Abstract Recent years, owing to the changes of employment environment and structure of production industry, the problem of ¡§structural unemployment¡¨ is resulted in serious outgoing of the business to cause the ratio rising of unemployment. According to the latest data of National Statistics in 2002, the unemployment rate was high up to 5.17%, that is the top record since so many years. Facing to the difficult economic problem of Taiwan, our government needs to find out a solution for unemployment. Based on aforesaid motivation, by means of voluntary and involuntary leaving the job among unemployment people, this research studied from personal behavior, quality of work, and employment channel and applied the logistic regression to process the empirical analysis. The result proved that no matter for people who are voluntary or involuntary leaving the job, the successful reemployment rate is higher for those who are higher education, served in big company for service industry, and obtain the job from non-official channel. From this study, the result proves that the following suggestions are provided for business management and policy to the companies and government: 1. Establish a warning notification system: Advise early to the people who are going to be fired or dismissed and seek for another employment chance for them to lower down the strike of unemployment. 2. Retraining programming: Provide employees with re-training plan to cultivate them to have more specialization capability in the future new career whenever required for the business. As a result, they can be reemployment within a short time. 3. Responsibility of Enterpriser: Meet the demand for long or short term on manpower strategy and draft out a manpower plan for business operation to fit for economic interest outcomes and reasonable manpower application. 4. Establish lifelong learning environment: Set-up a mechanism to let employees return back to receive the education in schools and obtain more new knowledge through various learning for high potential power to cope with competitors. Also, let them free from afraid for the change of structure and leaving their job, so they can be reemployment easily under great confidence.

Nature in the city center

Ungdomar som är placerade inom samhällsvård upplever ofta oron inför tiden de fyller 21 år och kommer att lämna vården. Ofta möter de svårigheter kopplade till övergången från samhällsvården till det självständiga livet beroende på att de inte känner sig tillräckligt förberedda. Ensamkommande flyktingbarn placerade inom HVB-verksameter lämnar också samhällsvården när de fyller 21 vilket medför många risker för dem som grupp. Det kan handla om deras socialanpassning och andra viktiga praktiska färdigheter för att kunna leva som en självständig individ i det svenska samhället. Den här kvalitativ studie handlar om ungdomar som kom till Sverige som ensamkommande flyktingbarn och som kommer i en snar framtid att lämna samhällsvården. Studien riktar sig mot deras upplevelser av hur förberedda de är inför det självständiga livet och vilka faktorer de anser som stödjande, samt hur de ser på framtiden när de kommer att lämna samhällsvården vid 21 års ålder. Resultatet visar att det finns en viss oro inför framtiden beroende på ovissheten inför vad som sker efter att man fyllt 21 och på kunskapsbrister inom vissa viktiga livsområden.

No description available.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

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Research and public attention into boys’ education has increased in recent times among an emerging concern about the performance and retention of boys in schools. This concern, in many ways, constitutes a “moral panic” (Foster, Kimmel & Skelton, 2001, p.1) sometimes producing generalised and alarming statements such as ‘all boys are underachieving in school’ and are therefore becoming the “new disadvantaged” (Foster, et, al., 2001, p.7). Alongside these populist concerns about boys in schools generally, is an emerging body of contemporary academic studies into early school leaving, (Trent & Slade, 2001; Smyth, Hattam, Cannon, Edwards, Wilson & Wurst,. 2000; Smyth & Hattam, 2004) boys’ experiences of schooling, (Martino & Pallotta-Chiarolli, 2003), as well as some broader statistical evidence indicating a general decline in school retention rates in Australia since the early 1990s (Lamb, 1998). Performance in schools generally, and declining retention rates specifically, has been described as an “unacknowledged national crisis” (Smyth & Hattam, 2002, p.375). This study investigates boys’ education generally and early school leaving specifically, by focusing on boys who leave school before completing year 10. The study explores the stories, meanings and constructed experiences of a small sample (5) of young boys aged 14 – 16 years, who have left secondary school just prior to being interviewed. This is a qualitative critical ethnographic (L. Harvey, 1990) study located within a constructivist epistemology (Crotty, 1998). It aims to investigate early school leaving through narrative (Cortazzi, 1993; Way, 1997) and ethnographic inspired analysis (Robson, 2002) of transcribed interview data. Such analyses are referenced against a macro socio-political, economic, and cultural context characterised by changing global socio-economic and political circumstances, especially in regard to how these impact on schools and future possibilities for young people (Spierings, 2002). It seeks further understanding by drawing from a framework of concepts that invoke discussion of school culture, identity practices and how these are inferred (Smyth & Hattam, 2004), produced, understood and enacted within schools and social contexts. This study reveals that schools (as cultural and institutional practices) co-construct the often painful, lengthy and contradictory processes and experiences of early school leaving. Early school leaving therefore needs to be seen as an institutional and not merely personal or individual phenomenon. Appreciating the way schools assist in the process of early school leaving is important to understand, as it is within this domain that alternative educational practices can be located, constructed and enacted. It is hoped that this study will contribute to the current public policy debates on boys in schools, and as such be seen as an important contribution to public discourses and policy processes that help shape responses to boys in schools in general, and early school leaving in particular.

