The growth of the community college has created an access point for many students that traditionally would not pursue higher education. Although community colleges have soared in enrollment in the last forty years, the rate at which students persist and graduate has remained low compared to four-year institutions. Studies on college persistence and academic achievement indicate that there is a consistency of characteristics among community college, low-income, and first-generation students. Behaviors traditionally associated with persistence, such as integration within the institution, are not characteristic nontraditional students because they tend to have closer connections with the environment external to the college campus. Missing from the literature are studies that examine the motivational factors that encourage persistence in spite of the risk factors. The twofold purpose of this study was to examine the effects of nontraditional students’ extrinsic motivation on their intrinsic motivation for attending college and to examine how the effects of environmental and background influences on intrinsic motivation are mediated through extrinsic motivation. Two surveys, The Academic Motivation Scale and the Factors Influencing Pursuit of Higher Education Questionnaire, were administered to 151 students from two community colleges in the Southeast. Through hierarchical regression analysis and path analysis the study examined how nontraditional students’ intrinsic motivation levels for attending college was affected by background influences (locus of control, perception of barriers, and self-efficacy), environmental influences (family and friends support), career goal attainment, and socioeconomic mobility. The results of the study indicated that career goal attainment, locus of control, and support of friends had a positive direct impact on students’ intrinsic motivation levels. The results also revealed that several of the background and environmental influence variables had an indirect effect on intrinsic motivation mediated through the extrinsic motivation variable of career goal attainment. The findings from this study add to the current retention, persistence, and motivation literature.

Darbo pradžioje iškelta hipotezė patvirtina: pirkimo (pardavimo) sutarties sąlyga, kad nuosavybės teisė į pristatytas prekes išlieka pardavėjui tol, kol už jas nebus pilnai apmokėta, Lietuvos teisėje išlaiko nuosavybės teisę į daiktus (pardavėjas turi teisę reikalauti grąžinti prekes iš pirkėjo; trečiosioms šalims pardavėjo teisė atgauti prekes negalioja), tačiau nesuteikia teisės tiesiogiai iš perpirkėjo reikalauti piniginių lėšų. Hipotezė patvirtinta remiantis, kad: 1. Pagal LR CK, parduodant daiktus išsimokėtinai (kreditan), nuosavybės teisė į parduodamus daiktus išlieka pardavėjui tol, kol pirkėjas nesumoka visos sutartyje numatytos kainos, jeigu sutartyje nenumatyta kitaip; 2. Teisė reikalauti prekių iš trečio asmens galima perduodant įkeistą daiktą, tokį perdavimą (įkeitimą)registruojant hipotekoje; 3. Sutarties su nuosavybės teisės išlaikymo sąlyga registravimas viešame registre suteikia pardavėjui teisę panaudoti pirkimo pardavimo sutartį išsimokėtinai prieš trečiuosius asmenis, tačiau toks registravimas neatitinka LR CK numatytų įkeitimo sąlygų; Sutarties su nuosavybės teisės išlaikymo sąlyga registravimas, neatitinkančios įkeitimo sutarties registravimo formalių, tačiau imperatyvių procedūrų, nesuteiks pardavėjui pirmumo teisės prieš kitus kreditorius pirkėjo bankroto atveju; 4. Registruotos pirkimo pardavimo išsimokėtinai sutarties su nuosavybės teisės išlaikymo sąlygos panaudojimo prieš trečiąsias šalis pirkėjo bankroto atveju precedento Lietuvos teismų... [toliau žr. visą tekstą] / Retention of title clause (also called a Romalpa clause in some jurisdictions) is a provision in a contract for the sale of goods that the title to the goods remains vested in the seller until certain obligations (usually payment of the purchase price) are fulfilled by the buyer. The main purposes of such clauses are to ensure that where goods are supplied on credit, if the buyer subsequently goes into bankruptcy, the seller can repossess the goods. Title retention clauses are often seen as a natural extension of the credit economy; where suppliers are expected to sell goods on credit, there is a reasonable expectation that if they are not paid they should be able to repossess the goods. Nonetheless, in a number of jurisdictions (as we will se, in Lithuania also), insolvency regimes or credit arrangement regimes prevent title retention clauses from being enforced where doing so would upset the administering of the regime. Although conceptually very simple, retention of title clauses have become increasingly widely drafted, which has resulted in the courts in a number of countries striking down the clauses, or recharacterising them as the grant of a security interest. Although EU directive for late payments creates obligation for member states to enforce such provision in national law systems, effect of the retention of title clauses vary from country to country. Hypothesis of this work was that the retention of a title clause in a agreement does not give the title for the... [to full text]

