This thesis considers the role of parents, teachers and peers in the school decision making processes of children at the end of compulsory education in England. This stage represents, in fact, the first and most important school transition when pupils will have to choose whether to enter post-secondary education or not, and in cases where they do, whether to choose an academic course or a vocational one, knowing that this will affect their next transition at the age of 18. This thesis is amongst the ones to most fully analyse the role of significant others in children’s education. All the quantitative analyses in this thesis are done using the Longitudinal Study of Young People in England (LSYPE). Most of the statistical modelling of this data is done using multivariate regression analysis. Some of the results are also based on evidence from qualitative interviews with children in their last year of GCSEs in two comprehensive schools in England and children attending an apprenticeship scheme in the London area. With regards to educational aspirations, minority students are those who show the highest and most stable aspirations during years 9 to 11, while White English working class students, especially boys, have lower and unstable aspirations. Among the explanatory factors for these results, along with social class and ethnicity, parental aspirations, friends’ plans and individual attitude to education have the strongest correlation with the intentions to stay on in school after year 11. Moreover, parental aspirations did not appear to differ with regards to social class, suggesting a different mechanism than the one indicated by Breen and Goldthorpe (B&G) (2000). Also, the fact that minority students have very high aspirations (and are high achievers), do not confirm the principles of the relative risk aversion theory by B&G. Among the types of parental involvement in children’s education, participation in school-related activities and feelings towards school and supervision of children’s school work seemed to have a positive impact on children’s entering A-levels in year 12, although the results did not highlight differences with regards to social class and ethnicity. Evidence from the qualitative interviews showed different results with regards to helping with homework - only educated parents do that – and with regards to supporting and encouraging their children’s aspirations, which is more effective with minority and middle class parents. Considering peer relationships, the evidence from qualitative interviews suggested a very small influence of peers, especially schoolmates, in children’s school decision processes; peers are, in fact, perceived as someone to share plans and common interests with, but not as well-informed and trustworthy sources such as family. Moreover, interviews suggest that school choices are not the results of long-term plans, and children treat school transitions as separate stages. This does not support Morgan’s model of prefigurative and preparatory commitment.

Smaller cities are the future metropolis of tomorrow, it is in them that we should plan and improve the quality of life now for the years to come. It is with this in mind that Stockholm, with 2,125,000 inhabitants and 9 different modes of transportation, was selected after an extensive research of over 500 cities around the world. Through their 'Vision 2030: The Walkable City,' Stockholm puts their attention into a long-term sustainability with several key projects, which include Hagastaden and Albano. Already in advanced stages, these proposals do not live up to the standard already demonstrated by previous projects in the city in terms of sustainability and quality of life. Their close location to each other, surrounded by three major universities and untouched nature, provides the opportunity to connect back to the landscape through a series of 'green networks' that condition the new urban form. As well, three strategies are implemented: social, transportation and sustainability strategies. The creation of a vibrant neighborhood can be achieved through a strong community with a particular focus in children, safety, mixture of uses, access to sunlight and flexible spaces. Being placed in proximity to at least five different modes of transportation provides the residents and workers the relief of car ownership; strengthened by shared vehicles located in underground parking facilities accessed via public spaces. These social and transportation strategies work together under the 'Hammarby Model' of sustainability that handles water, waste and energy in an efficient closed loop implemented in Hammarby Sjöstad (1999) and Royal Seaport (2011). / text

