More U.S. men and women are returning from military service obligations with physical and mental disabilities which complicate their transition to civilian life. Few researchers, however, have examined the post service experiences of blind veterans and whether they are affected by societal expectations of people living with disabilities. The purpose of this qualitative study was to gain knowledge about the experiences of U.S. veterans who suffered vision loss, and the influence of societal expectations on their lives. Hermeneutic phenomenological methodology was used to explore the personal meanings 8 veterans, who lost their vision during active service, attached to their experiences as they transition into daily routines. Using a 4 stage hermeneutic analysis and an interpretive lens resulted in the emergence of 6 major themes: (1) Never give up, (2) Mantras and declarations, (3) Previous beliefs and helping, (4) Struggles after vision loss (5) Current thought about disabilities and (6) Independence. Key findings suggested the veterans' previous thoughts about disabilities hindered their initial adjustments to losing their vision. All of them experienced a time of distress that aligned with their previous thoughts concerning people living with obvious disabilities requiring help, and independent skills training programs greatly contributed to their increased confidence to live independently. Blind veterans' personal descriptions of becoming blind may provide social workers, vocational rehabilitation counselors, and other human service professionals with information they can use to enhance programming and services for these individuals. Other implications for positive social change include the possible development of social change initiatives to change public perceptions of blind veterans.

Eighty-six children fran the Utah State University Child Development Latoratories and Hillcrest Elerrentary School and their parents participated in the study. The study focused on the use of attractiveness stereotyping used by children across four age groups. The study also analyzed the social transmission of attractiveness stereotypes fran parents to their children. The study included two parts: 1) a play-preference measure, and 2) a social attribJtion measure. The stimlli were sketches of t:vJelve children , six toys and six girls . The sketches of children included attractive, unattractive, mesarorphic , endarorphic, handicapped and nonhandicapped children. In the study we fOlUld that parents and children use attractiveness stereotypes. Further, parents and children utilized a beauty-is-good assumption when evaluating the children's personalities and social tendencies fran the sketches. Finally, we fOlUld that parents in this study expected their children to use a similar physical attractiveness hypothesis in their SOCial judgnent.

The purpose of this study was to examine parent and teacher expectations for early childhood educational programs in Muscat, the capital city of Oman. Questionnaires were distributed in three private schools in Muscat; these schools differed from one another in terms of their socioeconomic (SES) levels. Parent and teacher expectations were assessed, as reflected in their educational levels and socioeconomic status, in jobs and income level, and by the c hi !d 's level in kindergarten. Participants were 95 mothers, 52 fathers, and 13 teachers of children age 3.5 to 5.5. Results indicated that teachers were more developmentally appropriate than mothers and fat hers. Also, mothers were more developmentally appropriate than fathers. In addition, parental education level affects their views about early childhood education programs. Parents with higher educational levels were more developmentally appropriate than those with Jess education. However, the teacher expectations with regard to early childhood education in Oman did not vary by their education level. Parental expectations are affected by their SES level. Parents with high socioeconomic level are more developmentally oriented than parents of lower economic level. But contrary to the original assumption about social class and the three schools, it was the middle school that turned out to have the highest level of SES as reflected in the educational level of fathers. Regardless of the child's level in kindergarten, parent and teacher expectations were similar with regard to early childhood education in Oman. Parents and teachers identified the top three priorities in their child's school from a list of 10 items. These items included a strong emphasis on English, Omani teachers, and libraries. Respondents in this study commented on the things they liked best and least about the educational system in Oman.

