The diploma thesis valuates the readiness of Czech Republic for entrance to eurozone with regard to the economic level. The thesis describes steps and procedures that were taken by governments to enable Czech Republic to enter eurozone, further the work analyzes and quantifies the most important criteria associated with the entrance of Czech Republic to eurozone. After analyzing these criteria, the work is oriented to one of real criteria-- the economic level. The general economic level and the potential for economic growth are valuated within the economic level. Czech Republic is valuated with regard to the average of eurozone 16 and with regard to countries that are below the average of eurozone 16. The work uses the basic indicator GDP per capita and other alternative indicators as for example GNP per capita. The substantial part of the thesis is the valuation of the economic potential, namely on the basis of investment in physical capital, investment in human capital, technical progress and competitiveness of economy on foreign markets. This valuation was used in the last part of the work to prognosticate the economic level of Czech Republic in 2015.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Masters in Education (Educational Psychology). / Although various policies have been implemented to lessen the impact of Apartheid on all levels of education since 1994, sub-Saharan Africa still has the lowest level of higher education enrolment in the world (Bloom, Canning & Chan, 2006). This study therefore aimed to identify which factors contributed to students' university enrolment in South Africa and how these factors affected their academic success at university. A self-developed questionnaire assessing factors influencing enrolment for three key areas (personal, parental and schooling) was administered to 337 psychology one students registered at the University of the Witwatersrand and academic success was estimated using their psychology one mark for the first semester. Data was analysed using frequency counts, Spearman's correlations and two independent sample t-tests. Results showed that intrinsic and extrinsic motives had the greatest influence on individuals' decision to attend university, with those students intrinsically motivated performing better on average than those motivated by any other factor. In addition, socio-economic status played a role in success at university, possibly because it affects the quantity and quality of resources available to an individual. As a result, those students' with a higher socio-economic status tended to do better than those of lower socio-economic status. Further analysis indicated that fluency in English also had an effect on student's overall success. / AC2017

Bakgrund: Två vanligt förekommande smärtsamma procedurer på barn i sjukvården är insättning av perifer venkateter (PVK) och behandling med lavemang (KLYX). För att lindra procedursmärta hos barn är det viktigt med en välgenomtänkt planering som gör barn och föräldrar trygga och lugna inför proceduren. Syfte: Studiens syfte var att undersöka hur föräldrar upplevde förberedelser på sjukhus inför insättning av perifer venkateter eller givande av lavemang på deras barn. Metod: Studien var en kvantitativ enkätstudie, där frågorna besvarades av 71 föräldrar med barn upp till 12 års ålder som genomgått PVK-insättning eller lavemangbehandling. Joyce Travelbees omvårdnadsteori användes som teoretiskreferensram för att beskriva vikten av information och god kommunikation i vården. Resultat: Resultatet visade att 91% av föräldrarna fick information om barnets behandling och 78% av föräldrarna var nöjda med informationen de fick inför proceduren på barnet. En större andel av barnen som fick PVK (88%) fick smärtlindring jämfört med barnen som fick KLYX (5%) (p = 0,001). Sjutton föräldrar (24%) i studien upplevde att deras barn inte hade möjlighet att stoppa proceduren om den blev för jobbig. Av föräldrarna blev 36,6% tillfrågade om sina önskemål inför barnets procedur. Slutsats: Denna enkätstudie visade att en stor andel av föräldrarna inte blev tillfrågade om sina önskemål inför proceduren som barnet skulle genomgå. Den belyser också att en grupp föräldrar upplevde att barnet vid de smärtsamma procedurerna inte kunde säga stopp om behandlingen blev för jobbig. Studien belyser vikten av att fråga föräldrar om önskemål för delaktighet i barnets vård samt att barnet måste ges möjlighet till att kunna sätta stopp om behandlingen blir för jobbig. / Background: Two commonly occurring painful procedures for children in healthcare are the insertion of peripheral vein catheters (PVK) and treatment with enema (KLYX). In order to ease the pain for the children during the procedure, it is important to have a well planning that makes children and parents safe and calm before starting the procedure. Purpose: The aim of the study was to investigate how parents experienced preparations in hospitals prior to inserting peripheral vein catheters or giving enema to their children. Method: The study was a quantitative survey, which the questionnaire was answered by 71 parents with children up to 12 years of age who had experienced PVK insertion or enema treatment. Joyce Travelbees nursing theory was chosen as theoretical referencefram to describe the importance of information and good communication in healthcare. Result: The result showed that 91% of the parents got information about the child's treatment and 78% of the parents were satisfied with the information they received before the procedure for the child. A larger proportion of the children who got PVK (88%) received pain relief compared to the children who got KLYX (5%) (p = 0,001). Seventeen parents (24%) in the study found that their children hadn’t possibility to stop the procedure if it became too difficult. 36,6% of the parents were asked about their wishes before the initiating the procedure. Conclusion: This survey showed that a large proportion of the parents were not asked about their wishes before the starting the procedure which the child would undergo. It also highlights that a group of parents felt that the child hadn’t possibility to stop the procedures if the treatment becomes too painful. The study highlights the importance of asking parents about the wishes for participation in the child's care and that the child must be given the opportunity to be able to stop the treatment if it becomes too painful.

