This essay studies the earnings, human and ethnic capital of immigrants in Sweden and how its transmitted across generations. it focuses on the first-, second-, and third-generation immigrants, were the results indicates that there are differences regarding earnings relative to natives between the generations and how the ethnic-, and human-capital is transmitted across generations. First-generation immigrants had an earning advantage relative to natives, meanwhile the second-, and third-generation faced a disadvantage. One conclusion is that the ethnic capital from the first-generation has a negative impact on the earnings of second-, and third-generation immigrants in Sweden. When measuring the ethnic capital from the second-generation immigrants, the results shows a positive influence on the earnings of the third-generation.

FSU Dissertations--Graduate Studies.

This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.

Education reform has created an environment in the Early Years sector in which Early Years Practitioners (EYPs) are increasingly directed to look for outcomes, rather than developing an understanding about the process of learning. The issue of EYP competence and knowledge is often overestimated by an education system which assumes that confidence and high levels of understanding are standard. Therefore, reconciling the difference between what policies expect, and what EYPs can do, is of great interest. Working from a Vygotskyian perspective on group collaboration and peer learning, this study examines the effect of an intervention with a team of EYPs, who took part in group supervision sessions to explore their Observation, Assessment and Planning practice. The aim is to help to develop a model which can support and enhance professional practice. The study began with four participants who attended ten facilitated group discussions over ten months, in which they addressed specific observational issues to gain insight into how their key child was learning. These sessions provided an opportunity for the participants to engage in professional dialogue and robustly analyse their observations. Data was interpreted using Interpretative Phenomenological Analysis (IPA), to explore how a group approach might support the participants’ professional development and their understanding of children’s learning. The EYPs reported links between their own learning within the group and changes in their practice and understanding about children's learning. Evidence from the study suggests that the Group Intervention had a positive impact on the participants’ practice and that they developed skills in making professional judgements about how best to support and extend the child’s learning. The findings also suggest that collaborative endeavours are a key factor in helping EYPs to succeed at their OAP tasks and enable the development of professional learning.

Over half the U.S. labor force is employed by small business owners, yet only 50% of small businesses survive beyond 5 years. The purpose of this multiple case study was to explore sustainability strategies small business owners in the construction industry used to sustain their organization for longer than 5 years. The research population included 5 owners of small businesses in the construction industry in Georgia, who have been in operation for a minimum of 5 years. The conceptual framework for this study was general systems theory. Data were collected through semistructured interviews, organizational documentation reviews, and business plan reviews. Yin'€™s (2014) 4 principles of data collection were used to collect the data: use multiple sources of evidence, create a case study database, maintain a chain of evidence, and exercise care when using data from electronic sources. Data were triangulated using Yin's 5-€step analysis process: collecting data, grouping data into codes, grouping data into themes, assessing the themes, and developing conclusions. Member checking, transcript review, and triangulation of data were used to further validate the study. The 4 themes that emerged from the study were internal relationships, building the brand, specialization, and planning. The implications of the study for positive social change include the potential for small businesses in the construction industry to survive for longer than 5 years and to increase the number of individuals employed.

The mission of Catholic Education in Mauritius is to ‘humanise’ education and pedagogies to be consistent with Catholic values. The vision of a ‘humanised’ education explicitly teaches collaboration and cooperation. In January 2005, the Catholic Education Bureau (BEC) opted for a ‘mixed ability’ philosophy whose articulation fosters inclusiveness in all Catholic secondary schools. To achieve this, schools need to re-invent and restructure themselves into learning organisations to make obvious the ‘mixed ability’ philosophy at the middle level of schooling from Form I to Form III.The first purpose of this study is to explore an integral model for an effective education for Catholic secondary schools in Mauritius that acknowledges diversity in the classroom particularly in Form I. The second purpose is to investigate the beliefs and understandings of educators in Catholic secondary education in Mauritius of this model.For the first purpose, a review of the literature was undertaken to understand the concepts of middle schooling, differentiation, learning theories and implications for practice, the enabling structures for Catholic secondary schools to develop into learning communities and the leadership role of key actors. For the second purpose, the perceptions of educators were investigated using a predominantly qualitative, interpretative methodology around an instrumental multi-site case study.The study found a number of challenges faced by Catholic educators in Mauritius regarding the implementation of the integral model. These challenges present a new direction for these schools to focus on the human person, leading to the development and implementation of the ‘mixed ability’ program. The study concluded with a cogent set of recommendations and directions which need to be put in place in order to improve student learning outcomes at the middle level of schooling and achieve the vision of a human-centered education within the espoused Catholic mission.

Neurocysticercosis (NCC) is a parasitic disease caused by the larva of the zoonotic cestode Taenia solium. The objectives of this study were to evaluate the distribution of presenting clinical manifestations of NCC, to evaluate the socio-demographic characteristics of NCC patients, to compare quality of life of individuals diagnosed with NCC with an age and sex matched control population and to estimate the non-monetary burden of NCC in Mexico. In order to accomplish these objectives, a case series of NCC patients was conducted in two neurology referral hospitals in Mexico City, Mexico during 2007-2008. Information on clinical manifestations associated with NCC was obtained via medical chart reviews of NCC patients. Information on socio-demographic characteristics of NCC patients was obtained through the administration of questionnaires. In addition, a cross-sectional study was conducted to compare the quality of life of NCC patients to an age and sex matched control population using the short form 12 v2 (SF-12 v2) survey. Non-monetary burden of NCC in Mexico was estimated using disability adjusted life years (DALYs), incorporating morbidity due to both NCC-associated epilepsy and severe headache and mortality due to NCC-associated epilepsy. NCC patients presented to the neurology referral hospitals with numerous clinical manifestations, with severe headache and epilepsy being the most common. Lack of knowledge of T. solium transmission was common among NCC patients, with 25 percent of patients not knowledgeable about tapeworm infections in humans. Of those that were aware that tapeworm infections do occur, 57 percent were not aware of how the worms were transmitted to humans. The SF-12 v2 general health survey showed that individuals with NCC had a significantly lower score for all eight domains of health evaluated (physical functioning, role physical, bodily pain, vitality, general health, social functioning, role emotional and mental health) compared with the age and sex matched population from the same region (p< 0.05). The mean total number of DALYs lost due to NCC in Mexico was estimated to be 99,866 (95 percent CR: 43,187 –189,182), with a mean of 0.95 (95 percent CR: 0.4–1.8) DALYs lost per thousand persons per year.

