Dissertations / Theses on the topic 'Acting career'

In the current recessionary cycle in which individuals finds themselves, it is interesting to see whether organisations and individuals have changed their strategies or whether they pursued their tried and tested inherent mechanisms of recruitment/work selection. In recessionary times, organisations would usually have a bigger pool to select from whilst employees, in turn, would try to position themselves in a stable work environment. From an organisational perspective, organisations have also undergone major transitions such as downsizing, merges and acquisitions, right sizing, restructuring, and reengineering. These changes have a direct impact on employees&rsquo
level of motivation and job satisfaction (Ellison &
Schreuder, 2000). The concept of a traditional career that an employee occupies for a lifetime performing one type of work in an organisation no longer exists. Instead, employees now work for more than one organisation in their lifetime. These changes entail that employees need to be flexible and adaptive in making career decisions (Schreuder &
Coetzee, 2006). Career anchors can be operationalized as a representation of self- perceived talents, motives, values and abilities that guide employees to make career decisions. Schreuder and Coetzee (2006), are of the opinion that if employees are not familiar with their 
career anchors, they could find themselves trapped in work environments that are not satisfactory and would continually be questioning themselves. Suutari and Taka (2004) emphasize the fact that there needs to be a fit between the careers of employees and the work environment. If there is no fit between the career anchors of employees and the work environment then employees are likely to become dissatisfied which may result in a high turnover of staff with a corresponding low productivity rate. This study investigates and explores the phenomenon of career anchors based 
on Schein&rsquo
s 1978 career anchor theory and how these career anchors affect employees level of job satisfaction. The Career Anchor Inventory and the Job Descriptive Index were administered to a sample of 154 employees at a leading retail organisation who completed the questionnaires. The results of this research study indicate that there are significant relationships between biographical factors and career anchors as well as between biographical factors and job satisfaction and similarly between typology of career anchors and dimensions of job satisfaction.

Much of engineering education research focuses on improving undergraduate engineering education. However, in order to help new engineers prepare for and successfully transition to the workplace, and therefore improve retention within the engineering practice, it is vitally important to understand the experiences of these early career engineers. The purpose of this study is to identify and explain the career goals and actions of early career engineering graduates. To accomplish this goal, this research addressed the question â What factors influence early career engineering graduatesâ career goals near the end of their undergraduate engineering studies, career-related actions taken in the subsequent four years, and their future career plans?â Data were predominantly qualitative. Thirty participants were interviewed and surveyed near the end of their undergraduate studies, then completed pre-questionnaires and an interview as early career engineering graduates. Participants were graduates from three different universities and were diverse with respect to sex, race, and undergraduate major. Data analysis was framed by Social Cognitive Career Theory, as developed by Lent, Brown, and Hackett, and followed case study methods. Results show that early career engineering graduates had diverse goals and interests, but similar influencing factors. They generally wanted to find appealing work and acted towards that goal. Relationships with faculty and expectations of positive outcomes heavily influenced participantsâ decisions to pursue graduate degrees, and family commitments geographically constrained career choices while also increasing the desire for stability. The economic downturn impacted job availability for most participants, but many participants were able to broaden their career searches to find interesting and fulfilling work. Participants that exhibited an ability to adapt to changing conditions reported the greater levels of satisfaction with their careers. The findings of this research provide important information to engineering educators and employers as they mentor the next generation of engineers, and early career engineering graduates themselves as they seek to achieve their goals.
Ph. D.

This exploratory study seeks to critically explore human resources development with regard to the career needs and stages of the Namibian Police (NAMPOL). Documents were perused on the issue of the current human resources development and its relevancy to the training and development within the Namibian Police. Questionnaires were completed by a representative sample of NAMPOL officials from different departments of the police. Interviews were also conducted with selected officials on training and development of personnel. Recommendations are given as a model for improving the Namibian Police human resources development system as an effective training and capacity building system for members of the police force to perform their tasks effectively.

Of the research on work-life balance and on the challenges facing women in the workplace, few studies have focused on the impacts of professional business trade associations on career outcomes and the development of work-life balance strategies with a Latina population. This phenomenological study explores the life experiences of Latinas to understand the challenges they encounter in their careers and in their aspirations for career advancement. The study applied the life-story framework (Giele, 2008), which offered questions from the four life course dimensions: identify, relational style, motivation and adaptive style. A question was added to this framework for this study with the intent to explore the strategies that women employ to achieve work-life balance in their life (Weber, 2011). Additionally, the study sought to obtain insight into how professional business trade associations, such as the Association of Latino Professionals For America (ALPFA), facilitate forming relationships that create support systems and strategies for managing careers, families and the demands of their communities. The participants (15) were selected from career Latinas who are currently employed or self-employed and actively engaged in leadership roles within the professional business trade association ALPFA. NVivo software was utilized to perform the analysis. The findings indicate that as Latinas they identified with their family and culture. They relied on their family support and that of mentors and networks for learning how to navigate their career choices beginning with college. Career goals were driven by their family socioeconomic situation, family feelings about education, and a strong desire to be successful. Active engagement in leadership roles is attributed to providing opportunities for growth, mentorship, and career advancement. Lastly, the women shared several strategies such as exercise, earning trust in the workplace, support circles, and setting priorities for coping with work-life balance.

Using a series of three studies, this research program had three objectives: (1) to develop a new measure to assess congruence between parents and their adolescents regarding career matters, (2) to test the cross-sectional associations between selected proximal parental contextual variables (i.e., parental career expectations and adolescent-parent career congruence) and career aspirations and career actions of planning and exploration within the social cognitive career choice model, and (3) to investigate the longitudinal relationships among the study variables. All studies were based on children from a collectivist cultural context (i.e., Indonesia). This research program has been structured around three empirical studies reported in three journal articles.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text

The objective of this study was to determine whether a relationship exists between the personality preference and career anchors of police officers. The idea that personality relates meaningfully to the kinds of careers people choose and how they perform in these careers, has a long history in career psychology.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.

This qualitative study is focused on young adult students’ experiences and perspectives of using websites for career information and guidance, and how that may impact their horizon of action in career decisions. Collection of data were made through interviews with college students from different faculties of Umeå University. All interviews were transcribed and compiled into various themes which were analysed with the perspectives of Digital literacy, Careership theory and the Chaos theory of careers. The result emergence the importance of students approaches on web-based information and their capacity of using it in their benefit. According to the student’s digital usage, which is categorized into simple and more advanced processes, perceives that digital literacy and personal characteristics may affect their use of career websites. The study concludes that internet is one of many social fields that influence the horizon of action and that the role of career websites depends on individual approaches and attitudes to several fields. For the work of career practitioners this study contributes with an insight about possibilities and risks that may come with student’s digital usage in career purpose. Therefore, this study also shows the requiring of further research in the area of career guidance and internet.