A constante busca por meios alternativos e economicamente viáveis para a destinação de resíduos industriais trouxe ao setor da construção civil diversas possibilidades de aplicações, em especial da areia descartada de fundição (ADF). Entretanto, pesquisas recentes apontam que os subprodutos gerados a partir desta reutilização do aglomerado enfrentam barreiras de entrada pelo mercado consumidor. A presente dissertação descreve a realização de um ensaio exploratório sobre as barreiras de entrada do bloco de concreto fabricado a partir da reutilização da areia descartada de fundição no setor da construção civil da cidade de Caxias do Sul (RS). O estudo foi motivado pela constatação da resistência por parte dos membros deste setor ao produto proposto e a identificação do modelo teórico de Ramirez, Gonzalez e Moreira (2013) que confirma o fenômeno mercadológico constatado. Executou-se a pesquisa em duas fases dentro do método qualitativo: a primeira, através da realização de entrevistas semiestruturadas em três agentes de análise distintas (fornecedora, representante e especialista); e a segunda, com a realização de um focus group entre membros integrantes do setor da construção civil da cidade de Caxias do Sul. Verificou-se que, embora existam barreiras claramente identificadas no setor pesquisado, a rejeição ao produto proposto se deu principalmente pela falta de estratégias de inserção do produto no mercado consumidor por parte da empresa fabricante, o que confirma o modelo teórico utilizado. / The incessant search for alternative ways and economically viable for the disposal of industrial waste brought to the civil construction sector several possibilities of appliance, particularly regarding the discarded foundry sand (DFS). However, recent researches suggest that sub products generated from this reuse of cluster faces entrance barriers by the consumer market. This essay describes the execution of a case study about the entrance barriers of concrete block made from discarded foundry sand in the civil construction sector at the city of Caxias do Sul (RS). The study was triggered by the verification of the resistance by the members of this sector towards the proposal product and Ramirez, Gonzalez and Moreira´s identification of theoretical model (2013), which confirms the verified marketing phenomenon. The research has been done in two phase, in the qualitative method: the first, throughout semi-structured interviews in three different units of analysis (supplier, dealer and specialist); and the second, with the completion of a focus group between members of the civil construction sector from the city of Caxias do Sul. Has been verified that, although there are barriers clearly identified in the researched sector the rejection on the proposal product occurred mainly by the lack of insertion strategies of the product in the consumer market by the manufacture company, which confirms the theoretical model used.

The problem of this study was to determine by means of Judgment Analysis (JAN) Technique the admission policies of selected faculty and administrators for foreign graduate students at North Texas State University.

