AbstraktSyftet med denna studie var att skapa kunskaper om hur det är att vara förälder med fysisk funktionsnedsättning i samhället när det finns så normer och förväntningar på hur man ska vara som förälder. Syftet var även att lyfta vilka möjligheter och hinder som föräldrar med fysisk funktionsnedsättning upplever kring sitt föräldraskap. Denna studie bygger på en kvalitativ innehållsanalys där jag analyserat tre intervjuer publicerade i svensk media, med induktiv tematisk analys. Resultatet visade att på grund samhällets förväntningar på föräldraskap och omgivningens negativa attityder kring funktionsnedsättning, får personer med bland annat fysisk funktionsnedsättning gå igenom en lång process tills de kan bli föräldrar. När de väl blivit föräldrar så ifrågasätts de i sin roll som förälder. Ett annat resultat var att trots de negativa effekterna som funktionedsättning medför med sig för en förälder, menade föräldrarna att deras funktionsnedsättning var en möjlighet som kunde berika deras barn.Nyckelord: föräldraskap, fysisk funktionsnedsättning, normer, möjligheter och hinder. / AbstractThe aim of this study was to create knowledge about how it is to be a parent with physical disability in society when there are such norms and expectations how to be a parent. The aim was also to lift the possibilities and obstacles that parents with physical disabilities experience about their parenthood. This study is based on a qualitative content analysis where I analyzed three interviews published within Swedish media, with inductive thematic analysis.The result showed that, due to society's expectations of parenting and the negative attitude of disability around the environment, people with physical disabilities may go through a long process until they can become parents. Once they become parents, they are questioned in their role as parent. Another result was that despite the negative effects of functional impairment on a parent, the parents suggested that their disability was an opportunity that enriched their children.Keywords: parenthood, physical disability, norms, opportunities and obstacles.

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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.

The purpose of this study was to examine students’ perceptions of entrepreneurship at a historically black university in central Mississippi. The study examined five areas of students’ perceptions: entrepreneurship, an entrepreneur, entrepreneurial opportunities, entrepreneurship education, and entrepreneurship and technology, and demographic characteristics (i.e., age, sex, academic unit, work status, first generation to attend college, and first in immediate family to attend college). The research design for this study was cross-sectional and descriptive. A 50-item survey was used to collect the data. The research used descriptive statistics, frequencies, and percentages to describe the data. An independent t-test and the ANOVA were used to address the five research questions. When significant statistical differences were reported, a multiple comparison post hoc test (Tukey’s Honestly Significant Difference test [HSD]) was computed to determine where the differences occurred between groups. All data analyses were performed at a .05 significance level. The population for this study was 425 students enrolled in classes in the College of Business and School of Engineering. A total of 351 student surveys were analyzed and used in the study. Findings in this study indicated that age and work status impact how students’ perceive entrepreneurship. Also, students’ academic unit impacts how they perceive an entrepreneur. Additionally, students’ generation first to attend college plays a role in their perceptions of entrepreneurial opportunities. Further findings revealed that students from different academic units have similar perceptions of entrepreneurship education and entrepreneurship and technology. Also, students’ work status plays a role in their perceptions of entrepreneurship education. Based on the findings in this study, it was recommended that future research should be conducted to address factors contributable to students’ perceptions of entrepreneurship based on age and work status. Further research should also address faculty perceptions of entrepreneurship and the educational process. Research should be undertaken to replicate this study in other academic units at the university.

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No / Although the rationale for equal opportunities has been accepted within the UK public sector, there is little research into people's aspirations and experiences of Positive Action (PA) as a means of achieving equality of opportunity during the whole employment cycle. A research project was carried out to explore meanings of race-, disability- and gender- related PA initiatives and their impact on workforce diversity in Higher and Further Education and the National Health Service in England, with the aim of developing an understanding of the concept of PA and informing good practice in the effective use of such measures in these sectors. Using a combination of research methods including a literature review, interviews and focus groups, the paper highlights understanding of the concept of PA as well as its practice and interpretation amongst key stakeholders including senior managers, designers, current recipients and their peers.

Yes / The duration of most collar arrangements provided by governments to encourage early investment in infrastructure, renewable energy facilities, or other projects with social objectives are finite, not perpetual. We extend the previous literature on collar-style arrangements by providing an analytical solution for the idle and active values, as well as the investment triggers, for projects where collars are either finite-lived or retractable. What is the difference between these types of arrangements with their perpetual counterpart? Lots, including different vega signs, and substantially different values for different current price levels. Often, finite and retractable collars justify earlier investment timing than perpetual collars. In general, we demonstrate that the finite-lived and retractable versions have a significant impact on optimal behavior, relative to the perpetual case. An important consideration when negotiating the floors, ceilings, and duration (or signalling the expected duration) of a finite or a retractable collar is the current price level of the output and its expected volatility over the life of the contract. / Carried out within the funding with COMPETE reference n. POCI-01-0145-FEDER-006683 (Artur Rodrigues) and POCI-01-0145-FEDER-006890 (Paulo J. Pereira), FCT/MEC’s (Fundação para a Ciência e a Tecnologia, I.P.) financial support through national funding and by ERDF through the Operational Programme on Competitiveness and Internationalization - COMPETE 2020 under the PT2020 Partnership Agreement.

This study delves into the integration of children’s literature in English language learning classrooms, aiming to clarify teachers’ motivations, challenges, and methods. Through semi- structured interviews with educators from the United States and Sweden, diverse perspectives and experiences are captured, enriching the understanding of this educational practice. The research identifies key factors influencing the selection process of children’s literature, including relevance, student interest, and language proficiency levels, while exploring various integration methods such as read-aloud sessions, comprehension activities, and writing extensions. Despite facing challenges such as limited access to appropriate children’s literature and district policies, teachers demonstrate a commitment to enhancing language skills, promoting global awareness, and fostering critical thinking among students. By exploring different types of children’s literature, including picture books, chapter books, and culturally diverse texts, educators create immersive learning experiences that engage students in meaningful interactions with children’s literature, ultimately cultivating a deeper appreciation for reading and its broader impact on learning and development. The results show the necessity of providing thorough training and support for teachers to address challenges effectively and fully leverage the advantages of incorporating children's literature into language instruction. The findings illuminate the diverse and significant roles of children’s literature in education, mirroring societal views on raising children and meeting the needs and comprehension levels of readers. Through a qualitative approach that empowers participants to contribute their perspectives, the study offers in-depth insights into the diverse instructional strategies for utilizing children’s literature in English language education. Overall, the results enhance our understanding of the educational benefits of children’s literature in enriching classroom instruction and facilitating language learning, highlighting the necessity of nurturing supportive learning environments conducive to the effective integration of children’s literature into educational practices.