The overall aim of this thesis is to enquire into and problematize the governance of career guidance and how individuals’ career management is constructed within EU policy. The empirical material consists of European policy documents produced during 2000-2015. The two central research questions explore (1) how European career guidance is made governable, and (2) how individuals’ career management is constructed and governed. The Foucauldian governmentality perspective and the analytic method of problematization is utilized. The analysis focuses on the compositions of normative forms of reason, discursive practices and techniques by which governing is exercised and knowledge is produced. The thesis is based on four articles, three of which concern career guidance and career management. The fourth article concerns education of citizenship. The analysis shows that the formation of a policy space for comparison of national systems of career guidance is significant for making European career guidance amenable to governance. It is mobilized by governing practices for involvement of institutional actors and the construction of standards of performance. This form of governance becomes effective on the condition that institutional actors use and produce knowledge and practices about what works in career guidance, and this implies self-control and constant monitoring. It is a complex process of producing self-regulation of career guidance adjustable to change and innovation in which both standardization and modulation are inbuilt. Moreover, this is dependent on the interplay of governance and self-government. Knowledge and practices shape career management as an individual competence, which each individual is assumed to achieve. The use of guidance techniques supporting this design and self-regulating practices contributes to responsibilizing individuals to achieve this competence. Knowledge of individuals’ management of their careers includes civic competence. This led me to extend my use of the theoretical framework to investigate how knowledge of civic competence is constructed in European policy documents concerning teacher education from 2000 to 2012. My analysis shows that presumptions of teaching civic competence support the production of the active and learning subject.

Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.

The aim of this study was to investigate the barriers that impede the career advancement of women at an auditing firm in the Western Cape. These include internal and external barriers. More specifically, the study aimed to establish whether significant differences exist between women in different age groups, job levels, race groups and single, divorce/widowed and married groups in the firm, regarding their views in relation to their own career advancement.

An individual’s occupation is often a salient component to ones life. Numerous traditional career developmental theories have been employed in the hopes of understanding the motivations and attitudes individuals have toward particular types of careers. Research indicates that entrepreneurs are primarily motivated by monetary gain, desires to be their own boss, and career independence. The present study utilized qualitative interviews as a means to gain a greater understanding of action sports retail business owners experiences and how their identity as a surfer/skater/snowboarder influenced their career decisions and their motivations to own an action retail business. The data were analyzed using Consensual Qualitative Research methodology (Hill, 2012). Results indicate that the business owners primarily identify as surfers/skaters/snowboarders, opposed to businessmen, and that they were primarily motivated to open their own action sport retail businesses due to their passion for the action sports and interest in remaining apart of the action sport lifestyle. These findings partly contrast previous research regarding the motivations of entrepreneurs’ primary motivation being monetary gain.

Purpose – This thesis aimed at investigating students’ beliefs influencing their personal attitudes and subjective norms not to choose the accounting profession by using the simplified Theory of Reasoned Action (TRA) model. Theoretical framework – This study used the simplified TRA model to investigate the beliefs that influence students not to choose the accounting profession. From an accounting context, prior research has indicated that, there are intrinsic and extrinsic factors that determine the behavioural beliefs of students about the accounting profession. Likewise, normative beliefs are another construct of the simplified TRA model that influences students’ intentions towards the accounting profession. Methodology – Through a quantitative approach, questionnaires were sent electronically to first and second year students at five major universities in Sweden. In total, 323 students replied to the questionnaire. Since this study focused on students intending to choose business administration, non-business administration students were deleted from the sample giving an actual sample size of 228. The data collected was analyzed in two steps using multiple regression analysis. Findings – The findings of the study confirmed the simplified TRA model. The results showed that both behavioural and normative beliefs influenced students’ intentions not to choose the accounting profession. For behavioral beliefs, no personal interest in accounting, the belief that accounting is boring and the belief that other occupations (for instance, marketing and management) negatively influenced students’ attitudes not to choose the accounting profession. Similarly, for normative beliefs, teachers and peers influenced students’ subjective norms not to choose the accounting profession. Practical implications – The practical implications of this study are two-folded. Firstly, program directors at universities should engage in hiring qualified teachers in accounting, organize supportive activities to encourage students about the accounting profession. Also, program directors should include compulsory internships in the curriculum so that students can learn about the accounting profession. Secondly, former accounting students should get involved in the process of encouraging students about the accounting profession. Originality/value – This paper contributes to the existing literature by highlighting the beliefs influencing the personal attitudes and subjective norms of students not to choose the accounting profession. Therefore, the thesis provides an up-to-date theory about the TRA in the accounting profession in Sweden.

When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.

In this study, I explored the experiences of gender and power relations among a group of black women holding leadership positions in six government departments in the Western Cape. South Africa is in a process of transition and, to create a departure from the past, key objectives focus around the transformation of gender disparities and the eradication of racism and other forms of inequality and discrimination in all spheres of this society. There are many methods utilized to increase the number of women in leadership positions in the private and public sectors. However, there is a lack of research regarding the social environment for women once they have entered into these structures (Angevine, 2006). This study made use of a feminist qualitative methodology which guided the research. Six semi-structured, open-ended interviews were conducted in order to carry out an in-depth exploration of participants&rsquo
experiences. After the participants had given consent, the interviews were audio-recorded, then transcribed verbatim. Data was analyzed in accordance with qualitative thematic analysis. All standard ethical considerations to protect the participants and the researcher were taken into account and practised throughout the research. The findings show evidence that black African women leaders in government departments have internalized learnt subservient characteristics
and that this serves to undermine their authority as leaders. Specifically, larger social power relations and traditional forms of authority undermine their capacity to express authority in work environments. They also experience both subtle and blatant racist and sexist prejudice in the form of stereotypes and hostility in the workplace. A minority of women managers actively oppose the gendered notions that undermine their leadership. Ultimately, black African women managers are not accepted or supported as legitimate leaders in the workplace. Women leaders are perceived to be incapable of performing effectively as leaders because of gender and racial stereotypes that serve as hindrances to their expression of leadership. The study found that some participants conform to the socially constructed notion of maintaining a work-life balance and this poses a challenge for such leaders. Those who are married attempt to balance career and life by maximizing on their management of their time. A number of women had made the personal decision to remain single in order to focus explicitly on their careers.

