The diploma thesis „Analysis of the property market – Břeclav, Brno, Blansko, Hodonín” examines and describes current situation on the market. The target of my diploma thesis is to evaluate the data in the district of Břeclav, Brno, Blansko and Hodonín that affect supply and demand in the property market. There are especially indicators describing the natural conditions, job market, purchasing power of the population, the environment, transport infrastructure, etc. The next aim of my thesis is subsequently evaluated these indicators considering for selected types of real estate market and comparing the data above mentioned districts. This thesis is dealing with data resources, including data collection, classification, segmentation and its following evaluation. Necessary information regarding the selected factors were obtained from the Czech Statistical Office.

The aim of the thesis is to find the answer, whether it is plausible to monitor social cohesion of the municipality and how to measure this cohesion, which is one of the essential pillars of sustainable development. In order to find out, analysis of approaches and measurements of the sustainable development social pillar in international and Czech environment was carried out. Social pillar was identified and described also at the local level. Within the framework of the sustainable development social pillar at the municipal level three main thematic blocks are proposed: • Social environment quality of the municipality • Social-demographic population structure of the municipality • Contentment and participation in the public affairs These themes should be monitored by the set of indicators proposed in this thesis. It aimed to cover all dimensions of social cohesion which are significant and well-founded in the context of the territorial planning process. These indicators can be followed in the direct relationship with the population size and regional importance of the observed territorial unit at the local level and they are not separated from the concept of indicators monitoring at other – territorially higher – levels. Outcomes, analysis and interpretation of attained values could become the basis for the “territorial sustainable development analysis” (part of territorial planning instruments according to contemporary legal regulations), representing social pillar. All phenomenon and processes must be evaluated in the context with other sustainable development pillars and afterwards they should become another suitable instrument for measurement of the fulfilling the territorial planning aims.

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Chiefs in Malawi have traditionally been part of the government machinery since colonial days and continue to play a crucial role in development administration even more so in decentralized structures. They are able upon to mobilize communities in rural areas to initiate and implement community development projects with minimal supervision. Malawi Social Action Fund 1 (MASAF 1) project management approach, which centered on community ownership of projects and registered enormous successes, is a case in proof of this. However, distribution of power and roles between chiefs and local government authorities in view of decentralization demand more research and policy debate if chiefs are to be effectively utilized and for the decentralization process to work effectively. Whilst the local authorities derive their power from the control of 5% of revenue collected in the districts, which they are allocated, chiefs derive theirs from the legitimacy they have over their subjects for being in constant touch with the community. / Development Studies / M.A. Social Science (Development Studies)

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

Social sustainability provides a meaningful approach for industry practitioners wishing to establish a platform to engage communities within enterprise development. It can be said that sustainability requires much more than environmental and fiscal achievements and, with an increased awareness of issues such as equity and power sharing, more corporates are incorporating their strategies in line with social responsibility values. This study therefore takes a closer look at how the Table Mountain Aerial Cableway Company, integrates this important concept of social sustainability in its business practices. The tourism industry has in fact grown to such an extent that global economists estimate the progress of international growth at between three and six percent annually. However, this growth can only be measured when businesses take social responsibility factors into consideration. According to the UNWTO (2011, p 1) UN Secretary-General, Ban Ki-Moon, opened the Fourth UN Conference on Least Developed Countries stating that the majority of: “…least developed countries (LDCs) are rich in resources. All have young and vibrant populations. These men and women need decent jobs, education, training, so they can make the most of their country’s assets - minerals and other commodities, farmland, rich stores of biodiversity and tourism potential”. This study therefore focuses on current and future issues pertaining to socially sustainable tourism at the Table Mountain Aerial Cableway Company in Cape Town, South Africa. In addition, it presents solutions for reducing the negative impacts of tourism, whilst at the same time embracing the benefits of tourism for the area and its local communities. The outcome of the study found that the Table Mountain Aerial Cableway Company added little value to social responsibility objectives. The company has made a significant effort in marketing their product through the mass media. However, there is an overall corporate responsibility barrier. Much still needs to be done to ensure accountability for social responsibility issues, not just within this particular company, but also throughout the tourism industry. / Environmental Sciences / M. Sc. (Environmental Science)

Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight on violence perpetrated by bright individuals questions what went wrong, could it have been prevented, and whether schools are meeting the needs of gifted individuals. Thus, it is important to examine the impact of participation in various gifted and talented programs on the socioaffective development of gifted adolescents. The purpose of this study was to understand (1) if gifted individuals’ social and emotional development were similarly developed as their academic and creative abilities, and (2) if a particular school environment led to differences in psychological developmental profiles. Using six psychometric scales, this quasi-experimental study examined the socioaffective development of 343 gifted and talented students (ages 16-18) enrolled in arts-integrated charter, creative arts charter, and public school programs in an ethnically diverse moderate-size city in the southeastern United States. Students’ performances on psychometric scales were compared over time and by type of program. Participants took pre- and post-tests over the first semester of an academic school year with BarOn EQ-I: YVassessing social and emotional development. Based on these assessments, quantitative differences in growth on psychological scales were examined. Change scores between schools were also compared. School artifacts provided insight as to environmental qualities of each school environment. Major findings include gifted and talented adolescents showed significant weakness in intrapersonal abilities and general mood compared to normative age-mates. Gifted females also showed significant weakness in interpersonal abilities and overall socioaffective development. Gifted and talented students displayed strengths only in adaptability (problem solving and flexibility). Study findings support the theory that giftedness heightens vulnerability to adjustment problems. Results also indicated that gifted and talented students in inclusive public school environments demonstrated greater overall socioaffective development across most psychometric scales than charter schools. Results of analysis found gifted and talented students in all five environments showed no significantchange in scores on BarOn EQ-i:YV psychometric scales from Time 1 to Time 2, indicating that no particular school environment impacted social development and emotional intelligence. Future research is needed to confirm the finding that gifted and talented females in this study showed weaknesses in every psychometric scale except for adaptability. Additional research is needed to further understand social and emotional development among minority, low income, and female gifted and talented students, particularly those enrolled in selective and exclusive environments.

Parents and teachers have differing perspectives of parental involvement which presents a barrier to the development of effective parental involvement. This mixed-method, sequential, exploratory study of parents and teachers in rural school districts sought to identify, compare, and analyze these divergent parental involvement perspectives. A sample of 122 parents and 21 certified teachers from 3 rural elementary schools were first surveyed using parallel questions from Epstein's School and family partnerships parent (or teacher) questionnaire (SFP). Independent-sample t-tests of SFP scales confirmed parental involvement perspectives of parents and teachers differed significantly. Survey data was analyzed descriptively and identified 5 specific topics of differences: parents' ability to help with reading and math, their need for teacher ideas, checking homework, volunteering, teacher and parent communication, and sharing learning expectations. Next, 5 focus groups of parents, teachers, and parents and teachers together probed these topics. Digital recordings of focus group data were transcribed, segmented, and coded for repeated words and phrases. Themes were then inductively developed. Results specified parents want clear, timely communication, while teachers want parents' support and to assist with children's homework. Results further indicated improved communication would assist in building stronger parent teacher relationships. Focus groups provided a venue for communication and building relationships inspiring transformation. The implications of social change are that parental involvement programs that address the perspectives of both parents and teachers improve understanding and promote a sense of social justice where both parents and teachers share positions of power in the education of children.

