Theoretical part provides with basic term about enterprises, special programs handled by Czech government and introduce providers of these programs. Theoretical part describes how to settle a business plan. Knowledge taken from theoretical part is used for settlement proposal of business plan and for application of one of special programs handled by Czech government.

While much has been written about the efficacy of academic support programs for increasing the retention rates of university students deemed academically underprepared, few studies examine how students engage the support classroom with an emphasis on expressions of literacy. This qualitative study responds to recent calls in student development literature for more studies into particular practices of university support programs. Focused on an exemplar support program at a larger, public university in the American Midwest, the study gathered perspectives about the support of academically underprepared students, teasing out the differences in administrators', instructors', and students' voices. Insights from the perspectives revealed that explicit metaphors of support in the programmatic discourse emphasized a skills model for academic development and a utopian model of student safe houses. In the classroom, however, five focal students suggested that literacy learning was far more complex. In particular, students' data revealed the generative potential of sociocultural literacy theory for conceptualizing praxis in an academic support program. Examining how five focal students responded to the complex programmatic perspectives of support showed that student engagement was far more intricate than strong retention rates. First, a close analysis of five focal students revealed that learning academic discourses was more than appropriation of skills; it was ways of discerning which practices to use for different communities and learning to signal one's role in these communities. Second, students revealed that student community in the support program was a borderland of difference rather than a safe house. Finally, students illustrated that opportunities for creative improvisation in literacy performances was integral to student engagement. The findings have insights for how to conceptualize pedagogy in support programs related to emergent sociocultural theories of Third Space. Specifically, imagining the support classroom as borderland play suggests that the how of student engagement was often how the five focal students proactively co-constructed the learning.

O grande interesse dos países em atingir o sucesso esportivo vem aumentando cada vez mais o número de pesquisas em torno desse tema. O termo \'sucesso\' está relacionado principalmente ao desempenho dos atletas em competições internacionais. Um dos fatores fundamentais que pode contribuir para os atletas alcançarem o sucesso no ambiente esportivo e atingir uma carreira profissional com excelência é o apoio recebido durante sua trajetória no esporte, especialmente nas primeiras fases da carreira. Entretanto, há pouca informação sobre o tema no Brasil. Levando em consideração este contexto, o objetivo desta pesquisa foi compreender como se dá o processo de suporte à carreira do atleta nos clubes formadores brasileiros. O estudo se caracteriza como uma pesquisa descritiva e de abordagem predominantemente quantitativa utilizando-se da estatística descritiva. Foram selecionados 83 clubes formadores relacionados no diagnóstico de clubes do Comitê Brasileiro de Clubes que responderam um questionário composto por cinco seções: Caracterização das principais modalidades desenvolvidas no clube; Caracterização do programa estruturado de suporte presente no clube para seus atletas; Avaliação da adequação das condições de oferecimento dos serviços do programa aos atletas; Avaliação do clube em relação à sua atuação no desenvolvimento de carreira do atleta, e Caracterização dos sujeitos. Os sujeitos da pesquisa foram gestores do departamento de esporte dos clubes selecionados. Os resultados obtidos de 17 clubes respondentes mostraram que não há um programa estruturado que atenda todas as necessidades dos atletas na fase de desenvolvimento. Apesar de todos os respondentes serem formados na área de Educação Física, ainda existem algumas dificuldades enfrentadas por eles para desenvolverem os programas nos clubes. Os principais recursos disponibilizados aos atletas são aqueles de suporte técnico, referentes ao treinamento, como preparação física e fisioterapia. Em contrapartida, os suportes extras, aqueles que são aliados ao treinamento, ainda não estão presentes de maneira satisfatória para os atletas. Entre eles, a assessoria de carreira, planejamento e orientação profissional, psicologia e apoio na educação obtiveram as piores classificações. As participações em competições internacionais, essenciais para estimular o nível competitivo dos atletas, ficaram aquém do desejado, três de 16 modalidades afirmaram participar. Em relação às principais dificuldades enfrentadas pelos clubes para desenvolver programas de suporte à carreira estão os recursos financeiros. Os respondentes admitem altos custos para manter uma categoria competitiva e, paralelamente, oferecer os serviços de suporte aos atletas nos diferentes estágios da carreira. A análise dos resultados sugere que em termos de constituição, não é possível verificar a existência de um programa sistematizado nos clubes formadores de atletas no Brasil. Além disso, é necessário mudar a cultura imediatista da nossa realidade e alocar recursos de maneira estratégica. Limitações e sugestões são apontadas para enriquecer o tema e contemplar pontos não explorados nessa pesquisa / The great interest of the countries in achieving sporting success is increasing the researches around this subject. The term \'success\' is mainly related to the performance of athletes in international competitions. One of the fundamental factors that can contribute to athletes achieving success in the sporting environment and achieving a professional career with excellence is the support received during their pathway in the sport, especially in the early stages of the career. However, there are few information on the subject in Brazil. Given this scenario, the objective of this research was to understand how the process of supporting the athlete\'s career in the Brazilian sports clubs happens. The study is characterized as a descriptive and predominantly as a quantitative approach using descriptive statistics. 83 sports clubs related on the diagnosis of clubs of the Brazilian Club Committee were selected. They answered a questionnaire composed of five sections: Characterization of the main modalities developed in the club; Characterization of the structured program of support present in the club for its athletes; Evaluation of the adequacy of the conditions of the services offered in the program to the athletes; Evaluation of the club in relation to its performance in the athlete\'s career development, and Characterization of the subjects. The research subjects were managers of the sports department of the selected clubs. The results obtained from 17 participating clubs showed that there is no structured program that meets all the needs of the athletes in the development phase. Although all respondents have a degree in Physical Education, there are still some difficulties they face in developing the programs in the clubs. The main resources available to athletes are those of technical support, referring to training, such as physical preparation and physiotherapy. In contrast, the extra supports, those that are associated to the training, are not present in a satisfactory way for the athletes. Among them, career counseling, professional orientation, psychology, and education support scored the worst ratings. Participations in international competitions, essential to stimulate the competitive level of athletes, was below expectation, only three of the 16 modalities claim to participate. In relation to the main difficulties faced by clubs to develop career support programs are the financial resources. The subjects admit high costs to maintain a competitive category and, at the same time, to offer the support services to the athletes in the different stages of the career. The analysis of the results suggests that in terms of constitution, it is not possible to verify the existence of a systematized program in the sports clubs in Brazil. In addition, it is necessary to change the immediate culture of our reality and allocate resources in a strategic way. Limitations and suggestions are indicated to enrich the theme and contemplate points not explored in this research