Co llege enrollment rates in the U.S. have increased over the last 40 years, yet students from undcrservcd communities remain underrepresented. Families in these communities aspire for their children to go to college, but often lack access to the necessary social capital to transform aspirations for their children into action. Federal 6 initiatives focused on increasing educational attainment for students in underserved comn1tmities emphasize the critically important role of the school counselor. The school counselor is ideally positioned to reduce barriers to family engagement in the college access process. Yet, there is a lack of focused support and professional development resources for school counselors. To gain more in sight into how professional development might improve counselors' abilities to support family engagement in college access, I employed an action-oriented qualitative case study to critically consider how urban school counselors took action to address local educational inequities and engage families as partners in the postsecondary process.

Professor Lee Shulman (1987b) introduced a view of teaching that encompassed a series of six steps: comprehension; transformation; instruction; evaluation; reflection and new comprehension, which he termed pedagogical reasoning. He suggested an image of teaching as the exchange of ideas from the teacher, who must comprehend an idea to be able to shape and tailor it, in order for the student to grasp and understand the idea. This complex interplay of judgment and action is at the heart of pedagogical reasoning. Since 1986, there have been very few published research studies that have either tested or reported the use of Shulman’s Model of Pedagogical Reasoning and Action to describe the realities of teaching. It could be suggested that many researchers could not move beyond referring to Shulman’s other important contribution in proposing pedagogical content knowledge (PCK). What they seemed to have missed was how Shulman proposed that PCK was developed through the processes of pedagogical reasoning. Shulman provided limited insight into the teachers studied as part of the Knowledge Growth in Teaching project undertaken at Stanford University. Those teachers were described in limited vignettes where Nancy, Colleen, Judy, Alan, George and Frank (Shulman, 1987b; Shulman & Sykes, 1986; Wilson, Shulman, & Richert, 1987) were portrayed to help in understanding the intricacies of pedagogical reasoning. This study attempts to revisit Shulman’s original work to understand how current teachers pedagogically reason, and, in particular, to understand the impact of digital technologies on their pedagogical reasoning. This research project used Shulman’s view of teaching as a theoretical starting point to pose the question: How do teachers pedagogically reason with digital technologies?
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studes
Arts, Education and Law
Full Text

Climate change has become a major concern for research and policy in recent decades, and individual behaviour change has constituted a significant strand within UK Government responses to the problem. However, our understanding of how and why individuals become engaged in sustainable practices, and how their participation develops over time, remains patchy. Conventional psychological models have failed to resolve issues such as the “value-action gap”; however, new sociological approaches offer a more holistic understanding of sustainable practices. This study draws mainly on these “social practice” approaches to answer four questions: 1) How is “action on climate change” understood by the people performing it? 2) How does performance of these practices develop throughout the individual life-course? 3) What are the key processes that influence this development? 4) What lessons can we learn for the promotion of sustainable practices? It adopts an in-depth, experience-based approach and employs a narrative-life-course methodology that combines loosely-structured biographical interviews with visual techniques. Findings suggest that action on climate change has multiple meanings for the people engaged in it, and encompasses diverse practices, often linked to broader life projects. While overall levels of action on climate change tend to increase throughout participants’ lives, some specific practices, such as car use, follow more variable patterns. Change happens for several reasons; first, every performance of a practice shapes future practices. Secondly, practices must be co-ordinated and shared with others, and these demands change over time. Thirdly, practices are shaped by context, including biographical time, historical time and space. These processes entail elements of path dependency, but individuals also appear to have a degree of agency within their careers of practice. The thesis concludes that these findings have significant implications for theory and policy on sustainable practices, and makes recommendations for the design of effective interventions.

The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business and employer communities. The goal was to build learning opportunities for students that would facilitate their seamless transition from the public school system into adult work-settings and/or places of post-secondary education, training, and skills acquisition. An historical case study of school reform was conducted, using qualitative research methods that included extensive field observations, participant interviews, document analysis, narrative inquiry strategies, phenomenological reflection and data reduction. The lived experiences of 23 students and 14 community partners were juxtaposed against the recollected memories of the teacher-researcher, and analyzed in the context of complex change theory (Ambrose, 1987). The point was to distill the essential themes that could shed light on the research question. Those factors that were deemed to be influential in the development, delivery, or efficacy of the learning opportunities that were created as curriculum interventions, in support of this one piece of federal legislation, are discussed analytically, so as to make recommendations for similar practical programs with a career-education or work-based learning focus.

Dental caries is a huge problem among the previously disadvantaged population. Early childhood caries is a problem with infants. This thesis contained information concerning the parents knowledge about their children's oral health and their own personal details. These children were all in the age group 2-5 years. The study findings suggest that parent and parents-to-be, need to be informed on oral health issues concerning their children. This should not solely be the task of dentists but other health care workers as well.

The American Academy of Pediatric Dentistry (2005/06) defines Early Childhood Caries (ECC) as the presence of 1 or more decayed (noncavitated or cavitated lesions), missing (due to caries), or filled tooth surfaces in any primary tooth in a child 71 months of age or younger. ECC can cause significant problems in preschool children and is a source of considerable societal costs. The South African national oral health survey conducted between the year 1999 and 2002 reported on the caries prevalence in young children. The caries prevalence was 50% in 4-5 year old children with a mean dmft of 2.4 (van Wyk and van Wyk, 2004).The aim of the study is to assess early childhood caries in children 12-24 months in the Mitchell's Plain district of the Western Cape.Objectives are to determine: a) The prevalence and pattern of early childhood caries. b) The relation between early childhood caries and infant feeding practices. c) The relation between early childhood caries and oral hygiene practices of the child.

This study is a cross sectional study of ECC of children 12-24 months of age. Parent/child pair attending the Well Baby Clinic at Eastridge/Mitchell's Plain were informed about the study and invited to participate on a voluntary basis. The data collected consisted of a dental examination of 120 children (stratified by age: 60 in 12-18 months age group and 60 in 19-24 months age group) and a questionnaire completed by the accompanying parent/guardian. The dental examination was conducted using the WHO guidelines (Geneva 1997). Child age, tooth status (sound, decayed, filled, extracted, unerupted), and visible dental plaque on maxillary incisors (Spitz et al, 2006) were recorded.The prevalence of ECC for the sample was 23.3% (dmft =0.88). The maxillary incisors had the highest prevalence of decay (14%) followed by the maxillary molars (4%). There was a significant association (p=.006) between duration (12 months and more) of bottle use and presence of caries (40% caries prevalence). There is no significant difference between the different feeding practices (breast, bottle or both) and the presence of caries. There is a high prevalence of Early Childhood Caries (23.3%) in the 12-24 month age group. Early Childhood Caries was related to prolonged (>
12 months) bottle feeding. The association between the presence of dental plaque and ECC was the most significant factor (p= .000).

