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Few things occupy as central a place in our lives as money. Although the study of money has a long history in the behavioral sciences, others have only recently begun examining this important topic. The purpose of this study was to explore the relationship between basic human need levels and money attitudes in a university-age cohort utilizing a theory of hierarchical needs. Needs theory, introduced by Abraham Maslow, suggests that as we interact with the environment we accumulate specific needs that motivate us to respond to life experiences. Three hundred thirty-eight college students attending Utah State University satellite campuses responded to a measure designed to examine an individual's attitudes toward money and achievement of needs (Maslow). Pilot study results validated the selection of modified versions of both Lim and Teo's Attitudes Toward Money Scale and Lester's Need Satisfaction Inventory as reliable instruments in assessing money attitudes and need achievement. Results confirmed relationships between money attitudes and human needs. Specifically, all of Maslow's needs appear to be strongly related to the money attitudes of evaluation and anxiety. In addition, men's and women's needs are highly correlated with obsession, budget, anxiety, and particularly evaluation. Associations of money attitudes with demographic variables such as gender, age, and income were also supported. For example, gender was statistically related to money attitudes of obsession, power, budget, and achievement. Age shared a strong relationship with obsession, budget, anxiety, and retention. Finally, power and evaluation were the money attitudes explaining the bulk of the variance in income. The findings of the study support the literature and point to the importance of understanding a client's money attitudes and level of need satisfaction. particularly from a counseling standpoint. Implications of the results and possible areas for future research are discussed.

Processing of financial analysis ZVVZ a.s. (Calculation of parameters, temporal comparison and comparison of results across the sector in which the company operates)

"Secondary teachers across the United States are being asked to use formative assessment data to inform their classroom instruction. At the same time, critics of US government’s No Child Left Behind legislation are calling the bill “No Child Left Untested”. Among other things, critics point out that every hour spent assessing students is an hour lost from instruction. But, does it have to be? What if we better integrated assessment into classroom instruction and allowed students to learn during the test? This dissertation emphasizes using the intelligent tutoring system as an assessment system that just so happens to provide instructional assistance during the test. Usually it is believed that assessment get harder if students are allowed to learn during the test, as it’s then like trying to hit a moving target. So, my results are somewhat shocking that by providing tutoring to students while they are assessed I actually improve the assessment of students’ knowledge. Most traditional assessments treat all questions on the test as sampling a single underlying knowledge component. Yet, teachers want detailed, diagnostic reports to inform their instruction. Can we have our cake and eat it, too? In this dissertation, I provide solid evidence that a fine-grained skill model is able to predict state test scores better than coarser-rained models, as well as being used to give teachers more informative feedback that they can reflect on to improve their instruction. The contribution of the dissertation lies in that it established novel assessment methods to better assess students in intelligent tutoring systems. Through analyzing data of more than 1,000 students across two years, it provides strong evidence implying that it is possible to develop a continuous assessment system that can do all three of these things at the same time: 1) accurately and longitudinally assesses students, 2) gives fine grained feedback that is more cognitively diagnostic, and 3) saves classroom instruction time by assessing students while they are getting tutoring. "

