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The purpose of this study was to investigate possible relationships between school district characteristics and bond underwriter costs for Texas independent school districts. Bond data for all school districts issuing bonds in the five-year period 2004 – 2008 was collected from the Texas Bond Review Board. School district information, including financial, socio- economic/ demographic, debt, and managerial information, was collected from those same districts. The data was analyzed using both descriptive and inferential statistical methods. Descriptive statistics were developed on both bond issue and bond issuer data. Relationships between issue costs and school district characteristics were then examined using multiple regression and factor analysis. Results indicate that, in general, larger districts have an advantage over smaller districts, with underwriter costs generally lower in larger districts. Results also offer modest support for the hypothesis that underwriter fees are related to financial, socio-economic/demographic, debt, and managerial characteristics of school districts.

The policy decisions of the 1990's were designed to maximise the potential for older people to remain in their homes for as long as possible and to prevent unnecessary admission to hospital. The NHS and Care in the Community Act (1990) created the role of care management within Social Work (in Scotland) which made it necessary for district nurses to artificially separate the health and social care needs of older people. Whilst health care remained free at the point of delivery, social care was chargeable so the decisions taken by district nurses had implications for the care older people subsequently received. This study was set in an NHS Trust in Scotland and considered how district nurses constructed health and social need when assessing the care needs of older people. Following a pilot study, the main study was undertaken in two phases. The first phase profiled caseload data from 23 district nurses which was used to inform the researcher of current trends in decision making and to purposefully select nurses to interview. A Grounded theory approach was used to undertake 16 in depth interviews until a saturation point was reached and no new data emerged. Following detailed analysis based upon the method described by Strauss and Corbin (1990), core categories of context, gerontological knowledge and personal values emerged to inform the theory of how district nurses construct need. The contribution to new knowledge in this area includes an addition to the theoretical understanding of care delivery. The study has identified the key role played by the assessment of risk and the appraisal of family support. Gerontological knowledge and personal values have been shown to be central to both the assessment of risk, and the appraisal of family support. The study has also identified strategies used by district nurses to manage their workload, some based upon a rational response to the management of work and others. including the avoidance of less popular patients and carers, which are open to question The only area of district nursing care where the delivery of both health and social care is uncontested, is where patients are terminally ill

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Thesis (Ph. D.)--University of Tennessee, Knoxville, 1994. / Vita. Includes bibliographical references (leaves 135-152).

Thesis (M.B.A.)--Boston University

In 1985 the council of Ministers of Education of the European Community agreed upon a Resolution containing an action programme for equal opportunities in education for girls and boys. One element of that programme was the inclusion of equal opportunities in the curriculum of teacher education. This thesis represents a series of developments in research and curriculum development which have resulted in a Community wide Action Research programme by the Commission of the European Communities to implement the terms of the action programme in all member states. The thesis examines the social and occupational status of women in the Republic of Ireland in the light of the differential education received by boys and girls. The participation of women in mathematics. Science and Technology in particular is examined, and, drawing on the author's own data from a sample of girls in second-level schools, conclusions regarding the nature of teacher education programmes are drawn. The central part of the thesis examines the structure of teacher education in Ireland and the place of equal opportunities in the curricula of all the institutions offering pre-service teacher education. This data is evaluated against the available data from the member states of the European Community and leads, in the final part, to a presentation of a model curriculum for the integration of equal opportunities in both pre- and in-service teacher education. Examples of the integration of gender issues in teacher education are provided from the author's own courses, and the thesis concludes with a proposal for an Action Programme to give expression to the model curriculum design presented in the thesis.

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