Syftet med detta examensarbete är att fördjupa förståelsen för hur studie- och yrkesvägledare ser på sitt uppdrag med särskilt fokus på hur de uppfattar uppdragets likvärdighet. Intresset för detta område har väckts under vår utbildning till studie- och yrkesvägledare på Stockholms universitet och utifrån de diskussioner kring vägledning och vägledares uppdrag som förs i samhället idag. Genom en kvalitativ intervjustudie med examinerade vägledare erhölls en fördjupad förståelse för studie- och yrkesvägledares syn på sitt uppdrag och likvärdigheten i det. Resultatet visar på att vägledarna upplever att de saknar tid och resurser för att genomföra sitt uppdrag som de skulle önska samt att även om de arbetar så likvärdigt de förmår så upplever de inte att studie- och yrkesvägledningen är nationellt likvärdig idag. Det konstateras också att SOU 2019:4 tas emot mycket positivt av vägledarna och att de önskar att förslagen som denna utredning lägger fram skulle lagstadgas. Resultatet har analyserats utifrån Careershipteorin vilket lett till slutsatsen att vägledarnas syn på sitt uppdrag är tätt sammanlänkat med deras handlingshorisont.
The purpose of this dissertation is to deepen the understanding of how career guidance counsellors view their work assignation in particular how they perceive the equivalence within career guidance. The interest in this topic arose during our education to become career guidance counsellors at Stockholm University and was influenced by the current discourse regarding career guidance and career counsellors' work assignations in general. Through a qualitative interview study with educated career guidance counsellors, an in-depth understanding of career guidance counsellors' views on their work assignation and the equivalence within it was obtained. The study concludes that career guidance counsellors experience a lack of time and resources which prevents them from carrying out their work in the way they would like. Though they try to carry out their assignations with as much equivalence as possible, they do not feel that career guidance and counselling is nationally equivalent today. Furthermore, the study concludes that the SOU 2019:4 is perceived very positively by the career guidance counsellors and that they wish the proposals presented within it would be legislated. The results have been analysed using the Careership theory, which has led to the conclusion that the career guidance counsellors’ views on their work assignation are closely linked to their horizons for action.

The advocacy of parent involvement, specifically by k-8 (elementary and middle school) administrators will be examined through the use of qualitative research method which will entail a thorough and immense review of the body of literature on this subject matter. The body of literature will cover the significance of parent involvement in various settings, such as in the home and in the classroom, and the significance to teachers, administrators, and students. The political components of parent involvement advocacy will be introduced and discussed in detail and additionally, the relationships between administrators, teachers, parents, and students will be examined and discussed. The data collection for this study will be conducted through the lens of a phenomenological approach. The purpose of this study is to examine the effect and impact that k-8 school administrators have on the implementation of parent engagement programs. Therefore, this will determine the success of parent involvement initiatives to promote parents as leaders in children’s academic careers. explained. It will be explained through the examination of administrators who are or are not advocating for the implementation of parent engagement programs that will essentially allow parents to be involved in their children’s academic careers in and outside of the classroom environment. The study will seek to discover the strategies used by administrators, challenges they face, and how success is measured. Administrators will also be asked for anecdotal recommendations for others in the field looking to implement similar programs.

Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis.

Many students change their choice of secondary school programme or fail to complete their studies which results in a great cost to society or personal costs for the student. The purpose is to examine the experiences of two groups of upper secondary school students regarding their choice of upper secondary school programme. The questions we wanted answers to were: what influenced the student’s choice of study, what support did the students receive from comprehensive school and what might have caused them to choose another programme. The study was carried out in two focus groups where one of the groups was made up of students who had chosen the “right” programme and the other made up of students who had chosen the “wrong” programme. One thing that influenced the student’s choice of upper secondary school programme was whether or not the programme provided eligibility to higher studies which they had heard from primary school and parents was a choice that would give them many possibilities in the future. It appeared that there had not been much of a guidance process for developing career management skills which could have given the students support in reflecting over their transition to upper secondary school. The students’ interests and the parents and people near the students influenced the students’ choices. The study shows that students needed a longer guidance process and a clearer understanding of its purpose. Narrow and wide guidance varied depending on a student’s comprehensive school. They would have needed a better description of the consequences such as what study demands were required for the programme and what moving or commuting would mean in practice.

O Marketing Interno (MI) compreende uma perspetiva particular de marketing orientado à motivação de colaboradores e à compreensão dos seus interesses e fortalecimento das suas aptidões, no entanto, a gestão de carreiras, enquanto elemento complementar a essa orientação, é pouco estudada. Procurando conhecer como esta temática é colocada em prática, este projeto tem como principal objetivo analisar a abordagem de Marketing Interno numa empresa específica e, propor um Plano de Ação de MI para promoção da Gestão de Carreiras dos seus colaboradores. Para tal, foi identificado o Modelo de Gestão de MI da empresa objeto de estudo, analisadas as ações de MI concebidas através da avaliação dos riscos psicossociais dos colaboradores, identificadas as práticas de MI que mais influenciam a gestão de carreiras e, proposto o Plano de Ação. A informação secundária, disponibilizada pela empresa, incluiu dados estatísticos e de opinião dos trabalhadores sobre o MI e sobre o processo de gestão de carreiras e, também, documentos internos sobre o desenvolvimento profissional e melhoria do modelo de gestão da empresa. Conseguiu-se, com este trabalho, melhorar o conhecimento sobre MI em geral. Através de um Plano de Ação foram propostas diversas ações de forma a contribuir para o aperfeiçoamento do modelo de gestão de MI e dos processos de gestão de carreiras e de motivação dos colaboradores da empresa objeto de estudo. Com a implementação desta ferramenta na empresa objeto de estudo, cria-se a possibilidade de aumentar a satisfação do cliente interno e consequentemente melhorar a produção e o alcance dos objetivos gerais da empresa; ABSTRACT: Internal Marketing (IM) consisting of a specific marketing perspective which focus on the motivation of collaborators, understanding their interests and strengthening their aptitudes, career management is still poorly studied as a complementary element in that context. In a quest to understand how this topic translates into practice, the main goal of this project is to analyse how IM is tackled in the context of a specific company, and to propose an IM Action Plan that promotes the Management of employees´ Careers. In order to achieve this the company's IM Management Model was identified, the IM actions conceived through the evaluation of the employees' psychosocial risks were analysed, those IM practices that most influence career management were identified, and at the end an Action Plan was proposed. Secondary sources provided by the company include statistical data, employees opinions on various themes in the context of the IM, and internal documents on the their professional development and improvement of the company's management model. With this work, it was possible to improve knowledge about IM in general. Through an Action Plan, several actions were proposed in order to contribute to the improvement of the IM management model and the processes of career management and motivation of the employees of the company under study. With the implementation of this tool in the company under study, it is created the possibility of increasing internal customer satisfaction and consequently improving the production and the achievement of the company's general objectives.

