In recent years young entrepreneurs have attracted considerable attention from policy makers and the media, and there is evidence that increasingly many young people aspire to start their own business. However, there has been little research into how young entrepreneurs actually build their businesses, and the limited existing research about young entrepreneurs has tended to focus on participants who have struggled to achieve business survival and growth. By contrast, this thesis investigates how young entrepreneurs are able to build high performing businesses. All participants have built a business with a turnover between £1 million and £90 million or otherwise raised at least £1 million in external investment. It takes a qualitative approach, based primarily on semi-structured interviewing, to understanding the knowledge and skills 21 young entrepreneurs used to build their businesses. It uses a human capital theory framework to analyse how the young entrepreneurs developed relevant knowledge and skills prior to start-up in order to build a business. It then considers what additional human and social capital the young entrepreneurs acquired during the venture creation process itself. The findings identify three different pathways, each of which typifies the human capital used by particular young entrepreneurs, according to their educational background and the precise age at which they started their business. The study also establishes the necessary human capital which all of the young entrepreneurs developed prior to start-up or during the early stages of starting their ventures, which was important to their success in growing a business. The study finally contributes to the debate about whether general human capital or venture-specific human capital is most important to entrepreneurs, finding that for young entrepreneurs developing pre-start-up general human capital is particularly significant.

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The increasing tendency of youth getting involved in crime, globally as well as in South Africa is an indication of the comprehensive problem and the duty that is resting upon professionals dealing with the youth. It is therefore important that in South Africa attention will be given to the young first offender. Various intervention methods such as drama-based intervention can be used as service delivery for the young first offender. Drama based intervention hold various therapeutic values for the young first offender. This program can make use of various methods for intervention such as, dance, movement and theatre. The objectives of the program, the need of the participants as well as the background of each individual participant are determining the choice of the intervention method. A drama-based intervention program was used for the study. The aim of this study was to examine the nature of a drama-based intervention for young first offenders. The aims were to: • Through an intensive literature study the various intervention methods was studied. The finding of the literature study was that the involvement of the first young offender within any creative activity has a lasting effect on the social development of the client resulting in a decrease in anti-social behaviour such as crime. Experimental exercises that is based on social learning-; role- and cognitive-behavioural theory are very effective in working with young people • To develop, implement and evaluate a drama-based intervention program through an intensive literature study and empirical research. This program needs to focus on the decreasing and prevention of recidivism with young first offenders. This goal was achieved as the program was developed according to guidelines of the GEESE theatre, which was adapted for South-African circumstances. The program was implemented and evaluated with a group of seven young first offenders. The research showed that the most effective intervention program for young first offenders should be more experimental and based upon creative arts, rather than a structured goal-oriented program, creating opportunities for in-depth exploration of the inner self. The program would then also help the respondent to develop resiliency by building on protective factors, identifying risk factors and developing skills to manage factors such as low self esteem, family relations, peer pressure and poverty. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2005.

Since housing choice and strategy are the result of both an individual’s financial capability in a particular life stage, as well as overall political-economic circumstances, the study of housing behavior has been used to emphasize processes of urban development and social change. However, housing behavior in the Chinese context has not attracted much research attention. Although many studies have been done on various topics surrounding China’s housing reform, only several quantitative studies have touched upon the topic of individual housing behavior. All of the existing literature is based on statistics before 1998 when work-unit housing distribution was officially repealed. This thesis offers an update of qualitative information on how young white-collar workers approach homeownership after 1998. Ten young homeowners from Beijing, together with some practitioners in the housing market and two governmental officials were interviewed. Based on the information offered by the interviewees, this thesis examines how state policies, market situations, family structure, and special characteristics of Beijing as a capital city impact the housing choices and strategies of young homeowners.

In this thesis project I explore economically disadvantaged young women's responses to notions of ideal and deviant femininity circulating within contemporary mass media. Specifically, I examine six young women's expressed accounts and critiques of particular forms of femininity in relation to their own experiences of social exclusion. Additionally, and drawing upon an experimental adaptation of Walter Benjamin's montage method, I assess the symbolic links between mass media representations of femininity and exclusion along classed and gendered lines. I use this adaptation of Benjamin's technique to historicize and contextualize dominant notions of ideal (deviant) femininity circulating in the contemporary moment and to engage in a "reflexive" (Bourdieu & Wacquant, 1992) analysis of my own entanglement with the norms and values which proliferate within mass media. The foundational thinking which directs my aims throughout this thesis explores the analytical possibilities of joining the complementary theoretical work of Hannah Arendt and Pierre Bourdieu within an interdisciplinary theoretical and methodological framework.

