This paper analyses the gender earnings gap in Sweden at career entry, for individuals with comparable educational profile. There are many studies on this topic. Usually, researchers are focusing their attention on the evolution of this gap through individuals’ career. Our paper concentrates only on individual’s career entry, to exclude work experience as an explanatory factor. By studying six different educational fields we can have a precise image of the use of human ressources in the economy.An empirical analysis has been conducted using the method of OLS on a restricted data sample concerning graduates, having accomplished at least two years of university education. The result showed that, even at career entry, the raw gender earnings gap is of 20,2%. After controlling for fields of studies and occupations, the gap is reduced to 15,4%. This gap fluctuates among different fields of education, depending on the society’s perception of these fields. We distinguish male-dominated (i.e. Engineering and manufacturing), female-dominated (i.e. Teaching methods and teacher education) and gender-neutral (i.e. Social sciences, law, commerce and administration) educational fields. Our results depict some large gender earnings gap within male-dominated fields of study – women earn on average 20% less than their male counterparts when studying Engineering and manufacturing – and rather small ones within female-dominated and gender-neutral fields of study but due to statistical insignificance of the gender dummy coefficients we cannot make a conclusion concerning these fields.

Researchers investigated how the contingent delivery of a cultural consequence on target culturants in an asymmetric iterated prisoner's dilemma game (IPDG) affected players' choices. The asymmetric IPDG creates an analogue to income disparities created by wage gaps and other cultural practices that create wealth inequalities between different members of the population and allows researchers to explore how these inequalities affect cooperation between players. Six undergraduate students divided into three dyads participated in an ABABCDCD reversal design. An asymmetric IPDG was arranged in Condition A and C such that one player received a greater number of points regardless of the second participants' selections - analogue to contingencies that produce income inequalities from wage gaps. In Condition B and D, a metacontingency was arranged such that delivery of a cultural consequence (CC; bonus points equally distributed among the dyad) was contingent on the oscillating production of target aggregate products (AP) across two consecutive cycles. When participants' coordinated responding and contacted the target AP→ CC relation, the wage gap was reduced. However, individual contingencies are in direct competition for the "wealthier" player, reducing the probability of cooperative responding. Results showed the CC selected certain oscillations between target APs resulting in a decrease of a point disparity between the players while also establishing equal points between the players during certain conditions.

Magister Commercii (Information Management) - MCom(IM) / Knowledge, skills and competences (KSC) are regarded as the new global currency of the 21st century, without which a country’s investments in other resources will collapse. These strategic skills and competences, which are related to specific requirements of the knowledge-driven economy and information society, are referred to as electronic skills (e-skills) and electronic competences (e-competences). Possessing e-skills and e-competencies allows for a more effective and inclusive participation within a global knowledge-driven economy and broader society. However, with a history of inequity, South Africa has been adversely impacted by globalisation and rapidly progressing Information and Communication Technologies (ICT), resulting in the country lagging behind in global competitiveness and e-readiness. Since e-skills and e-competencies are considered a pre-requisite for securing professional employment in most of the world, there is a need for Higher Education Institutions to determine firstly, which e-competencies are required in today’s society and then to ensure that these e-competencies are sufficiently provided to their students. This statement is premised on the understanding that quality, relevant and adequate e-skills and e-competences are required for a more effective and inclusive participation within a global knowledge-driven economy and broader society. In the context of a regressing youth unemployment crisis in South Africa and with the backdrop of the global mismatch between demand and supply of e-skills and e-competences, this study investigated the alignment between demand and supply of e-competences in South Africa. Thus, the overarching aim of this study was to determine how well the Information Systems curriculum at a South African university (supply) matched the e-competence requirements of potential employers of Information Systems graduates in South Africa, specifically in the Western Cape Province (demand). This was achieved through two specific objectives which were firstly, to develop a conceptual framework that could be used to assess if there was a mismatch between demand and supply and then 2) to use the conceptual framework to make recommendations towards alignment of demand and supply. By achieving these objectives, this study makes a significant contribution to the current e-skills dialogue and existing body of knowledge by positing a conceptual framework ofe-Competences for Information Systems graduates in the South African context, which was developed after an extensive examination of the literature related to the demand and supply of e-competences; and eleven existing e-skills and e-competence frameworks. A holistic perspective of e-competences is illustrated in this e-Competence framework, which suggests a vertical and horizontal view of the knowledge, skill and attitude (KSA) components in the e-competence definition. By using three vertical layers, the framework categorises the combination of fifty specific e-competencies expected of undergraduate and postgraduate Information Systems graduates. The first layer indicates the core competence categories, which are Cognitive Competence, Functional Competence, ICT Competence, Personal Competence (which includes Career Management, Ethical and Emotional Intelligence Competences), Global Competence (which includes Behavioural, Intercultural and Social Intelligence Competences) and lastly Meta-competences, which underscore all the other competences. The second and third layers of the framework allocated fifty specific e-competencies to these core competence categories. The study was positioned within a qualitative, interpretive research paradigm and used a case study design. The research sites were twenty two IS graduate employers in the Western Cape Province who participate in the annual internship programme at the IS department of University X. Convenient sampling was used to collect data over a period of five years, from 2010 until 2014. The study used two data collection instruments, which were performance evaluation forms and follow up interviews. These two instruments provided rich data in both qualitative and quantitative forms and the variety of data allowed for the reliability and validity to be ensured with the qualitative data being triangulated with the quantitative data. Content analysis was used to analyse the data through a three-stage open coding process. Nine findings were identified, which indicate that there was a mismatch between the demand and supply of e-competences in the selected case study. The mismatches were found to be either in the knowledge, skill or attitude component of e-competence. It was noted that twenty one of the fifty e-competencies in the conceptual framework were taught at University X, eleven were assumed to be embedded within the IS curriculum and eighteen e-competencies are not taught at University X. Significantly, most employers regarded attitudes as a more important requirement for e-competence than knowledge and skills.