Eftersom andelen äldre som är i behov av vård- och omsorg ökar i samhället kommer även anhörigvårdare att öka och i många fall kan det innebära en tung börda, isolering och ensamhet. ACTION-tjänsten är en form av IKT-baserat anhörigstöd som kan vara ett komplement till andra former av stöd till anhöriga. Med IKT menas Informations och Kommunikations Teknologi. Tidigare forskning om vård- och omsorgspersonalens upplevelser och erfarenheter av att arbeta med ACTION-tjänsten är knapphändig. Syftet med studien var att beskriva vård- och omsorgspersonalens erfarenheter av att stödja äldre och anhöriga som vårdar sina äldre närstående i hemmet, via ACTION-tjänsten. Tio kvalitativa intervjuer genomfördes med vård- och omsorgspersonal som arbetar med ACTION-tjänsten. Intervjuerna analyserades utifrån kvalitativ innehållsanalys. Studien visar att ACTION-personalen upplever det positivt att stödja anhörigvårdare och deras närstående via ACTION-tjänsten. ACTION-personalen tycker att ACTION-programmen är ett bra hjälpmedel för att ge de anhöriga kunskaper och självförtroende och på så vis kunna stärkas i sin roll som anhörigvårdare. Genom kontakt via bildtelefoni skapas en djupare relation mellan personal och anhörigvårdare eftersom att de har möjlighet att pratas vid oftare och de ser varandra vid samtalet. Genom detta upplever personalen att de på ett bra sätt kan ge den individuella vård och stöd som anhörigvårdarna är i behov av. Personalen upplever det också positivt att kunna hjälpa anhörigvårdare att bryta sin isolering genom att skapa sociala kontaktnät mellan ACTION-användarna. I studien framkommer det också att flera av personalen saknar stöd och handledning från kommunledningen. I diskussionen diskuteras resultatens huvudfynd med stöd av tidigare forskning.
Program: Specialistsjuksköterskeutbildning med inriktning mot distriktssköterska

Le nouveau conservatisme noir voit le jour dans les années 1975-1980 et s’impose comme une idéologie singulière, représentée par une élite intellectuelle (Thomas Sowell, Shelby Steele, Glenn Loury, Stephen L. Carter) graduellement institutionnalisée dans l’establishment conservateur. L’initiative personnelle, le self-help et le rejet des programmes politiques libéraux constituent les axes majeurs de cette doctrine. Les néoconservateurs afro-américains manifestent une grande confiance dans les principes économiques du libre-échange et rejettent l’interventionnisme d’État en faveur de la communauté raciale. L’attaque contre l’affirmative action s’accompagne du plaidoyer pour l’instauration de la norme de color blindness. Les actions entreprises dans le but de mettre un terme aux traitements préférentiels accordés aux minorités et aux femmes sont attentivement organisées par les acteurs de la droite américaine. Un réseau bien coordonné d’individus, des fondations conservatrices, organisations et groupes de réflexion se consacre à la promotion des stratégies color blind. Ward Connerly, homme d’affaires noir de Californie, est à la tête du mouvement pour l’abolition des traitements préférentiels accordés aux minorités et aux femmes. Bénéficiant d’un soutien fort de la part des institutions conservatrices, ses campagnes contre la politique préférentielle se concrétisent dans les États de Californie, du Washington, du Michigan et du Nebraska
The new Black Conservatism emerges between 1975-1980 and is considered as a unique ideology. Its major representatives are intellectuals (Thomas Sowell, Shelby Steele, Glenn Loury, Stephen L. Carter) who are gradually “institutionalized” and integrated into the conservative establishment. Personal initiative, self-help and the contestation of liberal political programs represent the major axes of this ideology. Black neoconservatives greatly rely on the principles of free market economics and reject state interventionism in favor of the African-American community. Their attack on affirmative action is accompanied by attempts at instituting color blind politics. Actions undertaken in order to outlaw preferential treatment granted to minorities and women constitute a carefully organized operation. A well coordinated network of individuals, conservative foundations, organizations and think tanks are connected in this process and dedicate their efforts to advancing a color blind agenda. Ward Connerly, a black businessman from California, leads the movement for the abolition of preferential treatments granted to women and minorities. With the help of conservative institutions, his campaigns against preferential treatment put a ban of affirmative action in the States of California, Washington, Michigan and Nebraska