This study examines the language choices of Tamil immigrants, part of a South Asian diasporic community, in Austin, Texas. The researcher posits reasons why Tamil language maintenance/shift occurs for this Tamil community in the United States English-dominant macrosociety. The study also examines the domains in which Tamil and English are used and the various sociolinguistic factors which influence the language maintenance/shift of Tamil. Tamil immigrant participants were selected by snowballing, a non-probability purposive sampling technique. This multi-modal study used both quantitative (a questionnaire) and qualitative data (participant interviews and participant observations). One hundred and nineteen questionnaires were collected of which 90 were used for this study. In addition, twelve first or second generation Tamil individuals were interviewed. Background for the study included reasons for emigration from the home country, Tamil diglossia, diaspora issues, identity issues, and language as a site of struggle. The theoretical framework included language as power, language as investment, and linguistic imperialism. Examining the language of instruction, participants interestingly evidenced a kline in English use from 67.1% in elementary grades, to 84.8% in the middle and high/secondary school, to 95.3% at the university level. Also, comparing language use as a child versus language use as an adult, there was a kline (continuum) moving from 'always using Tamil' in all domains as a child to 'equally in Tamil and English' in all domains as an adult. Participants were split as to why they used Tamil with some using it for privacy/secrecy and some using it for pride. A much smaller percent used Tamil for intimacy. Finally, with regard to language proficiency, participants evinced a declining kline from understanding, speaking, and reading, writing colloquial Tamil. The participants' proficiency in literary Tamil was also a declining kline with only 16.7% understanding, 17.8% reading, and even less speaking (8.9%) or writing (7.8%) literary Tamil. The results of this research study and an analysis of Moag’s 31 factors for maintenance/loss of Tamil, showed that the prospects for the continued maintenance of Tamil in Austin were limited. Finally, this study provided valuable sociolinguistic insight into this little-studied South Asian diasporic community in Austin, Texas. / text

Στόχος είναι η ανάπτυξη μιας εφαρμογής η οποία θα μπορεί να παράγει αρκετά και διαφορετικά –αλλά ίδιου επιπέδου δυσκολίας-θέματα των παραπάνω τύπων πάνω σε διάφορα γνωστικά αντικείμενα. Προκειμένου αυτό να καταστεί εφικτό, αρχικά θα πραγματοποιηθεί η δημιουργιά μια βάσης δεδομένων με τις ερωτήσεις διαφόρων τύπων αλλά και τις απαντήσεις τους. Η εφαρμογή θα δύναται να διαχειρίζεται αποτελεσματικά αυτή τη βάση θεμάτων και θα παράγει με αυτόματο τρόπο διαφορετικά αλλά ίδιου επιπέδου δυσκολίας θέματα. Σαυτό ακριβώς το σημείο διαφαίνεται και η έννοια της αξιολόγησης όσο αναφορά πλέον όχι το επίπεδο γνώσης των σπουδαστών αλλά το επίπεδο των θεμάτων. Είναι κατανοητό ότι η εφαρμογή χρειάζεται να δύναται να αξιολογεί τους διάφορους τύπους ερωτήσεων πριν τις εισάγει στη βάση δεδομένων έτσι ώστε να μπορεί να παράγει θέματα ίσάξιας δυσκολίας. Τέλος από την εφαρμογή θα υπάρχει η δυνατότητα εξαγωγής στατιστικών στοιχείων τοσό για την επίδοση των σπουδαστών (π.χ. ποσοστά επιτυχίας–αποτυχίας) όσο και για την επίδοση του συστήματος–εφαρμογής για το κατά πόσο η αξιολόγηση της δυσκολίας των θεμάτων είναι αντικειμενική. / -

Mothers play a vital role in providing healthy food choices for their preschool children. This role has become more complex in the present obesity-producing environment that has contributed to the increasing prevalence of childhood overweight and obesity in Canada. Childhood overweight and obesity is a significant public health issue in Nova Scotia where the percentage is higher than the national average. The purpose of this study was to generate a theoretical understanding of the process in which 18 mothers living within the Cape Breton Regional Municipality engaged while making food choices for their preschool children. Constructivist grounded theory methodology informed by sensitising constructs from symbolic interaction and the socio-environmental health promotion perspective facilitated a multilevel exploration of the factors that affect mothers’ food choice practices for their preschoolers. Data collection took place over 16 months. Thirty-five interviews were completed. Grounded theory methods were used to analyze the data and a substantive theory of how mothers made food choices for their preschool children was co-constructed with the participants. The substantive theory, Persistent Optimizing, consists of three main integrated conceptual categories. In the first conceptual category, Acknowledging Contextual Constraints, mothers acknowledged various individual, interpersonal, and socio-environmental contextual factors that hindered their ability to make intended, healthier food choices for their children. In the second conceptual category, Stretching Boundaries, mothers developed and enacted moderating strategies to lessen the impact of contextual constraints, thereby increasing the number of food choices available to them. In the third conceptual category, Strategic Positioning, mothers developed and enacted a variety of optimizing strategies to get them closer to making the optimal food choice for their children in a given situation. Mothers in this study struggled continuously with varying degrees of success to provide the foods they believed their children needed. The findings suggest that in practice, policy, research, and education, community health nurses must work independently and collaboratively at all levels of influence to facilitate, mediate, and advocate for social, economic, and physical environments that improve mothers’ ability to make food choices that promote their children’s health and reduce their risk of becoming overweight and obese.