Experiments were conducted to assess the effect of feeding diets containing ground flaxseed (FS); as a source of α-linolenic acid (18:3n-3), on whole body retention efficiency (RE) and disappearance (indirect measure of oxidation) of 18:3n-3, and apparent conversion (AC) of 18:3n-3 to n-3 highly unsaturated fatty acids (HUFA) in growing female pigs, using the mass balance approach (serial slaughter). Oxidation of 18:3n-3 was determined directly based on feeding U-13C-18:3n-3 and appearance of 13C in expired breath. Growth performance, composition of growth, body composition, and carcass and loin meat characteristics were not affected by feeding FS containing diets (P > 0.10). In selective pork cuts and the whole body, feeding FS increased (P < 0.10) the contents of 18:3n-3, eicosatrienoic acid (20:3n-3), eicosapentaenoic acid (20:5n-3), and docosapentaenoic acid (22:5n-3) but not docosahexaenoic acid (22:6n-3; P > 0.10). Expressed as a proportion of intake, RE of 18:3n-3 declined with duration of feeding FS (d 0 to 15 vs. d 15 to 30; P = 0.098; 68.4 vs. 52.8%). Similarly, the AC of 18:3n-3 to 20:3n-3 (8.87 vs. 5.53%) and 22:6n-3 (1.27 vs. 0.54%) was reduced over time (P < 0.05), whereas disappearance of 18:3n-3 increased over time (P = 0.074; 2.12 vs. 23.7%). At similar cumulative intake of 18:3n-3, stage of growth (25 to 50 vs. 85 to 110 kg BW) did not impact (P > 0.10) RE of 18:3n-3 and the sum of all n-3 polyunsaturated (PUFA; 95 vs. 110%), AC of 18:3n-3 to n-3 HUFA (19 vs. 22%), and oxidation of 18:3n-3 (7.0 vs. 5.6%); these parameters were influenced by dietary 18:3n-3 level. Pigs fed low dietary 18:3n-3 (0.8 g/kg) yielded both higher RE and AC of 18:3n-3 to n-3 HUFA than pigs on high dietary 18:3n-3 intake (15 g/kg). Oxidation of 18:3n-3 tended to increase with dietary 18:3n-3 level (P = 0.077; 7.97 vs. 4.67% for pigs on high and low dietary 18:3n-3, respectively) and was not affected by previous 18:3n-3 intake (P > 0.10). Feeding modest amounts of FS leads to a substantial and predictable enrichment of n-3 PUFA in pork without compromising carcass and meat quality. The content of n-3 PUFA appears to be independent of timing of feeding n-3 PUFA, providing flexibility as to when n-3 PUFA can be fed for generating n-3 PUFA enriched, value added pork. / Ontario Pork, Ontario Ministry of Agriculture, Food and Rural Affairs, Agricultural and Agri-Food Canada, and Natural Sciences and Engineering Research Council of Canada.

No description available.

No description available.

No description available.

<p><font face="Times New Roman"> <p align="left">The results emanating from the study indicate that Work Environment variables played the most crucial role in retaining Black talent in the organisation at which the research was undertaken. There were significant relationships between some of the biographical variables and retention, and the four retention factors significantly explained the variance in retention. Recommendations based on the data were made to various stakeholders in order to address the existing problem, while simultaneously protecting the rights to confidentiality of the respondents.</p> </font></p>