In der soziologischen Untersuchung des Zusammenhangs von Freiheit und sozialer Sicherheit kann es nur um individuelle Freiheiten in ihren institutionellen Bedingungszusammenhängen gehen. Es geht also um Autonomiegewinne im Wohlfahrtsstaat in den Selbstzurechnung der Leute. Es geht um Freiheiten im Kontext von Institutionen, welche die Lebensbedingungen dieser Leute strukturieren. Und es geht um in der Praxis angestellte Vergleiche durch die Leute: Vergleiche zwischen ihren Freiheitsansprüchen und den gegebenen Realisierungsmöglichkeiten, Vergleichen zwischen tatsächlich erreichbar erscheinenden Alternativen in der Gesellschaft. Damit setzt sich die soziologische Sichtweise ganz ausdrücklich von all den Versuchen ab, einen \"Begriff\" von Freiheit zu entwickeln, um die gegebenen Verhältnissen dann an diesem Begriff zu messen, sei es, um ihnen eine \"Legitimation\" zu liefern, sei es, um an ihnen \"Kritik\" zu üben. Es geht nicht darum, „dem Menschen“, oder \"der Gesellschaft“ von einer gleichsam außergesellschaftlichen Beobachterposition aus „Freiheit“ sans phrase als eine Eigenschaft zuzuschreiben, weder als Gegebenheit, noch als Kontrafaktizität. Dies ist keineswegs einfach Ausdruck einer arbiträren argumentationsstrategischen Wahl unter mehreren Möglichkeiten. Dem Zuschnitt des Themas liegt vielmehr die These zugrunde, dass es sich unter den Bedingungen modernen Denkens um die einzig mögliche Art der wissenschaftlichen Befassung mit \"Freiheit\" handelt. Indem ich die wissenssoziologischen Grundlagen dieser These skizziere, werde ich den Begriff der Freiheit, den seine traditionale philosophische Belastung für sozialwissenschaftliche Analysen weitgehend unbrauchbar gemacht hat, in die Frage nach institutionellen Bedingungen für individuelle Handlungsspielräume überführen. Dann werde ich soziale Sicherheit als Bedingung der Realisierbarkeit bürgerlicher Freiheiten einführen. Vor diesem Hintergrund lässt sich dann fragen, warum in den Diskursen, welche die Entwicklung moderner Wohlfahrtsstaaten begleitet haben, der Zusammenhang von Freiheiten und sozialer Sicherheit nur eine marginale Rolle spielt. Dann werde ich kurz auf die theoretischen Voraussetzungen für die Analyse der Wechselwirkungen von Freiheit und sozialer Sicherheit eingehen und auf dieser Grundlage eine Neuinterpretation des Verhältnisses von Arbeitsmarkt und Sozialpolitik anbieten. Schließlich werde ich zeigen, dass die konservative Sozialstaatskritik diese Interpretation ungewollt bestätigt und empirische Hinweise dafür sammeln, dass die Leute Autonomiegewinne im Wohlfahrtsstaat tatsächlich nützen.

Recovery is a new concept positing that people with schizophrenia can lead fulfilling, satisfying, and productive lives. Family carers often play a helpful but largely unacknowledged role in the support of service users with schizophrenia, and the nature of their contribution to and their role in recovery has hitherto not been investigated. This original PhD explores whether learning about the recovery approach through participation in a training intervention changes the way carers view recovery, whether they find the concept helpful, whether it modifies their behaviour, and their evaluation of the intervention. A participatory action research methodology was applied in this study, actively supported by a steering group consisting of different stakeholders. Training on the recovery approach was delivered to a group of eleven carers to explore their response to the recovery concept. The training programme was delivered by me and a carer, utilising my personal experience as a service user with the diagnosis of schizophrenia. Focus groups and individual, semi-structured follow-up interviews were applied to assess self-reported changes in attitudes and behaviours. Mainly qualitative data were collected with supplementary socio-demographic data. The analysis of the qualitative data suggests that being more ‘recovery-aware’ gives carers increased hope and optimism for their own and the service user’s future. Greater awareness of the impact of caring upon the service user’s life helps them to begin to care in such a way as to promote recovery in the service user, and gain more confidence in their own expertise-by-caring. Professionals have a key role to play in recovery, a three-cornered partnership between the carer, professionals and the service user is desirable. The carers evaluated the training programme as helpful, and particularly valued its authenticity as it was led by a service user and carer trainers. Conclusions suggest that recovery is a helpful concept for carers. It shows that learning about recovery helps them to care more effectively for the service user and for themselves. It suggests the usefulness of developing a recovery concept for carers based on reconciliation of their caring identity, their caring role and their relationships with the service user and professionals. Recovery for the service user and for the carer requires support from professionals, based on a partnership service model, a contribution to the development of recovery practice. The training programme is a useful way of conveying the hope in recovery and is strengthened by the service user perspective of recovery.

Ce travail porte sur la catégorie d’action publique « jeunes en errance ». Il vise à comprendre son impact sur la mise en œuvre de l’action publique sur le terrain au travers de l’analyse des usages qu’en font les acteurs professionnels et les jeunes eux-mêmes. Après avoir retracé les étapes de la constitution du phénomène de l’errance des jeunes en problème public, nous avons analysé le rôle de l’Etat social dans la prise en charge de ce problème, au prisme de la norme instituée de l’insertion pour les jeunes. Ceci nous a permis d’en pointer les apories et notamment la bascule rapide des jeunes cumulant des difficultés depuis l’enfance vers le circuit de l’infra-assistance. A l’aune de ces constats, nous montrons en quoi la relation d’aide devient un lieu de renégociation des objectifs de l’action publique, les artisans de la relation d’aide considérés étant les professionnels de terrain et les jeunes usagers des services d’aide. L’analyse des pratiques professionnelles nous a révélé leur caractère « bricolé ». Nous avons ici pu démontrer qu’elles permettaient de redéfinir les cadres de l’action publique en direction des « jeunes en errance ». Grâce à la mise en place d’une éthique de l’intervention centrée sur la prise en compte des spécificités des jeunes accueillis, les professionnels fabriquent des ponts leur permettant d’aller au-delà des manques de l’aide publique. Nous avons également analysé les comportements des jeunes fréquentant régulièrement les structures de l’urgence sociale. Leur mode de recours à l’aide leur permet d’asseoir une identité légitime de « jeunes en errance », qu’ils valorisent au sein de la relation d’aide. Ils mettent en place des stratégies identitaires les autorisant à renégocier les cadres de l’attribution de l’aide, en y ayant recours de manière détournée ou partielle. Ils ignorent ainsi les objectifs d’insertion qui lui sont attachés, en en faisant un usage routinier, les entretenant alors dans une carrière de « jeunes en errance »
This research investigates the French public action category “jeunes en errance” (which will be translated by “homeless youth”). It aims at understanding the impact of this category on the implementation of the public action, through the analysis of the usage that both the professional actors and the youth make of it. After having redrawn the stages of the construction of the homeless youth phenomenon as a public problem, the analysis focused on the role of the Welfare state based on the instituted norm of the youth’s integration. Paradoxes of public action have thus been identified, such as the quick turnaround towards the infra-assistance system of young people who have accumulated difficulties since their childhood. In the light of these findings, the research then shows how this “support relationship” transforms itself in an arena for the renegotiation of the public action's objectives between the professionals on the one hand, and the youth recipients of the services on the other hand. The analysis of the professional's practices puts the light on their unstable dimension. The research has shown that these practices facilitated the redefinition of the frameworks of the public action toward “homeless youth”. Through the setting of an intervention’s ethics based on the specificities of each young person, the professionals manage to compensate the shortages of public assistance. The behavior of young people who frequently resort to the structures of social emergency have also been investigated. The analysis has identified the process of construction of a legitimate identity of “homeless youth”, which young people put forward within the assistance relationship. They set up identity strategies which enable them to renegotiate the conditions of the allocation of support, by resorting to it but only in a partial or in an indirect way. Thus, they ignore the insertion objectives which are attached to these public measures and make a routinized usage of them, which contributes to maintain them in a “homeless youth” career