Esta pesquisa insere-se no âmbito dos estudos sobre formação docente. Tem como propósito ampliar a compreensão dos processos que a envolvem, focalizando as modalidades formativas que têm se configurado como etapas de concursos para o ingresso na carreira docente. A investigação abrange concursos públicos realizados no Brasil com professores de ensino fundamental e/ou médio em todas as secretarias de educação dos estados brasileiros e no Distrito Federal, no período de 2009 a 2012. Com vistas a melhor compreender como as políticas executadas por esses níveis governamentais são traduzidas em nível local, optou-se por desenvolver uma pesquisa em moldes de estudo de caso, abordando o Curso de Formação Específica do Concurso Público para provimento de cargos de PEB II do Quadro do Magistério da Secretaria da Educação do Estado de São Paulo com o objetivo de compreender seus propósitos, bem como sua função no campo da formação docente. Os procedimentos envolvem pesquisa bibliográfica e documental tomando como fontes informações e documentos provenientes de órgãos gestores das esferas citadas. Efetuou-se um levantamento bibliográfico sobre concursos públicos de ingresso na carreira do magistério, procurando-se identificar a ocorrência de processos de seleção que previssem cursos de preparação obrigatória como etapa de admissão dos candidatos aprovados para o exercício do magistério. Foram realizadas entrevistas, com roteiro semi-estruturado, junto a profissionais da Escola de Formação e Aperfeiçoamento de Professores do Estado de São Paulo Prof. Paulo Renato Costa Souza (EFAP) que participaram da execução do curso objeto deste estudo e/ou atuaram na sua implementação. Os temas abordados versaram sobre: EFAP; concurso de ingresso na carreira docente; Curso de Formação Específica; Programa Currículo e Prática Docente; estágio probatório e formação docente. Dentre os conceitos e temáticas que nortearam as análises destacam-se: argumento da incompetência (Souza); neoliberalismo (Gentili, Silva, Frigotto); políticas educacionais (Shiroma, Evangelista, Freitas, Kuenzer, Gatti, André); formação docente (Gatti, André, Freitas, Shiroma). Conclui-se que o Curso de Formação Específica estrutura-se de tal modo que pode ser considerado como uma formação tamanho único: propõe como base um currículo oficial para todas as escolas, independentemente da sua realidade e proposta pedagógica; desconsidera a experiência profissional do docente; apoia-se em apostilas e pretende uniformizar práticas pedagógicas para professores e alunos; utiliza-se de sistemas de exames padronizados baseados em referencial pré-determinado; pauta-se em sistemas de avaliação externa; e ao organizar-se dessa forma, pretende retirar do professor o controle e o planejamento sobre seu próprio trabalho. O objetivo maior desta ação, ao que tudo indica, é o alinhamento, o treinamento dos profissionais para a execução das políticas educacionais definidas pelo Estado de São Paulo, particularmente a implementação do currículo oficial nas escolas da rede de ensino paulista. / This research belongs to the field of the studies on teacher education. It has as its purpose to expand our understanding of the processes involved in teacher education, focusing on the formative modalities that have been configured as stages of entrance exams to the teaching career. The investigation covers public exams conducted in Brazil with teachers from Fundamental Education and/or Secondary Education in all Secretariats for Education of Brazilian states and of the Federal District in the period between 2009 and 2012. Aiming at a better understanding of how the policies conducted by these governmental spheres are translated at the local level, we have chosen to develop a research shaped around case studies, focusing on the Course of Specific Education of the Public Exam for Filling PEB II Posts in the Teaching Staff of the Secretariat for Education of the State of São Paulo, with the objective of understanding its purposes, as well as its function in the field of teacher education. The research procedures comprised bibliographic and document surveys, using as sources information and documents from the administrative bodies of the above-mentioned governmental spheres. A bibliographic survey on public entrance exams to the teaching career was developed, trying to identify the occurrence of selection processes that specified preparation courses as a mandatory stage for the admission of candidates approved for the exercise of teaching. Interviews with a semi-structured script were conducted with professionals from the School of Teacher Initial and Continued Education of the State of São Paulo Prof. Paulo Renato de Costa Souza (EFAP), who took part in the conduction of the course object of this study and/or worked in its implementation. The themes dealt with in the interviews included: the EFAP; entrance exam to the teaching career; Course of Specific Education; Curriculum and Teaching Practice Program; probationary period and teacher education. Among concepts and themes that guided the analysis, we should note the argument of incompetence (Souza); neoliberalism (Gentili, Silva, Frigotto); education policies (Shiroma, Evangelista, Freitas, Kuenzer, Gatti, André); and teacher education (Gatti, André, Freitas, Shiroma). We conclude that the Course of Specific Education is structured in such way that it can be seen as a one size fits all kind of education: it recommends one official curriculum as the basis for all schools, independently of their realities and pedagogic proposals; it disregards the professional experience of teachers; it is based on ready-made workbooks and seeks to homogenize pedagogic practices for teachers and pupils; it makes use of systems of standardized exams based on predetermined references; it is based on external evaluation; and by being organized in such form, it aims at taking away from teachers the planning and control over their own work. The ultimate objective of this action, it would seem, is the alignment and training of professionals in the execution of education policies devised by the State of São Paulo, particularly the implementation of the official curriculum in the São Paulo public school system.

