Thesis (M.A.)--University of Central Florida, 2009. / Adviser: James Wright. Includes bibliographical references (p. 44-50).

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. William L. Waugh, Jr., committee chair; Peter Lindsay, Allison Calhoun Brown, committee members. Electronic text (134 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed July 25, 2007. Includes bibliographical references (p. 128-134).

Certified Nursing Assistants (CNAs) are responsible for the care of America's aging population. CNAs are paid a miniscule amount of money and are often ineligible for medical benefits through their employers. CNAs bathe, change, feed, and help toilet the residents of long-term care facilities. The stressful work and personal lives of CNAs leads to many problems such as high turnover rates, absenteeism, health problems, and elder abuse. In the United States, food insecurity is a concern for many of the uninsured working poor. The purpose of this study was to assess the overall perceived concerns, barriers, and solutions of CNAs in both their work and family environments, identify where nutrition and food security fits into the priorities of CNAs, and identify educational strategies to improve their health and overall quality of life. Twenty-nine CNAs participated in six focus groups across the state of Virginia. Triangulation techniques were used to compare both qualitative (focus groups) and quantitative (participatory activities and questionnaires) research. Participatory activities showed that the top home concern of CNAs was money management. CNAs ranked keeping their family healthy fourth (9.6%), and they ranked preparing fast easy meals eighth (1.7%). The top work concern of CNAs was time management. Staying healthy at work ranked fourth (12.9%), while packing a nutritious lunch was sixth (3.4%). The preferred methods of education for the participants were watching videotapes, attending classes at a central location, and having a mentor to help them with their problems. / Master of Science

Thesis (M.B.A.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May 27, 2009) Includes bibliographical references (p. 43-48)

No description available.

Thesis (M.Arch.)--University of Detroit Mercy, . / "1 May 2006". Includes bibliographical references (p. 130-131).

The existence of large, relatively comfortable, middle and working classes is what has set the advanced capitalist societies apart from most societies throughout history. These classes, while not quite "privileged," offer the hope of opportunity and upward social mobility for those who work hard. Yet in the last 30 years a growing class of "working poor" has emerged who invest many hours working but at wages that keep upward social mobility beyond their grasp. The existence of the working poor, it seems, dispels a key element in the ideology of individualism; they work hard yet do not "get ahead." This study addresses the contradiction presented by the working poor; specifically, do the working poor support the ideology of individualism? Prior research finds that the disadvantaged justify the system that inhibits them from having a better quality of life (Jost, et al. 2003). This study, however, suggests that the working poor are more conscious of the ideology's failure to explain their lack of mobility in a system that promises opportunity to those who work hard. Research data were generated through the use of telephone surveys in five counties in Central Florida with approximately 1571 respondents. Several measures of "working poor" were created; moreover, respondents within these categories tended to disagree with the "work hard, get ahead" ideology. Respondents who viewed their financial situation as getting worse, unable to grasp the "upward mobility" promise of the American Dream, also significantly disagreed with the ideology.

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Sociology, 2005. / Includes bibliographical references (p. 263-282).

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-07-11T21:49:23Z No. of bitstreams: 1 Disserta??oDaiane.pdf: 6296584 bytes, checksum: 70f9b21eaaffdd77a2ea4bb715ec1fd9 (MD5) / Made available in DSpace on 2017-07-11T21:49:23Z (GMT). No. of bitstreams: 1 Disserta??oDaiane.pdf: 6296584 bytes, checksum: 70f9b21eaaffdd77a2ea4bb715ec1fd9 (MD5) Previous issue date: 2016-08-30 / The aim of this work is to approach the institution process of Feirense school in the late nineteenth century and early twentieth century, centralizing school practices the black professor Geminiano Alves da Costa and its primary classes for children and adults in the city of Feira Santana from 1890 to 1920. the research has bases in the propositions of the social History of Education, highlighting the so-called school subjects and their daily experiences intra and extra school, for an understanding of the web of relationships that guided the experiences of that subject as a social phenomenon to be appropriate. The purpose of the work that follows is a directed approach to ownership of the black professor Geminiano Alves da Costa as a cultural interlocutor, from a survey of data on its roundness in feirenses spaces from that, the data supported the research as suggested Ione Sousa (2008), in looking perspective to the subject in a more detailed, more distant from large institutions in order to view the tiny experiences of literacy, literacy, their meanings for the subjects involved, and leaves aside the concern with great educational ideas and educational systems. From the experience of this subject we seek to embed Feirense educational scene in the early republican period, milestone that determined our cut and highlight the professional identity of these subjects students of schools, intertwined with the Geminiano Costa teacher. / O objetivo desse trabalho ? a abordagem do processo de institui??o de uma escolariza??o feirense no final do s?culo XIX e in?cio do s?culo XX, centralizando as pr?ticas escolares do Professor negro Geminiano Alves da Costa e de suas aulas prim?rias para crian?as e adultos na cidade de Feira de Santana de 1890 a 1920. A pesquisa tem bases nas proposi??es da Hist?ria Social da Educa??o, destacando os chamados sujeitos escolares e suas experi?ncias cotidianas intra e extra escola, para uma compreens?o das teias de rela??es que nortearam as viv?ncias do referido sujeito como fen?meno social a ser apropriado. A proposta do trabalho que segue ? uma abordagem encaminhada para apropria??o do Professor negro Geminiano Alves da Costa como um interlocutor cultural, a partir de um levantamento dos dados sobre sua circularidade nos espa?os feirenses, a partir disso, os dados subsidiaram a pesquisa como sugere Ione Sousa (2008), na perspectiva de olhar para os sujeitos de forma mais detida, mais distante das grandes institui??es no intuito de visualizar as min?sculas experi?ncias de letramento, de alfabetiza??o, seus significados para os sujeitos envolvidos, e deixa de lado a preocupa??o com as grandes ideias pedag?gicas e sistemas de ensino. A partir da viv?ncia desse sujeito buscamos evidenciar o cen?rio educacional feirense no in?cio do per?odo republicano, marco hist?rico que determinou nosso recorte, bem como destacar a identidade profissional desses sujeitos alunos das escolas, entrela?adas com a do professor Geminiano da Costa.

Thesis (Ph. D.)--Florida State University, 2005. / Includes vita. Includes bibliographical references (p. 97-103). Also available online via the Florida State University website (http://etd.lib.fsu.edu/).