This thesis deals with the development of supportive tool for investment in the stock markets. The result is a tool that allows investors in making decisions while investing and also can autonomously invest in stock markets by pre-learned heuristics that can help a potential investor to choose their own tactics for investing.

Educators must meet the demand to produce a workforce better educated with using 21st-century technology tools. The purpose of this case study was to explore the usefulness of Google Docs as one of those tools by examining 2 main questions. Those questions were how high school students perceive Google Docs could benefit them and how career and technical (CTE) teachers use it to support collaborative learning as a strong part of the learning process. The conceptual framework used included Vygotsky’s sociocultural theory, which focuses on collaborative learning. Participants were 2 teachers and 8 students from 2 urban school districts in the Eastern part of the United States. Data sources were interviews with teachers and student focus group discussions. Data were coded using open coding, and themes and patterns were identified. Results indicated that Google Docs supports student learning by increasing opportunities for collaboration and helping students be more efficient while also preparing them for careers. Students indicated that they saw Google Docs as a learning tool and that they were more engaged while working collaboratively with their peers via the platform. Findings may help CTE teachers and students learn more about how to use web-based technologies to learn via collaboration and may assist students in becoming more successful in their CTE courses and careers.

The purpose of this study was to explore foundation phase teachers' perceptions of the way in which supportive school environments are being created for children from same-sex parented families. It focused specifically on how foundation phase teachers perceive their role in accommodating, including, and positively representing the same-sex parented family in their classroom practice. Current literature highlights the negative experiences of homophobia and heteronormativity in schools, together with the need to create more supportive school environments for children from samesex parented families. The increasing prevalence of same-sex parented families in South Africa has created the need for extended research in this regard, and yet there is a gap in national literature on the school experiences of children from this nontraditional minority family form. Foundation phase teachers play a central role in teaching their young learners to accept and celebrate diversity. However, no research has been done in South Africa to explore foundation phase teachers' perspectives on their role in interrupting heteronormativity in their schools and classrooms. This study was approached from an interpretive paradigm and qualitative methods were employed to collect and analyse the data. Individual interviews were conducted with four foundation phase teachers, and interpretive thematic data analysis techniques were used to analyse the data. Culturally responsive pedagogy was used as a framework to explore barriers to inclusion, and to recommend ways in which foundation phase teachers in South African schools can be supported in creating safe, positive and counter-heteronormative school environments for children from same-sex parented families. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

Die Studie evaluiert die Arbeit des Ambulanten Hospiz- und Palliativ-Beratungsdienstes (AHPB) am Hospiz Villa Auguste in Leipzig. Der AHPB betreut Palliativpatienten in der Häuslichkeit. Er versteht sich als Hilfe zur Pflegeüberleitung an Schnittstellen der Versorgung (z.B.: Krankenhaus - Entlassung nach Hause). Ziel der Studie war eine wissenschaftliche Begleitung der Arbeit des AHPB. Seine Struktur-, Prozess und Ergebnisqualität wurden evaluiert. Als ein Schwerpunkt der Studie wurde besonders die Rolle der Angehörigen in der häuslichen Versorgung betrachtet. Es wurde auch untersucht, welche Unterstützung sie von der Brückenschwester erfuhren. Im Rahmen der Interviews wurden sie zur Zufriedenheit mit dem Dienst befragt.

AbstractThis paper investigates the benefits of using different teaching strategies to develop EFL learners’ vocabulary and speaking skills. Undeniably, there are some learners in grades 4-6 who have difficulties to speak and to learn new vocabulary in English classroom, due to many reasons. To examine the impact of different teaching strategies, an electronic research in educational databases ERIC via EBSCO was conducted. The materials used were peer-reviewed journal articles and literature. By examining and analyzing the different articles found, its evident that English teachers often focus on writing and reading activities instead of communicative activities. Some teachers often use the first language in the classroom and learners will do as their teachers. Factors such as large classroom sizes and limitation of communication tasks can motivated learners and make them less confident in speaking and practicing English. These can be the reasons why some EFL learners do not speak and use vocabulary during the communicative activities in the classroom. Thus, this paper clarifies teaching methods and strategies that teachers can use to increase vocabulary learning and speaking in the EFL classroom. Results have shown that the theory of Vygotsky’s sociocultural learning was beneficial to include all learner in authentic communicative activities, which also created an environment that was both communicative and supportive. The communication-based learning activities, such as songs, games, stories, pair work and project work, are useful for learners, since it establishes a communicative environment. Moreover, these activities increase the EFL learners’ motivation towards speaking.