Isolierung des Sp1-verwandten Transkriptionsfaktors Knopfkopf mittels eines PCR-basierten Homologie-Screens in der Maus. Das Gen Knopfkopf wurde anschließend hinsichtlich der evolutiven Verwandtschaftsbeziehungen zum Drosophila-Gen buttonhead eingeordnet. Eine funktionelle Charakterisierung erfolgte mit Hilfe einer gezielten Geninaktivierung durch homologe Rekombination (knock out). Es konnte gezeigt werden, dass das Gen in der Embryogenese der Maus essentiell ist für die Entwicklung der Extremitäten, der Nase und des Zentralen Nervensystems sowie der sekundären Gastrulation. / Isolation of the Sp1-related transkription factor Knopfkopf by a PCR-based homology screen in the mouse. The Knopfkopf gene was analysed regarding its evolutionary relationship with the Drosophila gene buttonhead. The functional characterization was done via a targeted gene inactivation by a homologous recombination (knock out). It was shown that the gene is necessary during the mouse embryogenesis for the development of limbs, nose, central nervous system, as well as the secondary gastrulation.

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The U-curves of five different test objects, three of which contain a rod floating object at different positions within the gap, are characterised. During the testing, a high speed camera was used to photograph the discharges. The results are compared to Rizk’s theoretical model for determining the flashover voltage of gaps with floating objects are presented. It is concluded that the position of the floating object within the gap affects which discharge mechanism exists in each of the gaps. The effect that each discharge mechanism has on the flashover voltage and time to crest of the gap is shown. Time interval photographs are presented showing the formation of a discharge channel due to the streamer mechanism. In evaluating the high speed photographs it is seen that the extent of the branching of the discharge channel is a function of the time to crest of the applied impulse, more branching is evident for shorter times to crest.

Thesis advisor: Irwin Blumer / This study examines the perceived impact of a parental empowerment project on parents of students of color transitioning into high school. The overarching problem addressed is the achievement gap. The study is an investigation of a means to increase the involvement of parents of color at an important transition. This is a gap closing measure because research dictates that this type of intervention can lead to higher academic achievement for minority students. To this end, seven participants constitute the sample group. Each sample member is treated as an individual case in keeping with the study's design as a qualitative case study. This study seeks to determine how these seven parents had their attitudes and behaviors shifted as a result of their participation in the aforementioned project, and which factors supported and inhibited their involvement as their children transitioned into high school. The researcher finds that all of the sample members perceived some benefit from their participation. These benefits for the parents include fostering a greater role understanding, increased ability to hold their children accountable, and an increased understanding of the high school curriculum. The monthly parent meetings, one of the three elements comprising the empowerment program, were most helpful for parents. Whereas, the scheduling of meetings made it difficult for members of the sample to be as involved as they wanted to be. Ultimately, the study concludes that a program which involves parents during their children's high school transition can help them increase their own sense of efficacy. It suggests opportunities for further research to be done on the impact of such a program on the actual academic performance of students. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