The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p

Buffalo Boys 100 years of wearing his heart on his sleeve is the sum of my experience at the University of Saskatchewan. It is an exploration of or coming to know my worldview. I have come to know that history is a construction, fragments of memory told through the bias of time, place and privilege. <p>Bison in the Bowl: This is Indian Land is a site of resistance. A layering of energy over matter through image projection over a colonizing space, the college building. I will place my family tipi in the bowl to honour the bison; the projected images will be of bison, buffalo boy and other contemporary aboriginal experiences. Through projection, I enlighten matter, a union of disparate histories that can be healed through the presence of an aboriginal healing device, the tipi. Happenings dependent on weather will occur September 21, 22 and 23. <p>Crow Chief Plenty Coups refused to speak of the years after the last wild bison herds were gone, saying, when the buffalo went away the hearts of my people fell to the ground, and they could not lift them again. After this nothing happened. <p>Nothing Happened: Old Sun represents the reconstruction of cultural icons through bison fragments, manufactured steel and a light from the Old Sun Residential School on the Blackfoot Reserve. Shadows of the past interrogate traditional and contemporary ideas. I believe that objects hold energy; this light that once shone above the heads of many children within the school is a witness to cultural genocide. Illumination of our histories can bring us out of the shadows and enlighten our being. Time is the Western paradox; it is to be played with. It is a container, a crypt that fragments real time image. It is a space of introspection and the cosmic dance. Bison Heart connects me to the heart of my art practice. In the context of my aboriginal experience, this painting can be romantic, iconic and political. I invite the viewer to move between the values to uncover their own meaning and relationship with the subject and self. <p>Gambling the Prairie Winnings is the construction of time through narrative, image and artifact. It is a serious and humorous view of how the west was dumb, it parodies the Western Development Museums centennial theme Winning the Prairie Gamble. The reinforcement of the colonial project occurs primarily through media, my intent is to subvert this medium. <p>Mission Impossible: Buffalo Boys Wild West Peep Show is an altar and a stage based on the first Blackfoot Mission church. It is a video projection where Buffalo Boy can dream of missions past, play in the present and vision the future. <p>This exhibition includes but is not limited to ideas within indigenous knowledge, meta/ quantum physics role in creating unity, the re-immergence of two-spirit peoples history, colonial or post -colonial critique, ecology, spirituality and healing modalities within the creative process. Through my art making I transcend the constructions of history, I heal myself for others to see, it is a new place from which to view the world.

Buffalo Boys 100 years of wearing his heart on his sleeve is the sum of my experience at the University of Saskatchewan. It is an exploration of or coming to know my worldview. I have come to know that history is a construction, fragments of memory told through the bias of time, place and privilege. <p>Bison in the Bowl: This is Indian Land is a site of resistance. A layering of energy over matter through image projection over a colonizing space, the college building. I will place my family tipi in the bowl to honour the bison; the projected images will be of bison, buffalo boy and other contemporary aboriginal experiences. Through projection, I enlighten matter, a union of disparate histories that can be healed through the presence of an aboriginal healing device, the tipi. Happenings dependent on weather will occur September 21, 22 and 23. <p>Crow Chief Plenty Coups refused to speak of the years after the last wild bison herds were gone, saying, when the buffalo went away the hearts of my people fell to the ground, and they could not lift them again. After this nothing happened. <p>Nothing Happened: Old Sun represents the reconstruction of cultural icons through bison fragments, manufactured steel and a light from the Old Sun Residential School on the Blackfoot Reserve. Shadows of the past interrogate traditional and contemporary ideas. I believe that objects hold energy; this light that once shone above the heads of many children within the school is a witness to cultural genocide. Illumination of our histories can bring us out of the shadows and enlighten our being. Time is the Western paradox; it is to be played with. It is a container, a crypt that fragments real time image. It is a space of introspection and the cosmic dance. Bison Heart connects me to the heart of my art practice. In the context of my aboriginal experience, this painting can be romantic, iconic and political. I invite the viewer to move between the values to uncover their own meaning and relationship with the subject and self. <p>Gambling the Prairie Winnings is the construction of time through narrative, image and artifact. It is a serious and humorous view of how the west was dumb, it parodies the Western Development Museums centennial theme Winning the Prairie Gamble. The reinforcement of the colonial project occurs primarily through media, my intent is to subvert this medium. <p>Mission Impossible: Buffalo Boys Wild West Peep Show is an altar and a stage based on the first Blackfoot Mission church. It is a video projection where Buffalo Boy can dream of missions past, play in the present and vision the future. <p>This exhibition includes but is not limited to ideas within indigenous knowledge, meta/ quantum physics role in creating unity, the re-immergence of two-spirit peoples history, colonial or post -colonial critique, ecology, spirituality and healing modalities within the creative process. Through my art making I transcend the constructions of history, I heal myself for others to see, it is a new place from which to view the world.