The goal of this essay is to share the project proposal about the use of the action research approach in the degree completion award process for students in thePre-school and Primary Education specialization in a private higher education institution of Lima. This is done within the framework of the implementationprocess for the new curriculum plan initiated in 2013. In that sense, we highlightthe characteristics of this type of research that have been embodied in practice, theprocess followed for its application, as well as achievements, difficulties and theaspects that we still need to work out. Lastly, some thoughts are proposed to consolidate this type of research in the academic and organizational structure of thisinstitution, which could prove useful for higher education institutions interestedin the implementation of this research approach.
El presente ensayo busca socializar la propuesta de trabajo en torno al desarrollode la investigación-acción en el proceso de titulación de las carreras de EducaciónInicial y Primaria de una institución de educación superior privada de Lima, en elmarco del proceso de implementación del nuevo plan curricular iniciado el 2013.En ese sentido, se resaltan las características de este tipo de investigación que sehan encarnado en la práctica, el proceso que se ha asumido para su aplicación, asícomo los logros, las dificultades y los aspectos sobre los cuales se requiere continuar trabajando. Finalmente se proponen algunas reflexiones para la consolidación de este tipo de investigación en la estructura académica y organizativa de dicha institución, que pueden resultar útiles para aquellas instituciones de educación superior interesadas en aplicar este enfoque de investigación.
O presente ensaio tem como objetivo socializar a proposta de trabalho ao redor do desenvolvimento da Investigação- Ação no processo de concessão de licenciatura em docência dos educação infantil e anos iniciais do ensino fundamental da instituição de ensino superior privado em Lima, dentro do contexto do processo de implementação do novo plano curricular iniciado em 2013. Nesse sentido se ressaltam as características deste tipo de investigação que foram adotadas na prática, o processo que se assumiu para sua aplicação, assim como os resultados, as dificuldades e os aspectos sobre os quais se requer continuar trabalhando. Finalmente, se propõe algumas reflexões para a consolidação deste tipo de investigação na estrutura acadêmica e de organização da instituição, que podem resultar úteis para aquelas instituições de educação superior interessadas em aplicar este enfoque de investigação.

Dental caries is a multi-factorial disease that affects everyone irrespective of race, class or gender, however, the burden of the disease is often found in children from lower socio-economic backgrounds. The nature of the disease is such that it can be prevented. Various international studies on fluoride have shown a reduction in the prevalence of dental caries. By using geographical information systems, oral health data can be linked to the fluoride levels and further analysis could be done to identify areas at risk of dental caries as well as show patterns in the distribution of dental caries. The aim of this study was therefore to assess the effects of different levels of fluoride on the prevalence of dental caries in selected towns in the Northern Cape and Westen Cape. It also examined the application of Geographical Information Systems (GIS) to oral health data.

Der Aufsatz rekonstruiert die Dialektik von Individualisierung und moderner Sozialpolitik und führt zu diesem Zweck die Diskussionsstränge um die Entstehungsbedingungen von staatlicher Sozialpolitik und um die Weiterentwicklung von Sozialpolitik zusammen. Die Analyse befaßt sich zunächst mit Individualisierung als Voraussetzung für die Entstehung moderner Sozialpolitik, um dann, ebenfalls noch in historischer Perspektive, die Bedeutung von Sozialpolitik für die Vollendung der modernen Individuen als Staatsbürger zu betrachten. Anschließend wird die sozialpolitische Strukturierung von Lebensläufen in der Gegenwart diskutiert und dargelegt, daß Sozialpolitik nicht nur reguliert, sondern auch Handlungsspielräume eröffnet und deren individuelle Nutzung möglich macht. Zuletzt wird nach aktuellen staatlichen Reaktionen auf individuelles Handeln gefragt. Die Beobachtung der historischen Kontinuität, mit der Individuum und Sozialpolitik von den Anfängen der gesellschaftlichen Moderne bis in die Gegenwart aufeinander einwirken und in ihrer Entwicklung miteinander verwoben sind, soll dazu anregen, die Analyse moderner Sozialpolitik in eine umfassende gesellschaftstheoretische Perspektive zu stellen.