The objectives of this research firstly is to assess and establish the guidelines in respect of the medium of instruction as a determinant of the forms of the educational system in South Africa. Subsequently, the researcher wishes to establish the precise policy in respect of the instructional medium in South Africa. Thirdly, the researcher wishes to establish which languages are preferred as instructional media by South African learners, and why. Finally, the researchers wishes to establish the learners' approach and attitude in respect of a particular instructional medium. The research method followed, focuses in the first place on an extensive literature study to primarily establish the guidelines in respect of the instructional medium as a determinant of the educational system, as well as to acquire information in respect of the instructional medium in South Africa. In addition, empirical research was done to determine which languages are preferred in practice by learners as media of instruction, and why attempts at assessing attitudes in respect of a specific instructional media were also made. By using a questionnaire as measuring instrument, quantitative research was done in respect of 28 % of the grade eleven learners in Vanderbijlpark. Qualitative research was also done by way of personal interviews using a structured questionnaire with the aid of teachers. The findings briefly indicate that the Afrikaans -speaking learners in South Africa realize the value of mother tongue instruction, consequently also then preferring it as the instructional medium. Both English -speaking and African language users in South Africa prefer English as a medium of instruction as they believe their entrance into the job market will then be assured. Only a small percentage of users of African languages prefer their mother tongue as instructional language. The literature study revealed that mother tongue instruction is indispensable in respect of academic performance. Learners perform better academically should they for a period receive instruction in their mother tongue, even should it be up to the fourth grade when basic skills such as reading, writing and arithmetic are acquired. It was finally established, that South African legislation indeed provides for mother tongue instruction for all, but that the policy is not applied in practice. It is the considered opinion of the researcher that mother tongue instruction in South Africa is a treasure to be cherished and preserved by both Afrikaans and English speaking learners, also that it should be extended to users of African languages, as only mother tongue instruction for all in South Africa would indeed mean real equal educational opportunities. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The objectives of this research firstly is to assess and establish the guidelines in respect of the medium of instruction as a determinant of the forms of the educational system in South Africa. Subsequently, the researcher wishes to establish the precise policy in respect of the instructional medium in South Africa. Thirdly, the researcher wishes to establish which languages are preferred as instructional media by South African learners, and why. Finally, the researchers wishes to establish the learners' approach and attitude in respect of a particular instructional medium. The research method followed, focuses in the first place on an extensive literature study to primarily establish the guidelines in respect of the instructional medium as a determinant of the educational system, as well as to acquire information in respect of the instructional medium in South Africa. In addition, empirical research was done to determine which languages are preferred in practice by learners as media of instruction, and why attempts at assessing attitudes in respect of a specific instructional media were also made. By using a questionnaire as measuring instrument, quantitative research was done in respect of 28 % of the grade eleven learners in Vanderbijlpark. Qualitative research was also done by way of personal interviews using a structured questionnaire with the aid of teachers. The findings briefly indicate that the Afrikaans -speaking learners in South Africa realize the value of mother tongue instruction, consequently also then preferring it as the instructional medium. Both English -speaking and African language users in South Africa prefer English as a medium of instruction as they believe their entrance into the job market will then be assured. Only a small percentage of users of African languages prefer their mother tongue as instructional language. The literature study revealed that mother tongue instruction is indispensable in respect of academic performance. Learners perform better academically should they for a period receive instruction in their mother tongue, even should it be up to the fourth grade when basic skills such as reading, writing and arithmetic are acquired. It was finally established, that South African legislation indeed provides for mother tongue instruction for all, but that the policy is not applied in practice. It is the considered opinion of the researcher that mother tongue instruction in South Africa is a treasure to be cherished and preserved by both Afrikaans and English speaking learners, also that it should be extended to users of African languages, as only mother tongue instruction for all in South Africa would indeed mean real equal educational opportunities. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The acid-base disturbances in Canine Parvoviral Enteritis (CPV) are not well described. In addition the mechanisms causing these perturbations have not been fully elucidated. The purpose of this study was to assess acid-base changes in puppies suffering from Canine Parvoviral Enteritis (CPV) using a Modified Strong Ion Model (SIM). The hypothesis of this study was that severe acid-base disturbances would be present and that the SIM would provide patho-mechanistic insights that would not be fully appreciated by the Henderson-Hasselbalch model. The study retrospectively analysed data obtained from 42 puppies with confirmed CPV and 12 healthy controls. The CPV group had been allocated a clinical score to allow classification of the data according to clinical severity. The effects of changes in free water, chloride, lactate, albumin and phosphate were calculated using a modification of the base excess algorithm. The data for each of these variables was compared to the control group. When the data were summated for each patient and correlated to each individual component, the most important contributor to the metabolic acid-base changes according to SIM was chloride (P < 0.001). Severely affected animals tended to have a hypochloraemic alkalosis, whereas mildly effected puppies had a hyperchloraemic acidosis (P = 0.0023). In conclusion the acid base disturbances in CPV are multifactorial and complex and the SIM provides more information regarding the origin of these changes. / Dissertation (MMedVet)--University of Pretoria, 2013. / gm2014 / Companion Animal Clinical Studies / unrestricted

Bakgrund: Vårdskador är ett allvarligt problem inom svensk hälso- och sjukvård, vilket leder till onödigt lidande hos patient, ökad vårdtider, onödig användning av resurser och ökade kostnader. Vårdrelaterade infektioner står för det flesta fall av vårdskador, varav perifer venkateter (PVK) står för de flesta fall av kärlrelaterad komplikation, tromboflebit. Syfte: Att undersöka hantering av perifera venkatetrar avseende skötsel, dokumentation och förekomst av tromboflebit. Metod: Studien var en kvantitativ tvärsnittsstudie. Data inhämtades på medicinavdelningar med hjälp av strukturerade observationer genom bedömningsinstrument PVC-ASSESS, där 80 PVK ingick i studien. Resultat: Endast en PVK var fullständigt märkt med "perifer venkateter", datum, tid och signatur på fixeringsförbandet. Fixeringsförbandet fäste väl vid huden hos hälften av samtliga PVK, likaså hade hälften av samtliga förband blod under insticksstället. Vanligaste PVK storlek som användes var storleken 1.1 millimeter (rosa). Enbart en PVK var överförd mellan patientens samtliga journaler: ambulansjournal, akutjournal och datajournal. PVK som placerades på ambulans och akuten använde större PVK nål jämfört med på avdelning. Av 80 PVK hade 51 PVK tecken på tromboflebit. Palpationssmärta upplevdes av 25 patienter. Högst frekvens av tromboflebit kunde ses i åldersgruppen 61-80 år. Lägst frekvens av tromboflebit fanns när PVK placerades på handryggen, medan högst frekvens fanns när PVK placerades på underarmen och armvecket. Slutsats: För en minskning av tromboflebitfrekvens behöver hantering av PVK avseende skötsel och dokumentation förbättras. Ytterligare studier behövs för kunskap om orsakssamband till tromboflebit. Ett standardiserat bedömningsinstrument till exempel PVC ASSESS behöver enhetligt användas på klinik och tydlig definition av tromboflebit behöver utvecklas.