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Technology is moving forward, as well as the problem with the fast fashion industry. Hence, second hand online shopping is growing because of this. Therefore, the purpose of this thesis is to explain the impacts of perceived quality, customer expectations and trust on customer satisfaction in online second hand shopping? To be able to conduct this research, the theoretical framework includes the dependent variable Customer satisfaction and the three independent variables, perceived quality, customer expectations and trust. These variables led to three hypotheses created by the authors. Through a deductive approach and within quantitative research a questionnaire was made to gather data that was published on social media platforms. The data was collected through convenience sampling within the population chosen. However, both ethical and societal issues have been taken into account while doing the questionnaire and conducting the data. The collected data was runned through SPSS to create statistical models and test the three hypotheses created. Thereafter it could be seen that hypothesis 1 was accepted and hypotheses 2 and 3 were rejected. This concluded that only perceived quality has a positive effect on customer satisfaction in a second hand online shopping context.

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The shortage of secondary agricultural education teachers within the United States is nothing new. Several studies have investigated the supply and demand of secondary agricultural education teachers to fill teaching vacancies. However, learning how to prevent secondary agricultural education teacher attrition is another problem. The purpose of this research was to determine the effect education level attainment and method of teacher certification of secondary agricultural education teachers in Region IV (Illinois, Indiana, Kentucky, Michigan, Missouri, and Ohio) of the National Association of Agricultural Educators had on who may be at risk for leaving the teaching profession. Risk analysis was based on the constructs 1) Alternative Career Opportunities, 2) Expectations versus Realities, 3) People Frustrations, and 4) Passion for the Profession. A descriptive and ex post facto, causal comparative design was utilized for this study. The population for this study consisted of 2,125 secondary agricultural education teachers in Region IV of the National Association of Agricultural Educators. Participants (n = 425) were randomly selected based upon a 20% sample size from each of the states within NAAE Region IV. Potential participants were emailed invitations to participate as well as an active link to the survey through Qualtrics® program. A final sample size (n = 137) was used once missing and incomplete data were removed leaving a 33.3% response rate. Data analysis revealed that secondary agricultural education teachers in the sample were primarily male (61%), most often held a Bachelor’s plus degree (28%) as the highest level of education obtained, were traditionally certified (87.6%) and taught an average of 11.7 years. Seventyive percent of respondents were married. The results indicated the Expectations versus Realities construct as having the highest attrition risk means followed by Alternative Career Opportunities, People Frustrations, and Passion for the Profession. There were no differences found for the overall attrition risk and four constructs when comparing traditionally and alternatively certified secondary agricultural education teachers. Additionally, no differences were found in overall attrition risk scores and the four construct scores among educational levels for secondary agricultural education teachers in Region IV.

Author: Frida Nordborg Title: It’s not hard to have sex, but it’s hard to have good sex, consent is essential’’ An interview study about women’s experiences of sex and sexual consent in practice. Sexual consent requires that you know what you want, that you want it on your own terms, and that you must be able to communicate it clearly. Previous studies show that more women than men agree to sex without consent. As a result of #Metoo movement in 2017, and the updated consent law in Sweden in 2018, more women in Sweden have started to talk about their experiences of sex and sexual consent. The aim of the study has been to gain an insight into how adult women in Swedish society relate to the expectations placed on them in their sexual relationships and about their view on sexual consent based on their ascribed sexual scripts as well as how their sexual consent manifests itself in practice. The collected material has then been analyzed based on gender theory and sexual script theory. The results show that women's views on sex and sexual consent do neither always match with each other nor how they practice it, nor how they express their will in the heat of the moment. It is understandable that the women can feel limited by what they "should" do at the moment, instead of being able to show what they really want, in fear of disappointing their male partners.

Prior research supports the relationship between education and status attainment, mobility, and occupational attainment. Today, within an increasingly bifurcated labor market, where education is important for occupational attainment and the associated income and benefits, understanding the processes of status attainment is important. Educational expectations shape educational attainment, while educational attainment influences occupational attainment and satisfaction. Utilizing the National Longitudinal Study of Adolescent Health, this study investigated the moderating effects of expectations on the relationship between education and occupational satisfaction. The results of this study partially support the moderating effects of expectations on the relationship between degree earned and career satisfaction, finding that expectations moderate this relationship for individuals who earned a bachelor's degree.