Cette thèse interroge le sens donné à l'évocation d'un passé de persécutions au sein du mouvement LGBT (Lesbien, Gay, Bisexuel, Trans*) en France. Ce passé, communément appréhendé dans l'espace militant par le terme de déportation pour motif d'homosexualité, désigne la répression et la persécution des homosexuels et des lesbiennes pendant la période nazie et la Seconde Guerre mondiale. À partir d'entretiens biographiques avec des militant.e.s d'une dizaine d'associations LGBT, d'observations et de dépouillement d'un corpus de productions militantes (textes emblématiques, magazines, revues, productions internes des associations) depuis les années 1970, notre travail analyse l'articulation de l'évocation de ce passé à l'engagement dans ce mouvement. D'une part, notre recherche s'appuie sur les acquis de la sociologie de la mémoire pour examiner les formes de présence de ce passé (traces, souvenirs, évocations et commémorations) dans la sphère militante LGBT où il se transmet par divers canaux. D'autre part, nous nous appuyons sur la sociologie du militantisme. Mobilisant la notion de « carrière militante », nous examinons les logiques d'un engagement basé sur la référence à ce passé et les raisons d'agir des militant.e.s qui s'investissent dans des actions visant à faire reconnaître officiellement la déportation pour motif d'homosexualité. Tout d'abord, une analyse des discours et des pratiques liés au rappel de ce passé dans l'histoire du militantisme LGBT montre que les références communes élaborées autour de ce passé participent à la formation d'un registre d'engagement singulier. Il conjugue les évocations du passé de persécution avec la problématisation de l'expérience homosexuelle dans le présent. Les formes d'action et les dispositifs déployés par les militant.e.s LGBT pour inscrire le récit de cette déportation au sein des récits publics, notamment à travers l'investissement de la « Journée du souvenir des victimes et des héros de la déportation », se modifient au cours de l'histoire du militantisme LGBT. Ces transformations dépendent des contextes d'interaction avec la sphère des entrepreneurs de mémoire institutionnalisés et de l'évolution des politiques publiques de la mémoire. Les transformations historiques des actions visant l'inscription de la déportation pour motif d'homosexualité au sein des récits publics et l'hétérogénéité des carrières militantes de personnes impliquées dans ce processus rendent ainsi possible une analyse des évocations du passé dans leur complexité, qui s'écarte de celles, encore très courantes, qui appréhendent ces pratiques et discours en termes de « concurrence ». Ensuite, l'analyse des carrières militantes met en évidence que le processus de socialisation militante opère comme un vecteur de transmission et d'identification. Dans la sphère militante, la mémoire empruntée des enquêté.e.s interagit avec d'autres sources : d'une part, les souvenirs des rares survivants de la déportation pour motif d'homosexualité, d'autre part, les mémoires communes militantes produites au cours des luttes pour la mise en visibilité de ce passé ainsi que la mémoire historique en lien avec cette époque, construite par les militant.e.s au long de l'histoire du mouvement LGBT. Pour l'individu qui se socialise au sein des associations étudiées, le sens de l'évocation de ce passé s'élabore en interaction avec ces différents niveaux de la mémoire. Dans ce processus, les expériences individuelles de discrimination et d'homophobie peuvent être mises en perspective et historicisées en se référant à ce passé. L'investissement dans ce registre d'engagement et la construction du sens de son engagement reposent sur plusieurs facteurs : pluralité des expériences socialisatrices, caractéristiques des espaces d'engagement, engagements multiples des militant.e.s. Recourant à de multiples dispositifs, les militant.e.s aspirent à transmettre ce passé et d'y sensibiliser les gays et les lesbiennes et un public plus large
This thesis examines the meaning given to past persecutions in the LGBT (Lesbian, Gay, Bisexual, Trans*) in France. This past, commonly understood in activist spaces by the term, deportation for reason of homosexuality, denotes the repression and persecution of homosexuals and lesbians during the Nazi period of the Second World War. Based on biographical interviews with activists from French LGBT organizations, observations and the analysis of a body of activist work (key texts, magazines, journals and internal activist writings) since the 1970s, our study analyzes the ways in which the evocation of this past is linked to the involvement in this movement. First, our study relies on the field of the sociology of memory in order to examine the present forms of this past (traces, memories, evocations and commemorations) in the LGBT activist sphere where it gets transmitted in different ways. Second, we rely on the field of the sociology of activism. Using the notion of "activist career" we examine the logics of an activist based on reference to this past and the reasons for being activists that are part of gaining official recognition of the deportation for reason of homosexuality. First of all, an analysis of these discourses and practices linked to the reminder of this past in the history of LGBT activism shows that the common references made about this past contribute to the formation of a singular register of commitment. This register structures the references to the past of persecution with the problematizing of the homosexual experience in the present. The forms of activism and the apparatuses deployed by LGBT activists to inscribe this specific deportation into public deportation narratives, particularly around the "Remembrance Day of the Victims and Heroes of Deportation" change throughout the history of LGBT activism. These shifts depend on the contexts of interacting with the sphere of institutionalized memory entrepreneurs and public policies of memory. Historical transformations of actions aiming at inscribing the deportation for being homosexual in public narratives as well as the heterogeneity of activists' careers implicated in this process thus render possible an analysis of evocations of the past in their complexity, that differ from the main analyses which understand these practices and discourses in terms of "competition". Furthermore, the analysis of activist careers shows that the activist socialization process operates as a vector of transmission and identification. Within the activist space, the borrowed memories of the interviewed activists interact with other sources: the memories of rare survivors of the deportation for being homosexual, but also the common activist memories produced in the struggles for visibility of this past, as well as the historical memory that activists have constructed of this time period. For the individual who is socialized through the organizations studied, the meaning given to the evocation of this past grows in close connection with different levels of memory. In this process, individual experiences of discrimination and homophobia can be put in perspective and historicized with reference to this past. The investment in this register of commitment and the construction of meaning for one's own commitment rely on several factors: the plurality of socializing experiences, the characteristics of the spaces of activism, and multiple forms of activist involvement. Using multiple apparatuses, activists seek to transmit this past and sensitize not only gays and lesbians but also a larger public

Satisfying a campaign pledge to the National Education Association (NEA), President Jimmy Carter pushed for a federal Department of Education in 1978 and 1979. In the ensuing legislative battle, Carter confronted opposition from states’ rights, social, and religious conservatives that were beginning to form the nucleus of the New Right in the Republican Party. Using divisive racial and religious issues, these conservatives tried, and failed, to thwart the Department of Education project. Congressional testimony, the Carter administration’s internal documents, and newspaper editorials illustrate that the Department of Education battle foreshadowed the Reagan Revolution of 1980.

The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal
the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.

Aim: The present study aimed to evaluate the impact of caries activity on the key enzymes and the ultrastructure of the in situ pellicle. Methods: Pellicle formation was performed on bovine enamel slabs. Intraoral exposure (3, 30, and 120 min) was accomplished by 14 caries-active (DMFS: 22.7 ± 12.1) and 13 caries-inactive (DMFS: 1.5 ± 1.8) individuals. The enzyme activities (lysozyme, peroxidase, α-amylase, glycosyltransferase [GTF]) in the in situ pellicle and resting saliva of all participants were analyzed directly after oral exposure. In addition, a simultaneous visualization of these enzymes, extracellular glucans, and adherent bacteria was carried out. Fluorescent patterns were analyzed with fluorescence labeling and 4 ′ ,6-diamidino-2-phenylindole/concanavalin A staining. In addition, the distribution of GTF B, C, and D and the ultrastructure of the pellicle were examined by gold immunolabeling and transmission electron microscopy with selected samples. Results: Enzyme activities of amylase, peroxidase, lysozyme, and GTF were detected on all enamel slabs in an active conformation. Neither exposure time nor caries activity had an impact on the enzyme activities. Gold immunolabeling indicated that the pellicle of caries-active subjects tends to more GTF D molecules. The pellicles of caries-inactive and -active individuals revealed a similar ultrastructural pattern. Conclusion: The enzyme activities as well as the pellicle’s ultrastructure are of high similarity in cariesactive and -inactive subjects. Thereby, oral exposure time has no significant influence. This reflects a high uniformity during the initial phase of bioadhesion (3–120 min) concerning enzymatic functions. However, there is a tendency towards more GTF D in caries-active individuals.