Esta pesquisa insere-se no âmbito dos estudos sobre formação docente. Tem como propósito ampliar a compreensão dos processos que a envolvem, focalizando as modalidades formativas que têm se configurado como etapas de concursos para o ingresso na carreira docente. A investigação abrange concursos públicos realizados no Brasil com professores de ensino fundamental e/ou médio em todas as secretarias de educação dos estados brasileiros e no Distrito Federal, no período de 2009 a 2012. Com vistas a melhor compreender como as políticas executadas por esses níveis governamentais são traduzidas em nível local, optou-se por desenvolver uma pesquisa em moldes de estudo de caso, abordando o Curso de Formação Específica do Concurso Público para provimento de cargos de PEB II do Quadro do Magistério da Secretaria da Educação do Estado de São Paulo com o objetivo de compreender seus propósitos, bem como sua função no campo da formação docente. Os procedimentos envolvem pesquisa bibliográfica e documental tomando como fontes informações e documentos provenientes de órgãos gestores das esferas citadas. Efetuou-se um levantamento bibliográfico sobre concursos públicos de ingresso na carreira do magistério, procurando-se identificar a ocorrência de processos de seleção que previssem cursos de preparação obrigatória como etapa de admissão dos candidatos aprovados para o exercício do magistério. Foram realizadas entrevistas, com roteiro semi-estruturado, junto a profissionais da Escola de Formação e Aperfeiçoamento de Professores do Estado de São Paulo Prof. Paulo Renato Costa Souza (EFAP) que participaram da execução do curso objeto deste estudo e/ou atuaram na sua implementação. Os temas abordados versaram sobre: EFAP; concurso de ingresso na carreira docente; Curso de Formação Específica; Programa Currículo e Prática Docente; estágio probatório e formação docente. Dentre os conceitos e temáticas que nortearam as análises destacam-se: argumento da incompetência (Souza); neoliberalismo (Gentili, Silva, Frigotto); políticas educacionais (Shiroma, Evangelista, Freitas, Kuenzer, Gatti, André); formação docente (Gatti, André, Freitas, Shiroma). Conclui-se que o Curso de Formação Específica estrutura-se de tal modo que pode ser considerado como uma formação tamanho único: propõe como base um currículo oficial para todas as escolas, independentemente da sua realidade e proposta pedagógica; desconsidera a experiência profissional do docente; apoia-se em apostilas e pretende uniformizar práticas pedagógicas para professores e alunos; utiliza-se de sistemas de exames padronizados baseados em referencial pré-determinado; pauta-se em sistemas de avaliação externa; e ao organizar-se dessa forma, pretende retirar do professor o controle e o planejamento sobre seu próprio trabalho. O objetivo maior desta ação, ao que tudo indica, é o alinhamento, o treinamento dos profissionais para a execução das políticas educacionais definidas pelo Estado de São Paulo, particularmente a implementação do currículo oficial nas escolas da rede de ensino paulista. / This research belongs to the field of the studies on teacher education. It has as its purpose to expand our understanding of the processes involved in teacher education, focusing on the formative modalities that have been configured as stages of entrance exams to the teaching career. The investigation covers public exams conducted in Brazil with teachers from Fundamental Education and/or Secondary Education in all Secretariats for Education of Brazilian states and of the Federal District in the period between 2009 and 2012. Aiming at a better understanding of how the policies conducted by these governmental spheres are translated at the local level, we have chosen to develop a research shaped around case studies, focusing on the Course of Specific Education of the Public Exam for Filling PEB II Posts in the Teaching Staff of the Secretariat for Education of the State of São Paulo, with the objective of understanding its purposes, as well as its function in the field of teacher education. The research procedures comprised bibliographic and document surveys, using as sources information and documents from the administrative bodies of the above-mentioned governmental spheres. A bibliographic survey on public entrance exams to the teaching career was developed, trying to identify the occurrence of selection processes that specified preparation courses as a mandatory stage for the admission of candidates approved for the exercise of teaching. Interviews with a semi-structured script were conducted with professionals from the School of Teacher Initial and Continued Education of the State of São Paulo