Thesis advisor: Vincent Cho / District leaders are under tremendous pressure to narrow persisting achievement disparities with a dearth of guidance from existing literature. Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact four essential roles when engaging in systemic reform that improves achievement and equity: (1) providing instructional leadership which consists of building capacity and generating will, (2) reorienting the organization, (3) establishing policy coherence, and (4) maintaining an equity focus. However, these roles are not well understood. Therefore, this qualitative case study contributed to research and practice by exploring how leaders in a Massachusetts public school district that made gains in improving achievement and equity attempted to generate will, defined as intrinsic motivation, when enacting the role of instructional leadership. Drawing upon semi-structured interviews and a review of documents, this study concluded that leaders enacted the role to varying degrees in ways that were consistent with Rorrer, et al. (2008). Data revealed that leaders attempted to act as transformational leaders and distribute leadership in a manner that connected with individual’s values, beliefs, and desires. Furthermore, when enacting these leadership constructs, leaders attempted to use extrinsic motivators, including recognition, data, and resources such as time for collaboration and professional learning, to promote autonomy and self- determination. Recommendations include how district leaders can enact this role in a more informed, proactive and deliberate manner. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Ha Kwong-leung = 不同的生長處理對II-VI/III-V外延層的表面、結構和光學特性的影響 / 夏廣良. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 76-79). / Text in English; abstracts in English and Chinese. / Ha Kwong-leung = Bu tong de sheng chang chu li dui II-VI/III-V wai yan ceng de biao mian, jie gou he guang xue te xing de ying xiang / Xia Guangliang. / Acknowledgments --- p.i / Abstract --- p.ii / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Brief introduction --- p.1 / Chapter 1.2 --- Background of the epitaxial growth --- p.4 / Chapter 1.3 --- Our work --- p.6 / Chapter Chapter 2 --- Experimental procedures / Chapter 2.1 --- Substrate preparation --- p.7 / Chapter 2.2 --- Metal-organic sources --- p.9 / Chapter 2.3 --- Growth conditions --- p.10 / Chapter Chapter 3 --- Characterization methods / Chapter 3.1 --- Surface morphology --- p.13 / Chapter 3.2 --- X-ray diffraction --- p.14 / Chapter 3.3 --- Optical properties / Chapter 3.3.1 --- Photoluminescence --- p.17 / Chapter 3.3.2 --- General properties of PL spectrum of ZnSe/GaAs --- p.18 / Chapter 3.4 --- Other techniques --- p.21 / Chapter Chapter 4 --- Influence on the properties of epilayers by the thickness of the low-temperature buffer layer --- p.22 / Chapter 4.1 --- Effects on the surface morphology --- p.23 / Chapter 4.2 --- Effects on the structural properties --- p.31 / Chapter 4.3 --- Effects on the optical properties --- p.35 / Chapter Chapter 5 --- Influence of thickness of epilayers on their properties --- p.39 / Chapter 5.1 --- Effects on the surface morphology --- p.40 / Chapter 5.2 --- Effects on the structural properties --- p.45 / Chapter 5.3 --- Effects on the optical properties --- p.50 / Chapter Chapter 6 --- Influence on the epilayers by passivating with different MO sources and different durations of interruption --- p.53 / Part I: Passivation by different MO sources / Chapter 6.1 --- Effects on the surface morphology --- p.55 / Chapter 6.2 --- Effects on the structural properties --- p.58 / Chapter 6.3 --- Effects on the optical properties --- p.61 / Part II: Different durations of interruption / Chapter 6.4 --- Effects on the surface morphology --- p.63 / Chapter 6.5 --- Effects on the structural properties --- p.66 / Chapter 6.6 --- Effects on the optical properties --- p.70 / Summary --- p.73 / Conclusions --- p.74 / References --- p.76

The number of US domiciled initial public offerings (IPOs) has declined since its peak listing year in 1996. The US listing gap has grasped the attention of experts and researchers in the field but there is a lack of agreement among intellectuals regarding the underlying causes. The purpose of this paper is two-fold: 1) to identify and analyze the company characteristics and underlying factors that impact age at time of IPO that has resulted in the US listing gap and 2) to test if these characteristics and factors have fluctuated in impacting company age at IPO over time.