The impact of a rapid economic growth on the patterns and trends of overweight and obesity is profound. Obesity is closely linked to lifestyle choices and the risk behaviours that lead to obesity-related morbidities in young adults can be traced to the acceptable norms from childhood through to adulthood. The aims of this study were to estimate the prevalence of overweight and obesity using the World Health Organization classification and to investigate the influence of perceptions/beliefs and health-risk behaviours and their association with overweight and obesity among female university students of the United Arab Emirates University. A cross-sectional survey of the lifestyle choices, risk behaviours and perceptions of obesity with the Body Mass Index (BMI) status of 321 young adult women aged 18-30 years was conducted using a self-administered questionnaire. The female students responded to questions about their diet and physical activity patterns. They reported their height/weight, and weight-related measurements were taken to calculate the BMI. Overall, 20.2% of the students were overweight while 8.40% were obese. The likelihood of being overweight or obese was higher among students who were older, married and had a family history of obesity. Faculty of study (p=0.018) was significantly associated with prevalence of overweight and obesity. Many of the students did not consume fruits and vegetables or eat breakfast daily. Students who spent long hours on sedentary activities were more likely to be obese, with lack of time reported as a major reason for physical inactivity. Respondents wanted to lose weight most commonly for better health and well-being and because of problems with clothes sizes. In view of the high number of health risk behaviours and prevalence of overweight and obesity, prompt action is needed to initiate and sustain interventions and preventive measures that could change the health-compromising behaviours associated with excess weight.

Program Description CHOICES: A Brief Alcohol Abuse Prevention and Harm Reduction Program, is a research-based intervention program that can assist college students in making safer choices as it relates to alcohol consumption. Students in CHOICES are informed of the risks associated with alcohol use and are provided with the tools and strategies necessary for reducing these risks. Students who complete CHOICES leave with the knowledge and strategies that are required to modify risky drinking behavior and reduce negative consequences related alcohol consumption. Evaluation Questions The purpose of the evaluation was to determine how effective is the CHOICES program. Program effectiveness was measured through the assessment of student’s change in background knowledge, knowledge of health related risks associated with alcohol consumption, and attitudes towards excesive drinking. Student’s perceived effectiveness of the program and their likelihood to modify their behavior was also assessed. Below are the five evaluation questions: Do students display an increase in background knowledge of alcohol consumption? Do students display an increased knowledge of health-related risks associated with alcohol consumption? Do students display a change in attitudes towards excessive drinking? Do students consider the CHOICES Program an effective alcohol abuse prevention program? Are students likely to modify their behavior as a result of the CHOICES Program? Methods There were 88 students mandated to participate in and complete Georgia State University’s CHOICES Program from May 2013 to December 2013. Of those 88 students, 83 of them completed pre- and post-tests, and 84 completed the de-identified evaluation. The data was entered directly into IBM’s SPSS Statistics Desktop Version 21. Reliability analyses were conducted to evaluate the internal consistency and reliability of the scales created to answer the evaluation questions. Frequencies were run on the responses from the pre-tests, post-tests and evaluations. A paired-samples t-test was used to compare mean scores of students before and after completing the CHOICES Program. An independent-samples t-test was used to compare the difference in mean scores between men and women. Key Findings Statistically significant findings suggests that CHOICES is an effective alcohol abuse prevention program. There was a statistically significant increase in background knowledge scores from the pre-test to the post-test. These results indicate that students who complete CHOICES display an increase in background knowledge of alcohol use. There was also a statistically significant increase in health knowledge scores from the pre-test to the post-test. This indicates that students who complete CHOICES display an increase in knowledge of health-related risk associated with alcohol consumption. Statistical significance was also found in the increase of student’s attitude scores from the pre-test to the post-test, indicating that students who complete CHOICES display a positive change in attitude towards excessive drinking. Over half of students gave CHOICES an overall rating of “excellent” and 38.6% gave it a rating of “good”. Also, 60.6% of students scored above a 28 on the Program Effectiveness Scale. These results indicate that students consider CHOICES an effective alcohol abuse prevention program. 60.7% of students reported that they would “definitely” change some aspect of their alcohol-related behavior as a result of the CHOICES Program. 29% reported “maybe”. These results indicate that the majority of students are likely to modify their behavior as a result of CHOICES. Students who participate in CHOICES leave the program with increased knowledge, a change in attitude towards excessive drinking and are motivated to make safer choices related to drinking.

