This field study report represents an examination of some survey and workshop techniques used to extend the development of community interest in three nominated schools, to elicit their perceptions of the educational responsibilities of the School and to extend the implementation of those perceptions to the operational classroom level. The report includes a critique of the techniques of the survey and workshop program; comment on the nature and quality of survey and workshop results; an interpretation of results and their implications and some recommendations based on the findings. The survey and workshop program achieved the provision of a widely based body of knowledge regarding parents' and teachers' aims priorities. It provided the means to measure agreement, and disagreement between teachers and parents, parents and parents, teachers and teachers. It made possible the identification of specific areas of disagreement and their extent. The program identified some shared concerns of parents and teachers; it also recognised shared perceptions of the school's achievement and provided a rare opportunity for teachers and parents to work co-operatively to a better understanding of the complementary roles of home and school. The data which emerged from the study suggests considerable agreement between parents and teachers about the direction and extent of the responsibilities of the school for development of the whole child. Further, substantial confidence in the school enterprise is expressed by parents and teachers who took part in the survey. This attitude was confirmed at small-group workshop meetings where parents and teachers worked co-operatively and constructively toward an understanding of the complementary roles of school and home in achieving agreed aims. The program concluded leaving a feeling that it had helped to establish a foundation of information and expertise on which schools could continue to develop a cyclical and organic approach to aims formulation. The provision of information and experience with strategies for teachers and parents to work with will encourage and facilitate the interpretation of aims into operational classroom terms at various levels appropriate to the education of primary school children.

This study examines the opinions of a randomly selected sample of Year 12 students attending Narrabundah College in 1979. A survey was administered to determine what tasks the students believed important for secondary schools and how well the students considered Narrabundah College achieved these tasks. It has been possible to analyse the relative importance and achievement of the individual tasks because of the ranking procedure involved. Part I of the research instrument was extracted from a survey, commissioned by the Committee of Inquiry into Education and Training, distributed to New South Wales students. This was a component of a comprehensive study of the views of students, teachers and parents conducted by the Community Expectations Group, School of Teacher Education, Canberra College of Advanced Education, 1978. The responses given by the Narrabundah College students are compared with the N.S.W. students' responses and are also compared with the conclusions from other surveys concerning the objectives of secondary education. These comparisons are discussed with reference to the unique characteristics of the secondary colleges which developed from the Report of the Working Committee on College Proposals for the Australian Capital Territory, Secondary Education for Canberra (1973).

<p>The purpose of this study has been to explore the expectations of the primary school on the activities of the pre-school. In order to limit the study I have chosen to compare the expectations found in two different schools. In the first case, the pre-school is integrated with the after-school centre and grade one to three (primary school), into the same building. In the other case, the pre-school share localities with the after-school centre in a separate building, with its own yard, within the primary school area. Since the purpose is rather comprehensive, it has been divided into sub-themes with separate set of questions. The sub-themes chosen are in themselves factors, which I believe to be of importance for the main purpose. I have used a qualitative method, why the answer may not be generalised, but give us a deeper understanding of the main question in my research, I have interviewed teachers and pre-school teachers as well as used curriculums and existing research, in order to shed light on the main question from different scientific perspectives. The result of this study shows, that the integration of the pre-school within the primary school, may be of great importance for cooperation and communication. The primary school’s expectations, however, seems to be more the result of the teacher’s and preschool teacher’s interpretations of the curriculums.</p>

<p>The ‘Hierarchical structure for airport service quality expectations’ model originally comes from theory of service quality assessment and was created by Fodness and Murray in 2007 after a study at six U.S. airports. It reveals the most important factors that comprise service quality. This thesis tested the model in a Swedish context with an empirical study among passengers at two Swedish airports; Arlanda and Umeå. With the help of literature, the empirical study, and reasoning, the original model has been modified by the authors of this thesis. There are minor modifications but the three main factors remain as they were in the original model, namely function, interaction, and diversion.</p>

<p>The purpose of this essay was to examine female and male nursing students expectations and goals referring to the nursing profession from a gender perspective and examining the students reasons to apply for nursing school. A descriptive study with qualitative design was implemented. Data acquisition was made through interviewing ten nurse students, five male and five female. The interview material were analysed in accordance with Kvale’s method of analyzing. The results were discussed in accordance with Yvonne Hirdmans gender theory. The result shows that there is a difference in the group between male and female student’s expectations and career goals. The majority of the male students have explicit career goals and a concrete plan to achieve their goals while the majority of the female students do not have any specific goals or plan for their future profession career. The result of the study shows that the professional expectations differ between the male and the female students. The male student expects the profession to be stimulating and the female student expects the profession to be varying. There is no doubt that the nurse profession still is looked upon as a clearly feminine profession even though there is awareness that this is an out-of-date interpretation and that a change is approaching in the modern society. To achieve a more equal distribution according to gender more research has to be done.</p>