<p>The purpose of my work is to investigate the experiences in school for pupils with Asperger syndrome around the question, what is a good school for them. I´m also interested in what experiences the staff has about this question. I made a qualitative interview study. I have interviewed three pupils with Asperger syndrome, a teacher and a pupil assistant. To give the reader background information I have written about what the researchers say about what it is like to have Asperger syndrome. I have also in the literature information about experiences from people with Asperger syndrome. The interviewed pupils are in senior level and the interviewed staff is their supporting staff. All the pupils in this investigation are included in “their own” class. They can leave the class to get support in a small group, either to get help in a special subject, or because they decide that they want help or peace and quiet. My results show that the interviewed pupils have it rather good at school, except in relations to friends. Both the staff and the pupils say that the relationship to the staff is very important. To get an even better school the pupils want that the teachers in the class listen carefully what pupils say to each other.</p> / <p>Syftet med mitt arbete är att undersöka skolerfarenheter hos elever med Aspergers syndrom kring frågan hur en bra skola ser ut för dem. Jag är också intresserad av uppfattningarna hos personalen. För att nå mitt syfte har jag gjort en kvalitativ intervjuundersökning, där jag har intervjuat tre elever med Aspergers syndrom, en lärare och en elevassistent. För att läsaren ska få en bakgrundsinformation har jag tagit upp vad forskarna säger om hur det är att ha Aspergers syndrom. I litteraturgenomgången finns information om hur personer med Aspergers syndrom själva upplever sitt funktionshinder. Eleverna går på högstadiet och den intervjuade personalen är deras stödpersonal. Alla elever i den här undersökningen är inkluderade i ”sin” klass. De går ifrån till en stödgrupp, antingen för att få hjälp i ett speciellt ämne, som är schemalagt, eller för att de själva bestämmer att nu behöver jag hjälp eller lugn och ro. Mitt resultat visar att de intervjuade eleverna har det ganska bra i sin skola, förutom när det gäller kamratrelationer. Relationen till skolpersonalen är mycket viktig, enligt både elever och personal. För att få en ännu bättre skola vill eleverna att lärarna i klassen ska vara mer vaksamma på vad som sägs mellan eleverna.</p>

The purpose of my work is to investigate the experiences in school for pupils with Asperger syndrome around the question, what is a good school for them. I´m also interested in what experiences the staff has about this question. I made a qualitative interview study. I have interviewed three pupils with Asperger syndrome, a teacher and a pupil assistant. To give the reader background information I have written about what the researchers say about what it is like to have Asperger syndrome. I have also in the literature information about experiences from people with Asperger syndrome. The interviewed pupils are in senior level and the interviewed staff is their supporting staff. All the pupils in this investigation are included in “their own” class. They can leave the class to get support in a small group, either to get help in a special subject, or because they decide that they want help or peace and quiet. My results show that the interviewed pupils have it rather good at school, except in relations to friends. Both the staff and the pupils say that the relationship to the staff is very important. To get an even better school the pupils want that the teachers in the class listen carefully what pupils say to each other. / Syftet med mitt arbete är att undersöka skolerfarenheter hos elever med Aspergers syndrom kring frågan hur en bra skola ser ut för dem. Jag är också intresserad av uppfattningarna hos personalen. För att nå mitt syfte har jag gjort en kvalitativ intervjuundersökning, där jag har intervjuat tre elever med Aspergers syndrom, en lärare och en elevassistent. För att läsaren ska få en bakgrundsinformation har jag tagit upp vad forskarna säger om hur det är att ha Aspergers syndrom. I litteraturgenomgången finns information om hur personer med Aspergers syndrom själva upplever sitt funktionshinder. Eleverna går på högstadiet och den intervjuade personalen är deras stödpersonal. Alla elever i den här undersökningen är inkluderade i ”sin” klass. De går ifrån till en stödgrupp, antingen för att få hjälp i ett speciellt ämne, som är schemalagt, eller för att de själva bestämmer att nu behöver jag hjälp eller lugn och ro. Mitt resultat visar att de intervjuade eleverna har det ganska bra i sin skola, förutom när det gäller kamratrelationer. Relationen till skolpersonalen är mycket viktig, enligt både elever och personal. För att få en ännu bättre skola vill eleverna att lärarna i klassen ska vara mer vaksamma på vad som sägs mellan eleverna.