, - provided shelter for survivors, but did not account for their psychological well-being. The loss of one’s home can be a traumatic experience, as people identify their sense of self with their home. Therefore, it is crucial to reinstate this sense of home, and in turn provide continuity to the sense of self, early on in the recovery process. Rebuilding after a natural disaster is a long process. Because of this, disaster housing needs to be able to evoke a sense of home and ownership so that inhabitants can connect with their environment and reinstate their daily routines. This helps them to rebuild their lives. The proposed project attempts to do this by allowing for flexibility and choice in both the design and daily use of the house. The house transitions from temporary to permanent housing, allowing for a dialogue between inhabitant and environment to begin early on in the recovery process, and to persist. The design is informed by theories on place making, elements of home, dwelling, as well as loss and the grieving process.

This work is focused on the choice of further educational path of elementary school pupils, namely pupils of the last year's ninth grade of the elementary school Novoborská. First the theoretical part is devoted to defining the basic concepts, the specifics of the pupils of the ninth classes and subsequently the specific factors that could influence the choice of pupils' secondary school. In this sense, it also deals with the professional orientation of pupils and the system of career counseling in the Czech Republic at the level of basic education. The practical part of this thesis focuses on the process of making decisions of the students of the ninth class about the choice of further educational or professional career through in-depth interviews with individual pupils. It also examines the specific aspects that have entered this decision and the extent to which the choice of the secondary school coincided with their professional orientation. The aim of this work is to approach the issue, to describe the factors that can be the key in transferring pupils from elementary to the secondary school and to identify the specific aspects that most influenced the choice of the secondary school pupils of the last year's ninth grade of elementary school Novoborská.

The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers’ average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school iv types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.

On conserve un nombre inhabituellement élevé de manuscrits ayant appartenu à la bibliothèque du chapitre cathédral de Lyon au IXe siècle, dont bon nombre ont été personnellement utilisés ou produits par le principal acteur de la vie intellectuelle lyonnaise de l’époque, le diacre Florus (floruit v. 825–855). Comme on connaît par ailleurs plusieurs grandes compilations rassemblées également par lui, Florus représente pour nous une double occasion particulièrement rare d’étudier la bibliothèque d’une école cathédrale carolingienne et les méthodes de travail d’un intellectuel de ce temps. Les comparaisons et les nombreux recoupements que permet cette situation étayent et alimentent notre connaissance des livres qu’on utilisait et qui circulaient à l’époque, mais aussi des hommes qui les lisaient et les échangeaient, et des conditions dans lesquelles le travail de Florus a pu passer dans la tradition manuscrite des Pères (première partie). Ces analyses nous peignent Florus un homme de son temps, formé dans un certain milieu à de certaines méthodes, mais que son expérience et ses goûts poussèrent à faire évoluer, tout au long de sa carrière, ses propres méthodes au service de ses propres projets (seconde partie). Un travail d’historiographie est aussi proposé, qui n’avait pas encore été entrepris, et qui fait apparaître les voies de la redécouverte de Florus au cours du XVIIe siècle, puis au XXe. La place de Florus et de sa bibliothèque d’usage, dans l’histoire intellectuelle et dans l’histoire de la transmission des textes antiques, en ressort mieux circonscrite et qualifiée plus précisément, en même temps que se dévoile le cours de sa propre évolution intellectuelle. / An unusual amount of manuscripts that belonged to the Cathedral library of Lyons in the IXth century has been preserved, among which a number were firsthand used or produced by its prominent intellectual figure, the deacon Florus (floruit ca. 825—855). As we also know several large compilations that were gathered by the very same, Florus represents a rare double opportunity to investigate both a Carolingian cathedral library and the work methods of a Carolingian scholar. Numerous comparisons and crosscheckings can strengthen and supply informations regarding the books that were used and circulated at the time, but also regarding the men that read and circulated them, and clarify how Florus’s work on the Fathers has spread in the manuscript tradition (first part). Such analyses depict Florus as a man of his time, who was educated in a certain environment and to use certain methods; but who was then driven, all along his career, by his own experience and taste, to evolve his own methods in the pursuing of his own projects (second part). A historiography study is also held, which was never undertaken before, and reveals the how and why of Florus’s rediscovery in the XVIIth century, and then again in the XXth. Florus’s part and his work library’s, in the intellectual history and in the history of ancient texts transmission, is thus better circumscribed and more precisely described, as is unvailed the course of his own intellectual evolution.

Over the past two decades, environmental history as an approach to the understanding and explanation of historical processes has become gradually fashionable amongst academics; empirical data collected over the North Atlantic proposed new trends with regards to economic patterns during the Viking Age. The increasing number of Viking Age sites exposed in Iceland, the amount of zooarchaeological collections highlighting an abundant presence of fish bones in the overall archaeofauna, together with one’s expertise in environmental history as well as a strong interest in socio-economic development during the Viking Age and medieval periods were many factors which help identify strengths and weaknesses with regards to the understanding of the emergence of commercial fish trade in Iceland, and to a lesser extent, the Faeroe Islands. The thesis proposes a new theory with regards to human adaptation to new environments, and subsequent economic developments based on the commercial exploitation of fish. The interdisciplinary aspect of this project using cultural sediment analysis and zooarchaeology, as well as concepts from anthropology and economic anthropology, allows for the theory to be tested by empirical data.