Prof. Paulo Renato de Costa Souza (EFAP), who took part in the conduction of the course object of this study and/or worked in its implementation. The themes dealt with in the interviews included: the EFAP; entrance exam to the teaching career; Course of Specific Education; Curriculum and Teaching Practice Program; probationary period and teacher education. Among concepts and themes that guided the analysis, we should note the argument of incompetence (Souza); neoliberalism (Gentili, Silva, Frigotto); education policies (Shiroma, Evangelista, Freitas, Kuenzer, Gatti, André); and teacher education (Gatti, André, Freitas, Shiroma). We conclude that the Course of Specific Education is structured in such way that it can be seen as a one size fits all kind of education: it recommends one official curriculum as the basis for all schools, independently of their realities and pedagogic proposals; it disregards the professional experience of teachers; it is based on ready-made workbooks and seeks to homogenize pedagogic practices for teachers and pupils; it makes use of systems of standardized exams based on predetermined references; it is based on external evaluation; and by being organized in such form, it aims at taking away from teachers the planning and control over their own work. The ultimate objective of this action, it would seem, is the alignment and training of professionals in the execution of education policies devised by the State of São Paulo, particularly the implementation of the official curriculum in the São Paulo public school system.

Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.

Thesis (M.Dev) --University of Limpopo, 2009. / The purpose of this study was to investigate factors contributing towards the poor performance of Grade 12 learners at two selected high schools, which fall within low quintiles in Limpopo Province. Specifically, the study focused on low Grade 12 outputs in relation to access to university. Due to the exploratory nature of the study and the holistic approach that was undertaken both the home and school environments were targeted as points of investigation. Multiple methods of data collection were used. First, data were collected through individual interviews with learners, educators, principals, and parents. Second, an observation method was used to collect data, such as, time management by learners, their behavioral patterns inside and outside the classroom and in the schoolyard. Finally, document analysis was used to analyse the attendance and performance of learners on attendance registers, quarterly and half yearly schedules, and mark sheets. Key findings of this research suggest that the home environment of learners is not educationally supportive due to poverty, which includes factors such as parents’ low-level of education, high unemployment rate, child-headed families, unpredictable home environment, emotional problems and issues relating to gender roles. In the school environment, the study showed the following causative factors: lack of facilities, unavailable learner support materials, lack of discipline, English as a medium of instruction, heavy workload due to rationalisation and redeployment of educators, and confusion with regard to the application of the new curriculum (National Curriculum Statement). As a result, the study concluded that both home and school environment factors collaborate in producing poor Grade 12 results in the schools. Recommendations are made for attention to be given to these factors by all educational stakeholders. Directions are suggested for future research on poor performance and university access. / Not listed

It is the standard practice in colleges and universities to administer to all entering students a battery of tests which are designed to measure the aptitude and ability of students. Each institution uses in its test battery those tests which are best suited to its particular needs, but in the main they consist of measures of general mental ability, the ability to understand and use the English language and the ability to understand and to use mathematical symbols. These tests are available to the institution through companies which construct and standardize tests of all kinds. In addition to these tests, others may be constructed by the departments of an institution and validated for use in that department or school. The test battery or the Utah State Agricultural College consists or a combination of these two types. The English examination is the Educational Testing Service Cooperative English test Battery, the Mathematics test is a department constructed test, originally designed and constructed by Dr. Arden N. Frandsen.