Die politische Öffnung der Welt, die Deregulierung der Märkte sowie die informationstechnischen Möglichkeiten zur Restrukturierung von Unternehmungen werden begleitet von einer zunehmenden Verbreitung entstandardisierter Beschäftigungsverhältnisse und dem Rückgang klassischer Erwerbsbiographien (vgl. Weber 2005). Sie bilden den Nährboden für die Entstehung flexibler Modelle nicht-klassischer Organisations- und Arbeitsformen. Ein Beispiel hierfür ist die zunehmende Freisetzung hoch qualifizierter freiberuflicher Wissensarbeiter, die in Branchen wie IT- und Management-Beratung oder Personal- und Organisationsentwicklung tätig sind und sich in selbstorganisierten Netzwerken zusammenschließen. Eine bessere Außendarstellung und günstigere Bedingungen zur Auftragsakquise einerseits, sowie die Möglichkeit zur Bearbeitung komplexer kurzfristig personalintensiver Projekte, zu Fortbildungen, zu beruflichem und persönlichem Austausch andererseits, sind häufig genannte Vorteile, die ein Zusammenschluss im Netzwerk bieten kann.

This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.

This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, or economically disadvantaged. The quantitative approach was used with a causal comparative design. A cohort of continuously enrolled students was identified for the TAAS (n=169 and 189) and the ITBS/SAT-9 (n=49 and 87). Descriptive statistics such as the frequency, mean, and standard deviation, were used to measure differences on the Texas Learning Index (TLI) for the TAAS, and Normal Curve Equivalent (NCE) on the ITBS/SAT-9. Analysis of covariance (ANCOVA) was used to partially adjust for preexisting differences among the groups and because randomization was not possible. The independent variable was type of Title I model, targeted assistance or schoolwide. The dependent variable was the achievement measure, and the covariate was the initial achievement scores in third grade (pretest). The ANCOVA reports and descriptive statistics showed that economically disadvantaged students performed better in reading and math on TAAS and ITBS/SAT-9 at the targeted assistance school in 1999 and 2001, with mixed results in 2000. The academic performance of economically disadvantaged students at the targeted model was consistent all three school years. They scored slightly lower than the non-economically disadvantaged students, but higher than their peers at the schoolwide model. The students' third grade pretest score was the most significant predictor of future performance.

Magister Artium (Development Studies) - MA(DVS) / Entrepreneurship has been regarded as a solution to various developmental challenges such as unemployment, inequality, and poverty, which are inherent among the marginalised populations. However, the high rate of failure of Small and Medium Enterprises (SMEs) remain an impediment to the use of entrepreneurship as a means to ameliorate the challenges. This is especially the case among young entrepreneurs. In addition, given the imperativeness of financial literacy in the success of SMEs, this study determines the influences of financial literacy on entrepreneurial success within the marginalised communities. It also explores and identifies the reasons why failure rates are high among young entrepreneurs in the economically disadvantaged community of Khayelitsha, Cape Town. This study employs a concurrent mixed methods design, making use of both quantitative and qualitative data. A survey is conducted in Khayelitsha using the snowballing sampling technique due to difficulty in accessing young entrepreneurs. The quantitative data from the survey provides demographic and socioeconomic information on young entrepreneurs. The survey is also used to determine the level of financial literacy and business success of these entrepreneurs. The qualitative in-depth interviews, on the other hand, provide insights into the motivations of the entrepreneurs, their experiences and the causes of business failure.

No description available.

This dissertation profiles the way in which primary school children from socio-economically deprived communities in South Africa, specifically Heideveld and Eersterust, identify with music. The purpose of the study is to investigate how these children do, think, feel and talk about music and to explore the implications thereof for music therapist working in these specific or similar South African communities. The sentence completion responses of the children conveyed two ways in which they view identifying with music. The first is identifying with music and the second is using music as a tool through which one can identify with others. The way in which the children identify with music or through music in music therapy sessions, influences the therapeutic relationship as well as clinical interventions of the music therapist. Therefore, music therapists need to be sensitive to the way in which clients identify with music. / Dissertation (MMus (Music Therapy))--University of Pretoria, 2005. / Music / MMus (Music Therapy) / Unrestricted

The purpose of this study was to determine if there was a significant difference between the standardized reading and math test scores of 4th grade students in Title I schools and those in Non-Title I schools, following the implementation of the No Child Left Behind (NCLB) Act of 2001. This study focused on the following subcategories: male and female students, economically disadvantaged students, and students with disabilities. The results of the study were discussed within the framework of Bandura's social learning theory, Maslow's hierarchy of needs theory, and Vygotsky's zone of proximal development. This study utilized a retrospective comparative design to gather, analyze, and interpret existing school data on student assessments of reading and math scores of 4th grade students from 86 Title I and 87 Non-Title I elementary schools in 7 Southeastern Virginia school divisions. The data were collected from the 2014 Virginia Standards of Learning assessment test scores. An ANOVA indicated significant differences in standardized reading and math test scores between students in Title I and Non-Title I schools. Non-Title I schools performed higher than Title I schools in the content area of reading in all three subcategories. Non-Title I schools performed higher than Title I schools in the content area of math in all three subcategories. This study contributes to social change by providing a better understanding of the academic differences among students based on their school setting as a result of the implementation of NCLB. The results of this study could motivate school policy makers to reevaluate current educational practices and funding allocations to improve student achievement in Title I schools.

Dieser Beitrag gibt, basierend auf einem BMBF-Verbundvorhaben, Einblicke in die umfassende Bewertung von OPTextilien. Ziel des Vorhabens ist es, Entscheidern in Krankenhäusern Anregungen und Know-how für ihren Berufsalltag und Produzenten von OP-Textilien Impulse für die Gestaltung ihrer Produkte zu geben. Es werden die hygienischen Anforderungen zur Vermeidung nosokomialer Infektionen, die die Schutzwirkung der Textilien garantierenden textiltechnologischen Voraussetzungen sowie die zur Erfüllung der Wirtschaftlichkeit und Umweltfreundlichkeit notwendigen Anforderungen an OP-Textilien dargestellt. Der Beitrag verdeutlicht, dass die Beachtung all dieser Kriterien und deren Zusammenführung für eine bewusste Entscheidung zum Einsatz von OP-Textilien notwendig ist. / This article describes a holistic assessment approach for operating room (OR) textiles, based on a joint research project funded by the German Ministry of Education and Research. The objective of the project is to ease decision processes for decision makers in hospitals and OR textile manufacturers. The hygienic demands for protection against nosocominal infections, the technological requirements to guarantee textiles their protective properties, as well as the bases for an economically and environmentally optimum decision, are discussed. To permit a holistic procurement decision regarding OR textiles, it is necessary to consider all these criteria and their integration, as proposed in this article.

The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing. There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing. The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.

The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students who have a great chance of being successful in AP classes according to AP Potential data. For some reason though, these qualified minority and low income students are nevertheless not enrolling in AP classes. The purpose of this research was to investigate whether or not the extension of inviting messages to enroll in AP courses was dependent upon students' ethnic and/or socioeconomic background. A mixture of quantitative and qualitative research methods were employed to examine how the role of invitational theory affects minority student enrollment in AP classes. Mean scale scores from a survey were used to measure student attitudes about how welcoming and inviting schools were when it came to student recruitment into AP classes. T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.