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The aim of our work was to analyze training peculiarities of Lithuanian youth skiers. Trying to achieve the aim, we analyzed adaptation with physical load during one year training period of young skiers. We analyzed sportsmen training documents, sportsmen diaries, tests that have been taken in VPU Sports science institute laboratory. Performed work loads of Lithuanian young ski racers compared with model of characteristic for the same year skiers (Čepulėnas, 2001). Six 15-16 years skiers of Lithuanian youth combined team – 3 girls, 3 boys – took part in our researches. Sportsmen have been training according to plans that have been made by their trainers. They were proposal trained for the main competitions of the season – European youth winter festival. Extended examinations were performed 4 times a year in Vilnius pedagogical Sport science institute's laboratory. Sportsmen took tests for sportsmen endurance according to test programs. Cyclist work loads performed during yearly training cycle shows that girls performed load accordingly to represent in model of characteristic. Load performed of skiers girls was too little intensity. Performed cyclist work load of skiers boys during yearly training cycle exceeded indicated in model of characteristic. Load performed of skiers boys was too little intensity. They performed too much load of I intensity zone and very little load of III-IV intensity zones. Laboratory tests showed that functional abilities varied during year... [to full text]

An effective population health approach to cancer prevention for young adults requires an informed understanding of cancer-relevant factors for this distinct population. Such factors include the social context, modifiable health behaviours and intrapersonal factors which influence those behaviours. It is also necessary to understand how this population seeks out and uses health information. This descriptive study was carried out through an online questionnaire delivered to a sample of 484 university students in Nova Scotia aged 17 to 29. The study revealed that most students reported good health behaviours, students new to Nova Scotia reported better health behaviours, and while health was a priority, cancer was not. Students also described how intrapersonal factors and their broader social context influenced health behaviours. The results will advance a contemporary depiction of young adult health essential for developing tailored cancer prevention and health promotion strategies.

The classroom is a space in which students can participate in both academic and social experiences. Perceptions of school held by students with learning disabilities (LD) may be different than those held by their peers. Researchers suggest that students with LD may experience a sense of being different and isolated from their peers because of their learning differences (Alexander-Passe, 2008; Lackaye & Margalit, 2006). Defining LD is a complex and contested process. However, the lack of a universal definition can contribute to misconceptions about LD. Moreover, this lack of a universal definition makes it challenging for teachers, both new and experienced, to fully understand how to work with students who have LD. Students who have been identified as having a learning disability are sometimes removed from their regular classroom for designated periods of time every day and are placed in a special education setting such as a resource room where they receive explicit instruction to help develop their reading and decoding abilities (Nugent, 2008). Thus, this location difference adds to the differences in educational experiences students with LD can encounter. This qualitative research describes the perceptions of three young adults (aged 18–21) with learning disabilities (YALD) about their educational experiences in elementary and secondary school. Data were collected through two face-to-face in-depth semi-structured interviews and thematic analysis of the data was conducted. The findings are reported both individually to allow unique stories to emerge and collectively to highlight similar themes discussed by all three participants. Furthermore, the analysis identified academic, social, and interconnection of academic and social experiences from the participants’ discussions. The participants did not think that they were disabled in learning; rather they understood it as they simply learned differently than their non-LD peers. The lack of understanding about LD from teachers and peers, especially in elementary school, was a predominant theme that emerged. The participants suggested that teachers should get to know the individual rather than identifying characteristics of exceptionalities in order to help teachers better understand and work with students with LD. / Thesis (Master, Education) -- Queen's University, 2012-08-14 14:42:37.904

This paper investigates in 2 studies the role of invulnerability in predicting young workers’ intentions to speak up about hazards. I propose a model in which perceptions of hazardous work are related to safety voice intentions via fear of injury, and that higher invulnerability buffers (a) the extent to which potential hazards generate fear of injury and (b) the extent to which fear of injury motivates voice. In Study 1, I randomly assigned participants (n = 115, aged 15-25) to an unsafe or safe scenario. Participants with lower invulnerability reported higher safety voice intentions across all levels of fear of injury. Participants with higher invulnerability reported as high safety voice intentions only when fear of injury was high, and reported much lower safety voice intentions than those with low invulnerability when fear of injury was low. Study 2 replicates this model using field data from young workers (n = 67).