Die Arbeit geht der Frage nach, was stationäre Erziehungshilfe leisten kann, um die sozialen Netzwerke ihrer jungen Klient*innen möglichst gedeihlich und chancenoffen wachsen zu lassen. Dazu wird zunächst die Rolle sozialer Netzwerke für die Sozialisation von Kindern und Jugendlichen analysiert. Als theoretischer Zugang wird die Netzwerktheorie verwendet. Sie erlaubt es, Netzwerke sowie die Mechanismen von Inklusion, Exklusion und Hyperinklusion nicht-normativ zu verstehen. So wird es möglich, das Hineinwachsen eines Kindes in die Gesellschaft nachzuzeichnen, wobei das Entstehen von Lebenschancen als Funktion einer möglichst diversen Netzwerkstruktur verstanden wird. Die netzwerktheoretische Argumentation wird anschließend durch einen sozialpsychologische Seitenblick auf soziale Einbettung ergänzt, bevor ein kurzer Abgleich mit den lebensweltlichen Maximen der bundesdeutschen Erziehungshilfe erfolgt. Nach der theoretischen Einführung folgt eine Zusammenschau bisheriger empirischer Ergebnisse zur Bedeutung von sozialen Netzwerken für die jungen Klient*innen der stationären Erziehungshilfe und für Care-Leaver. Im Ergebnis zeigt sich, dass die Bedeutung funktionierender Netzwerke kaum hoch genug eingeschätzt werden kann. Abschließend wird nach der Umsetzbarkeit von Netzwerkförderung im erzieherischen Alltag der stationären Hilfen gefragt. Dazu gehört auch, die Einbeziehung externer Ressourcen zu betrachten, wobei die (bislang eher theoretische) Möglichkeit der Nutzung von Patenschaftsmodellen einen besonderen Schwerpunkt bildet.:1. Einleitung 2. Theoretische Zugänge 2.1 Die Netzwerktheorie 2.2 Früheste Sozialisation: Auf dem Weg zur Netzwerkkompetenz 2.3 Netzwerke und Bildungschancen: Netzwerkimmanente Bildungsnarrative 2.4 Netzwerke und Lebenslauf: Habitus und soziales Kapital 2.5 Exkurs I: Der sozialpsychologische Blick auf Netzwerke 2.6 Exkurs II: Der Lebensweltansatz als Maxime der Erziehungshilfen 3. Empirische Befunde 4. Mit und an Klient*innennetzwerken arbeiten 4.1 Klient*innennetzwerkarbeit: Was ist gemeint? 4.2 Erfassung von Klient*innennetzwerken 4.3 WG als Netzwerk: Beziehung, Vertrauen, Übungsfeld – alles auf Zeit? 4.4 Lotsen, Mentoren- und Patenmodelle 4.4.1 Merkmale und Wirkungen 4.4.2 Patenmodelle und stationäre Erziehungshilfe 5. Zusammenfassung Literaturverzeichnis

The membership numbers of most of the Protestant denominations in the United States have been decreasing for a number of years. Much of the research studying this phenomenon has used demographic data and surveys of former members to understand reasons for leaving. This qualitative study uses a phenomenological perspective to understand the lived experience of eight former members of the Sunrise Mennonite Church. One former leader and three current church leaders from the Sunrise Mennonite Church were also interviewed for their perspective of the costs and benefits of church membership. The findings of this study were consistent with the literature across two main themes. First, a significant attraction and benefit of church membership is the support and fellowship experienced from close friendships within the church. Relationships as a whole are important, and negative interactions within the church can serve to damage one's satisfaction with a church as a whole. A second factor affecting church membership is the change experienced by church members and the change that occurs in the culture of the surrounding community. These changes lead to new and different preferences of the church members, and if these can not be incorporated into their churches, these members may leave their church. / Master of Science

This paper deals with the key issues of early school leaving and youth unemployment in Europe and takes a look at the causes and consequences of these problems. A summary of relevant early school leaving statistics and research studies which describe the situation in Austria is presented. Measures and initiatives to reduce early school leaving that have been implemented in Austria since the Lisbon 2000 Strategy are discussed along with the questions of whether, and if so which, EU policy documents have influenced Austrian measures to tackle early school leaving. The conclusion critically sums up the following relevant results: although many of the policies recommended by the EU have been implemented in Austria, many preventive measures are also still outstanding. These include, for example, the continued lack of (tertiary level) training for kindergarten teachers and the failure to introduce comprehensive schools. The call for the latter was not met by Austrias' introduction of so-called new middle schools, a workaround which has not led to a reduction in social inequalities in educational pathways. The supra-company apprenticeship training concept is a positive development, since it reaches some of the countrys' early school leavers. (authors' abstract)