La prise en charge d’un patient atteint d’un cancer impose, au soignant, la recherche du meilleur traitement antinéoplastique possible en association avec un engagement d’accompagnement depuis l’annonce du diagnostic jusqu’à la phase après cancer ou le décès. Au cours de son parcours de soin, le malade et ses proches vont être confrontés à différentes équipes, différentes visions du traitement et différentes approches du soin. Le travail présenté consiste en une analyse nationale française sur l’organisation des soins d’accompagement ainsi que la gestion de la iatrogénie liée à trois grandes familles de thérapeutiques symptomatiques : les érythropoïétines, les biphosphonates et les morphiniques. Basé sur cette photographie du soin d’accompagnement en cancérologie, le développement de ces soins sur un établissement sera alors présenté depuis la gestion ambulatoire en hospitalisation de jour, jusqu’à l’hospitalisation complète dans une unité pilote. Le lien, les différences et les complémentarités entre les équipes aux phases curatives et palliatives seront alors discutés, permettant de définir la place et l’importance du regard global et réunificateur par le biais des soins de support en cancérologie / The management of a cancer patient requires, to the caregivers, finding the best antineoplastic therapy in combination with support involvement from the diagnosis to the stage after cancer or death. During the course of care, patient and family will be confronted with different teams, different visions and different treatment approaches of their care. The work presented starts threw an analysis of French organizations of supportive care and management of iatrogenic effects due to three main types of symptomatic therapeutics: erythropoietins, bisphosphonates and opioids. Based on this photograph of accompanying cancer care, the development in an institution of an health care will be presented for ambulatory management of day hospital for chemotherapy administration, until full hospitalization in a pilot unit. The link, the differences and complementaries between the teams in curative and palliative phases will be discussed to define the role and importance of the overall look and unifying supportive care in oncology

While researchers have identified the Housing First model of putting homeless persons into permanent housing as the best means of improving the quality of life for chronically homeless individuals, few studies have examined the perceptions of shelter staff workers on the barriers the homeless face in obtaining and maintaining long-term housing. This case study of 2 homeless shelters in New Jersey examined the relationship that fair and just democratic processes play in supporting or undermining Housing First. Data came from New Jersey's annual Point in Time counts of the number of homeless individuals and families and the causes and service needs of the homeless. Government reports were also analyzed, as well as from semi-structured interviews and focus group interviews with a purposive sample of 14 homeless shelter staff workers. The polarities of democracy model as described by Benet helped identify whether democracy was being served rightly and justly within these homeless communities. Information was analyzed by inductive coding and by identifying themes and patterns that emerged from the interviews. The primary finding of this study was that lack of available housing, lack of resources to gain access to housing, and lack of knowledge of resources that are available for housing acquisition and maintenance plays a role in causing individuals to become and remain chronically homeless. Social change implications include policy recommendations to local, state, and federal legislators to increase accountability in the allocation of funding for housing support and the development of a volunteer case management force to meet the service needs of the chronically homeless.

Students with psychological disabilities who enter the post-secondary environment can struggle without proper support services. Faculty and staff members typically interact with their students as much as or more than any other post-secondary personnel. This project study explored faculty and staff members' knowledge of supportive education programs and their feelings about engaging/helping these students. Guided by Bandura's self-efficacy theory for faculty and Rogers' humanistic approach to education, which supports the need for faculty involvement and training, this study explored whether faculty and staff members feel effective in addressing these issues with students. A qualitative case study design was employed to explore faculty and staff perceptions about their preparation in supporting the educational goals of students with severe psychological problems. The data collected in this study came from 12 face-to-face interviews with faculty and staff members purposively sampled from a university located in the southeastern region of Pennsylvania. Data from the interviews were inductively analyzed and coded to identify common themes. The results from this project study indicated that many faculty members did not have any knowledge about supported education practices and the psychological problems that affect students. The findings informed the creation of a faculty/staff professional development that addresses effective ways to respond to the needs of students with psychological problems. Such training should promote a social change in their attitudes about students' psychological problems, facilitate the structure of their learning environment for students with these problems, and inspire support among one another.

Indiana University-Purdue University Indianapolis (IUPUI)

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