No description available.

The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions. / text

The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.

It was unclear what the actual role of the Family Readiness Group (FRG) was in helping the spouses of U.S. Navy submariners (SMSs) in learning to live the submariner-family lifestyle. Submarines deploy in regular cycles regardless of world conflict. Submariners and their spouses are isolated from each other during deployments, communities of submariner spouses are smaller than other Navy communities, and spouses must acquire unique social capital to manage unique challenges. The purpose of this study was to explore how SMSs experience or perceive the FRG role in their social construction and adaptation to the SMS lifestyle. The examination was guided by Ingram, Schneider, and DeLeon's social construction and policy design theory. Data were collected using an open-ended survey distributed to 83 SMSs through an online survey platform. Data were coded for themes and subthemes using an iterative process including values and process coding. Key results were that SMSs construct themselves differently than how they are constructed by policy principals. Among SMSs, benefits and burdens perceived to be distributed by the FRG program are different than the distribution of actual benefits and burdens. These differences influenced participants' engagement with the FRG program. More research is needed to define this influence and to explore the origins of relationships that increase lifestyle capital. The implication for social change is that a better understanding of the nature of SMS lifestyles can contribute to better policy decisions and improved program design, leading to better outcomes for military spouses.

Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.

Bostadsmarknaden i Stockholm har de senaste åren präglats av hög efterfrågan där trycket på bostäder lett till stigande bostadspriser. Flertalet restriktioner har införts för att stabilisera kredit- och bostadsmarknaden samt dämpa prisutvecklingen. Kraven på bolånetagare har somföljd av statens och bankernas restriktioner blivit högre och en grupp som drabbats hårt av detta är unga vuxna. Studien syftar till att undersöka möjligheterna för unga vuxna att etablerasig på den svenska ägda bostadsmarknaden och hur den kan komma att förändras med hjälpav olika stödprogram. Forskningsfrågorna behandlar vilka barriärer unga vuxna står inför vid ett bostadsköp samt vilka effekter ett stödprogram liknande de införda i Australien och Storbritannien skulle få i svensk kontext. Studiens metod består av en kombination av en kvantitativ och en kvalitativ metod. Den kvantitativa metoden utgörs av komparativa fallstudier mellan länderna. Fallstudierna bestå rav ekonomiska kalkyler för att illustrera bedömningen vid utgivning av bostadslån i två geografiska områden inom Stockholms län. Fallstudierna följs upp av en kvalitativ metod i form av tolv semistrukturerade intervjuer. Respondenterna representerar olika sektorer isamhället som alla besitter kunskap inom forskningsområdet. Resultaten pekar på atteffekterna av ett införande av de studerade stödprogrammen skulle variera beroende på det geografiska området. Till viss del skulle ett stödprogram kunna minska barriären för unga vuxna att äga sitt boende. Studien presenterar också ett antal bakomliggande faktorer till de svårigheter som finns för unga vuxna vid finansiering av en bostad. Studien analyserar dessutom vilka åtgärder som krävs för att den ägda bostadsmarknaden i Stockholm ska blir mer lättillgänglig för unga vuxna. / The housing market in Stockholm has during the last years been characterized by high demand and the prices has steadily increased. Several regulations have been introduced to stabilize the credit- and housing market and reduce the price developments. As a result of state- and banks regulations, demand on mortgage borrowers have increased and a group of people that has been severely affected by this is young adults. This study aims to examine young adults’ opportunity to home ownership in the Swedish housing market and how it may change with the help of various support programs. The research questions address the barriers young adults face when buying a home and which effect a support program, similar to those established in Australia and the UK, would have in Sweden. The method of the study consists of a combination of a quantitative and a qualitative method.The quantitative method consists of comparative case studies between the countries. The case studies consist of economic outlooks to illustrate the assessment when issuing mortgages in two different geographical areas within Stockholm County. The case studies were followed up by a qualitative method in the form of twelve semi-structured interviews. The respondents represent different positions in the society who all possesses knowledge in the research field.The results indicate that the effects of introducing the studied support programs would vary depending on the geographical area. A support program could partially reduce the barrier for home ownership among young adults. The study also presents a number of underlying factors for the difficulties in financing a home that exist for young adults. Furthermore, this study analyzes what measures are needed to make the housing market in Stockholm more accessiblefor young adults.

This column is a continuation in a series describing how collaboration among relevant stakeholders (e.g., parents, mental health professionals, community members) can enhance the implementation of effective practices to support children’s learning and development. In the previous column in the series, we described a variety of roles peers can have in the implementation of effective practices for students with and at risk for disabilities and strategies for developing and sustaining peer support programs in schools (Rowe et al., 2022). The purpose of this column is to describe different approaches to promote parent collaboration in the implementation of effective practices while addressing challenges that can undermine a collaborative process.