In many critical subject areas our schools are facing a need for teachers, particularly in the "high-need" areas of mathematics, science, and bilingual education. Educators and researchers alike have identified teacher turnover as a major contributor to the challenge of finding and keeping highly-qualified teachers in American classrooms. The purpose of the three studies in this dissertation was to investigate the potential role of working conditions in explaining the turnover rates of high school science teachers. I used data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2008 and 2008-2009 academic years, from their random, stratified sample of 50 Texas high schools and their 385 science teachers. The first study focuses on the development of a rubric assessing individual science teachers' working conditions, which involved the examination of multiple data sources, including school master schedules and AEIS reports to determine the working conditions of 385 science teachers. Analyses from this study suggested that (a) science teachers from small schools experience tougher working conditions than science teachers from both medium and large schools; (b) veteran science teachers experience tougher working conditions than both induction and mid-career teachers; and (c) science teachers from lower minority schools experience tougher working conditions than science teachers from schools with higher MSEPs. The second study focuses on the relationship between high school science teachers? working conditions and their levels of job satisfaction. Findings included that (1) science teachers from small schools experienced tougher working conditions, even though they were more satisfied with their jobs; (2) veteran science teachers experienced tougher working conditions and were more satisfied with their jobs; and (3) science teachers from lower minority schools experienced tougher working conditions and were more satisfied with their jobs. The final study focuses on the relationship between high school science teachers' school size, MSEP, teacher type, working condition scores, job satisfaction scores, and retention status. Results of independent samples T-test revealed no significant difference in working condition scores for "stayers" versus "non-stayers." Pearson's correlation revealed school size and the experience level of the science teacher as significant predictors of working condition and job satisfaction scores. Results of the discriminant analysis revealed (a) working condition scores and job satisfaction scores as not significantly predicting science teacher retention; and (b) teacher type (beginning, mid-career, and veteran) as the only significant predictor of teacher retention.

Investment in higher education is typically considered as a static discrete-choice problem where students make post-secondary education choices usually right after high school (Heckman et al., 2006). This is largely aligned with Becker’s human capital theory. As Becker’s theory holds, students’ decisions can alter with the arrival of new information (Weisbrod, 1964). By relaxing the assumption certainty in the human capital model, student education decisions can be modeled using Weisbrod’s option value theory. According to this theory, students reevaluate their lifetime-utility maximizing decisions based on new information acquired in a sequential nature. Students face large uncertainties due to unexpected positive and negative shocks. This dissertation benefits from utilizing student earnings while in school to proxy for these shocks and opportunity costs. Students test both the schooling and labor market to gain new information to maximize their lifetime earnings. Since higher education choices are dynamic in nature, this dissertation benefits from the use of hazard models as these models explicitly account for time. Overall, the dissertation is largely focused on estimating the effect of time-variant and time-invariant variables on the timing of student higher education investment decision. Time to dropping out or transferring is directly correlated with the cost of education. As students take longer time to transfer or shorter time to drop out, acquiring a bachelor’s degree will take longer. These increases in the cost of education eventually decrease the supply of skilled labor and increase the burden on the state and taxpayers. Using a large administrative data from Kentucky Community and Technical College System (KCTCS) matched with administrative earnings data from Kentucky’s unemployment insurance department, results indicate that increases in student earnings increases time to transfer, decrease time to stopout early and decrease time to graduate. The opportunity cost of continuous enrollment is high and students weigh current events more than future events. Similarly, as students age, the number of years left to enjoy full benefits from another semester of education decreases and hence students are more likely to stopout earlier or transfer later as they age. Lastly, variables that were proxy for ability promote attendance, transfer and graduation.

Purpose – The purpose of this paper is to identify the expectations of the workingGerman Generation Y regarding its current work and employer. As a result, the mainelements which could be considered by companies to retain the Generation Y inGermany will be pointed out and discussed.Design/methodology/approach – Semi-structured interviews were used in order toexplore the work expectations of this young generation within a German company. Anon-probability and purposive sample was used and six respondents part of theGeneration Y and working in the same company were interviewed. Furthermore, aseventh interview was conducted with the HMR of the company.Findings – Several findings are consistent with previous results of Gen Y from othernationalities than Germany such as the importance of varied tasks, opportunities forself-development, responsibilities and a pleasant working atmosphere. However,differences were found in particular regarding the importance of the work-life balanceand new expectations such as trust, autonomy and internationality have been broughtto light. Furthermore, several findings are also consistent with other studies aboutemployee retention, commitment and job satisfaction.Originality/value – This research extended previous studies of the expectations of theGeneration Y by providing firstly findings for Germany, a country where such studieshave not been conducted yet and secondly by focusing on the Generation Y who isalready working and therefore not studying anymore.