Analysis of the National Sample Survey Data from 2011-2012 shows that a gender-based education gap exists. Women are more likely than men to be illiterate. Some parents continue to view household duties as more important than education in the case of girls, causing some to drop out in primary and middle school, which leads to lower experience accumulation. However, females are almost equally as likely as males to be enrolled in school, and an equal proportion of males and females earn higher education degrees. More importantly, the difference in resource allocation seems to be minimal. Although education has a strong, positive impact on wages, returns to education for women are lower than those for men. This is taken into account by parents when making education decisions for their children. As a result, the wage gap appears to be a cause and effect of the education gap.

After nursing school, graduate nurses complete a licensure examination to demonstrate possession of the minimal knowledge necessary to practice nursing. Even with the successful completion of the examination, many new graduate nurses still lack the competencies required for safe practice. This discrepancy between demonstrated knowledge and competent practice, which is termed a transition-to-practice gap, is a safety issue especially for persons with chronic illnesses. The purpose of this study was to identify and clarify this transition gap to determine possible solutions in the local setting of a large health care system. The theoretical model framing this investigation was Benner's novice to expert theory. A descriptive case study was used to answer the research question regarding which competencies new graduate nurses should possess to facilitate their transition from an educational setting to a practice setting. Purposeful sampling yielded 4 nursing staff educators who had worked with graduate nurses in the past 12 months. Data from interviews with participants were coded using in vivo, initial, and axial coding. Participants reported that graduate nurses lacked adequate communication, socialization, and technical skills. Poor communication and socialization proficiencies compromised collaborative patient care, while the absence of technical skills such as physical assessment impaired direct patient care. Findings supported the development of a transition-to-practice course to prepare graduate nurses to provide quality health care. The implications of social change resulting from this transition-to-practice course may include the positive transformation of new graduate nurses, the improved professional nursing practice setting, and the positive health outcomes of community members.

The COVID-19 pandemic has caused a world crisis of an unprecedented nature. In March 2020, due to closing of non-essential private and public educational institutions, early childhood professionals had to quickly adapt and respond to the demands for social distancing, hygiene, new protocols and transition to online education. Alternatively, educators engaged in distance teaching and learning, when the families they serve lacked technological resources for online modalities. The present study examines how early childhood teachers in the United States and several Latin American countries are facing the challenges presented by COVID-19. The study clearly reflects the relevancy of the challenges faced by educators of young children, such as lack of preparation for distance teaching and learning, deficiencies in the pre-and in-service trainings to address the educational needs of young children distantly, and the need to work differently with caregivers. Teacher training and development should include the knowledge, skills, and dispositions necessary to successfully reconsider and participate in distance teaching and learning.

The Swedish software industry is seeing explosive growth and Swedish colleges and universities play a crucial part in supplying industry professionals with relevant education. Studies show an existing gap between what software engineering (SE) education teaches students and what the software industry needs. This study looked specifically at what technologies Swedish SE education used in its syllabuses compared to what technologies were in demand by the Swedish software industry to determine if any knowledge gaps existed. Course syllabuses and job posts were collected and compared through text analysis, highlighting keywords associated with different technologies. The result showed that the Swedish SE education overall aligned with industry demands with some minor exceptions. Conclusions were that some improvements could be made to meet the demand of technologies such as C\#, TypeScript, Kubernetes, and Docker.

This dissertation consists of four chapters on the economics of marriage and divorce in Iran. The first chapter outlines major forces driving the recent transitions in Iran's marriage market. Age structure of the population, the rise of women's education, marriage and divorce laws, and fertility decline are the four main forces influencing marriage transitions, that is, the age of marriage, couple's age and education gaps, quality of marriage (stability, education status of children), and women's power within marriage. Chapter two looks at the change in age structure that influences the sex ratio. I consider the influence of the sex ratio on couples' age and education gaps using data from multiple national surveys from 1984-2007. The findings of this chapter show that a lower sex ratio, i.e. a greater supply of marriage-age women, increases the bargaining power of men at the time of marriage and thereby increases their ability to marry younger and more educated women. In chapter three, I evaluate the effects of demographic change, the sex ratio, and policy change, particularly the provision of family planning programs through health clinics on delayed marriage in rural Iran. I use data from Iran's 2000 Demographic and Health Survey to estimate a hazard model of timing of marriage. The results show that a lower sex ratio decreases the chances of a woman finding a man five years older, and easier access to family planning decreases her probability of marriage. In chapter four, I provide a legal history of Iran's marriage and divorce laws and then discuss how changes in the legal structure of marriage and divorce alter the terms of marital bargaining and force women to circumvent inequitable Iranian laws to improve their position. Then, I present a model of how Mahrieh could improve a woman's position within the household in light of the unequal divorce rights favoring men. As women cannot exit their marriage, they request a conditional and legally enforceable bond known as Mahrieh from their husbands to secure themselves against the risks of divorce or maltreatment within marriage. / Ph. D.