The purpose of this descriptive case study analysis was to provide portraits of the heuristics students used and difficulties they encountered solving conditional probability problems prior to and after two-week instruction on sample space, probability, and conditional probability. Further analysis consisted of evaluating the data in relation to a previously designed Conditional Probability Framework for assessing students levels of thinking developed by Tarr and Jones (1997). Five volunteer participants from a contemporary college mathematics course participated in pre-and post-interviews of a Probability Knowledge Inventory. The Inventory consisted of seven tasks on sample space, probability, and conditional probability. The semi-structured interviews provided participants' explanations on the development of their solutions to the seven tasks. Among the five participants, rationalizing, finding the odds, computing the percentages, and stating the ratio of a problem were the preferred heuristics used to solve the problems on the Probability Knowledge Inventory. After the two-week instruction, two of the four participants who did not previously use computation of probability to solve the problem changed their use of heuristics. The difficulties the students encountered prior to instruction included understanding the problem; recognizing the original sample space and when it changes; lacking probability vocabulary knowledge; comparing probability after the sample space changed; understanding the difference between probability and odds; and interchanging ratio, odds, and percentages-sometimes incorrectly-to justify their solution. After the two-week instruction, the students' difficulties diminished. Some improvements included a greater ability to understand the question of interest, to recognize the change in the sample space after a conditioning event, to use probability terminology consistently, and to compare probability after the sample space has changed. Comparisons to the Probability Framework revealed that four of the five participants exemplified Level 3 thinking-being aware of the role that quantities play in forming conditional probability judgements. One participant exemplified a Level 4 thinking-being aware of the composition of the sample space, recognizing its importance in determining conditional probability and assigning numerical probabilities spontaneously and with explanation. / Graduation date: 2001

The ‘Hierarchical structure for airport service quality expectations’ model originally comes from theory of service quality assessment and was created by Fodness and Murray in 2007 after a study at six U.S. airports. It reveals the most important factors that comprise service quality. This thesis tested the model in a Swedish context with an empirical study among passengers at two Swedish airports; Arlanda and Umeå. With the help of literature, the empirical study, and reasoning, the original model has been modified by the authors of this thesis. There are minor modifications but the three main factors remain as they were in the original model, namely function, interaction, and diversion.

Svensk lönestatistik visar att manliga och kvinnliga ingenjörer har ojämnlika lönenivåer, till männens fördel. Tidigare studier har belyst att kvinnor har bristande tillit till sin förhandlingsförmåga och många studier har också visat att män har högre löneanspråk än kvinnor. Aktuell studie har ämnat identifiera faktorer som påverkar studenters förväntade löneanspråk för ingångslön. Resultaten här baseras på en enkätundersökning besvarad av 137 ingenjörsstudenter. Studiens resultat bekräftar tidigare studiers gällande mäns och kvinnors löneanspråk och förhandlingsförmåga, män anger högre värden för båda dessa variabler. Studien har kunnat synliggöra avgörande faktorer för studenters löneanspråk. Starkast prediktor för deltagarnas förväntade löneanspråk är variablerna kön, examensgrad och ålder. Könskillnader diskuteras för dessa resultat.

The purpose of this study has been to explore the expectations of the primary school on the activities of the pre-school. In order to limit the study I have chosen to compare the expectations found in two different schools. In the first case, the pre-school is integrated with the after-school centre and grade one to three (primary school), into the same building. In the other case, the pre-school share localities with the after-school centre in a separate building, with its own yard, within the primary school area. Since the purpose is rather comprehensive, it has been divided into sub-themes with separate set of questions. The sub-themes chosen are in themselves factors, which I believe to be of importance for the main purpose. I have used a qualitative method, why the answer may not be generalised, but give us a deeper understanding of the main question in my research, I have interviewed teachers and pre-school teachers as well as used curriculums and existing research, in order to shed light on the main question from different scientific perspectives. The result of this study shows, that the integration of the pre-school within the primary school, may be of great importance for cooperation and communication. The primary school’s expectations, however, seems to be more the result of the teacher’s and preschool teacher’s interpretations of the curriculums.

The purpose of this essay was to examine female and male nursing students expectations and goals referring to the nursing profession from a gender perspective and examining the students reasons to apply for nursing school. A descriptive study with qualitative design was implemented. Data acquisition was made through interviewing ten nurse students, five male and five female. The interview material were analysed in accordance with Kvale’s method of analyzing. The results were discussed in accordance with Yvonne Hirdmans gender theory. The result shows that there is a difference in the group between male and female student’s expectations and career goals. The majority of the male students have explicit career goals and a concrete plan to achieve their goals while the majority of the female students do not have any specific goals or plan for their future profession career. The result of the study shows that the professional expectations differ between the male and the female students. The male student expects the profession to be stimulating and the female student expects the profession to be varying. There is no doubt that the nurse profession still is looked upon as a clearly feminine profession even though there is awareness that this is an out-of-date interpretation and that a change is approaching in the modern society. To achieve a more equal distribution according to gender more research has to be done.