This study was designed to investigate undergraduate university students' appraisals of their parents' marital happiness, and how those views affect respondents' current attitudes toward marriage. The sample included 1,437 undergraduate students between the years 1970 and 1999. The dependent variable was perceived marital happiness in the family of origin. The independent variables were perceived communication quality, perceived level of egalitarianism, level of education, and perceived religious activity of the respondents ' parents as reported by the respondents. Respondents' desire to have a communication situation in their own marriage similar to that of the parents' marriage, and desire to have a power situation in their own marriage similar to that of the parents' marriage was also assessed. The results indicate that respondents saw perceived communication quality as the strongest correlate of perceived marital happiness, and high perceived levels of parental marital happiness were associated with students ' desires to have both a power situation and a communication situation in their own marriage similar to that of their parents' marriage. Perceived communication quality yielded a strong correlation with perceived marital happiness Other correlates of perceived marital happiness included perceived level of egalitarianism and perceived religiosity. Parents' level of education correlated negatively with perceived marital happiness. Correlations among predictor variables fail to support the theoretical base used in this study, indicating that couples within the past 30 years do value the socially prescribed processes of communication quality and egalitarianism when evaluating marital happiness.

Syfte och frågeställningar Syftet har varit är att öka kunskapen om lärares bedömning av elevers praktiska färdighet i innebandy på den nationella idrottsutbildningen (NIU). Vidare syftar studien till att jämföra lärarnas bedömning med kursplanens kunskapskrav. Vilka färdigheter är det som de intervjuade lärarna bedömer hos eleverna? Hur bedömer de intervjuade lärarna elevernas färdigheter? Hur erfar de intervjuade lärarna arbetet med bedömning och betygsättning? Metod Med hänsyn till studiens kvalitativa ansats valdes intervju som metod. Studien avgränsar sig till de lärare som undervisar innebandy som specialidrott. Urvalet gjordes med hänsyn till geografisk spridning. I studien deltog sex lärare från sex olika skolor i landet.Som teoretisk ansats användes en mätteori där verklighetsmängden, lärarnas uttryckta bedömningar, jämfördes mot symbolmängden, kursplanens uttryckta bedömningar. I analysen av lärarnas bedömning användes ”Performance analysis” som utgångspunkt. Resultat Resultatet visade att lärarna bedömde eleverna i teknik, tekniskt användande, taktik, rörelse, och beteende utifrån modellen ”Performance Analysis” samt fysisk förmåga och elevernas utveckling över tid. Bedömningarna skedde på olika sätt, men med en tyngdpunkt på den subjektiva bedömningen. Lärarna erfar betygsprocessen som utmanande och att riktlinjerna för bedömning är otydliga i styrdokumenten. Slutsats Lärarna är väl lämpade för att genomföra bedömningar på goda grunder utifrån forskning om idrottsliga prestationer. Deras erfarenhet tillsammans med de bedömningar de som de gör, ger en god grund för en prestationsbedömning. Det saknas dock tydliga riktlinjer från Skolverket och Svenska Innebandyförbundet om vilka färdigheter som ska bedömas och hur bedömningarna ska ligga till grund för betygsättningen. Detta innebär att bedömningen ser annorlunda ut från skola till skola och på det följer en betygssättning som riskerar att inte vara likvärdig. / Aim The aim of this study has been to investigate how teachers assess students practical skills in floorball at the Elite Sports Programs in the Swedish Upper Secondary School. Furthermore, the study aims to compare teachers assessment with the standards of attainment formulated by The Swedish National Agency for Education (SNAE) What skills do the interviewed teachers assess? How do the interviewed teachers assess the student’s skills? How do the interviewed teacher experience the work with assessment? Method With regards to the study's qualitative approach interview was chosen as method. The study delimits itself to the teachers who teach floorball as special sports. The selection was made taking into account the geographical spread and six teachers from six different schools participated in the study. As a theoretical approach, a measure theory were used where true amount, the teachers expressed assessments, compared to the symbol rate, the curriculum expressed judgments. The analysis of teachers' assessment used the model of "Performance analysis" as departure point. Results The results show that teachers assessed students in technique, technical use, tactics, movement and behavior based on the model, "Performance Analysis", as well as physical ability and pupils development over time. The assessment differed and there was an emphasis on a subjective assessment. Teachers experienced the grading process as challenging and fuzzy regarding the guidelines from the SNAE. Conclusion Teachers are well capable of assessing. Their basis for assessment is in accordance with research of athletic performance. There are no clear guidelines from SNAE or the Swedish Floorball Federation regarding the skills that should be assessed and furthermore how the assessment should form the basis for grading. This means that the assessment differs from school to school, with the risk that the grading is based on different grounds.