Thesis (Ph. D.)--Washington State University, August 2008. / Includes bibliographical references.

Role behaviors for men and women in our society are undergoing change. Research data to reveal student attitudes toward these role behaviors and choices were needed for the -development of strategies to eliminate sex bias and sex stereotyping in our educational programs and ultimately in the socialization process. The purpose of the study was to collect research data to determine Utah high school student attitudes toward women's roles and non-traditional vocational career choices. The survey instrument used to collect the data was constructed, pilot tested, factor analyzed, and revised prior to its administration to the sample. The revised instrument contained 60 attitudinal statements regarding women 's roles and non-traditional vocational career choices and demographic data requests. Instrument reliability was determined on each of the factors using the Guttman Split-half. The Factor I coefficient of reliability was .gl. The reliability coefficient on Factor II was .82 , while the Factor III reliability coefficient was .81. A total of 23 Utah public high schools and 1,454 sophomore students participated in the study. The data were analyzed using Five-way Analysis of Variance and Chi Square programs (Statistical Package for the Social Sciences). The Total Attitudinal Score, based on Women's Roles and Non-Traditional Vocational Career Choices, and three factor scores were the dependent variables analyzed. The factor scores included: Factor I, Women's Place--Women's Roles; Factor II, Sex Role Equity--Equal Treatment; and Factor III, leadership Roles . Comparisons were made on total score and three factor scores based on the five independent variables: Sex (male/female), Religious Commitment (high/low), location of Family Residence (rural/metro), Mother's Employment Status (employed/not employed), and Social Class (middle/working). A significant difference was found between male and female student attitudes for each factor and the total score. On each comparison of the Sex variable, female attitudes toward women's roles and choices were more non-traditional than male attitudes. For comparisons on the Religious Commitment variable, a significant difference was found in attitudes between students of high and low religious commitment on total score and each of the factor scores. Students of low religious commitment held more non-traditional attitudes toward women's roles and choices than students of high religious commitment. A significant difference was found on the location of Family Residence variable for Total Attitudinal Score . Students from metropolitan locations responded more non-traditionally toward women's roles and non-traditional vocational career choices than students from rural locations. Differences in rural and metropolitan student attitudes were not found to be significant for Factor I, Factor II, and Factor III scores. Significant differences in student attitudes were found on the Mother's Employment Status variable on total score and each of the factor scores. Students whose mothers were employed outside the home held more non-traditional attitudes toward women's roles and related career choices than students with homemaker mothers. Findings on the Social Class variable were found to be significant for the Total Attitudinal Score and Factor scores II and III. A significant difference was found in attitudes between students from middle class families and students from working class families. Students from middle class families held more non-traditional attitudes toward roles and related career choices for women than students from working class families. No significant difference was found on the Social Class variable for Factor I.

The purpose of the study was to determine the effectiveness of the social and interpersonal aspect of the Austin College Plan of educational development by carrying out a plan of evaluation designed by the Hogg Foundation of the University of Texas and the Psychology Department of North Texas State College.