Digitaliseringen är något som ständigt påverkar samhället och medför att arbetsuppgifterförändras. Det leder till att vissa arbetsuppgifter utförs automatiskt och byts ut mot exempelvismer analytiska arbetsuppgifter. Förändringar som sker i samhället medför att bådeekonomiarbetsmarknaden och ekonomiutbildningar behöver anpassa sig efter dessaförändringar vilket inte alltid är helt enkelt. Tidigare forskning visar på att förändringar inomuniversitet ofta tar längre tid att genomföra än på arbetsmarknaden då universitet kan ansesvara trögrörliga. Därav kan det upplevas att det existerar ett gap mellan ekonomiyrken ochekonomiutbildning. Det ledde till studiens syfte som var att skapa en förståelse för hurinnehållet i ekonomiutbildningar återspeglas av de förändringar som sker inom ekonomiyrkeni samband med digitaliseringen samt att undersöka huruvida det existerar ett gap mellanarbetsmarknaden och ekonomiutbildningen. För att kunna undersöka detta gjordes en fallstudieav Handelshögskolan i Göteborg som är en av de största handelshögskolorna i Sverige. Denteoretiska referensram som skapades ämnade att ligga till grund för att kunna analysera ämnet. Studien utgick från en kvalitativ metod då empiriinsamlingen som genomfördes främstfokuserade på tolkning och granskning av data. Empirin som samlades in hade som syfte skapaen förståelse för hur ekonomiutbildningarna ser ut idag och samlades in genom att studeraprogrambeskrivning och kursplaner på Handelshögskolan i Göteborg samt genom en intervjumed en programansvarig på samma universitet. Resultatet av analysen visade på attdigitalisering framträder i programbeskrivningen och kursplaner genom digitala verktyg ochkompetenser samt att studenterna får förståelse för digitaliseringens effekter i samhället. Vidarevisade resultatet att universitets förändringar i undervisningen inte alltid är synliga iutbildningens kursplaner vilket kan vara en anledning till att det upplevs att digitaliseringeninte tar sig anspråk i utbildningen i den omfattning som den faktiskt gör. / Digitization is something that constantly affects society and causes tasks to change. This leadsto certain tasks being performed automatically and being replaced by more analytical tasks.Changes that take place in society result in that both the economics labor market and economicseducation need to adapt to these changes, which is not always simple. Previous research showsthat changes within universities often take longer to implement than in the labor market becauseuniversities can be sluggish. Therefore, it can be experienced that there is a gap betweeneconomics professions and economics education. This led to the purpose of the study, whichwas to create an understanding of how the content of economics education is reflected in thechanges that are taking place in the economics professions in connection with digitalization,and to investigate whether there is a gap between the labor market and economics education.In order to investigate this, a case study was conducted by the Gothenburg School ofEconomics, which is one of the largest business schools in Sweden. The theoretical frameintended to form the basis for analyzing the subject. The study was based on a qualitativemethod since the empirical collection that was carried out mainly focused on interpretation andreview of data. The purpose of the empirical data collection was to create an understanding ofwhat economics education looks like today and was collected by studying program descriptionsand syllabi at the Gothenburg School of Economics and an interview with a program managerat the same university. The results of the analysis showed that digitization appears in theprogram description and syllabi by digital tools and competencies together with that studentsgain an understanding of the effects of digitization in society. Furthermore, the results showedthat the university's changes in teaching are not always visible in the education's syllabi, whichmay be a reason why it is felt that digitalization does not take hold in the education to the extentthat it actually does.