The theoretical part focuses on setting and achieving of goals in organizations in general and identifies specific performance objectives in sports organizations. In the practical part examines the process of setting targets and performance in sport organizations to Jindřichohradecko.

Being in nature has been associated with many positive outcomes, including well-being and, more recently, with sophisticated outcomes such as goal orientation. We proposed that the dialectic between the organismic valuing process (OVP) and sociocognitive valuing process (SVP) accounts for why immersion in natural environments may lead to a preference for pursuing intrinsic goals (e.g., affiliation, personal growth) over extrinsic goals (e.g., popularity, financial success). We randomly assigned participants (N = 75) to go on a series of up to five walks in four different kinds of environments, representing a continuum of natural environments. We hypothesized that participants who were immersed in more natural environments would report a higher relative intrinsic goal orientation than participants in less natural environments, and that this effect would be mediated by both activation of the OVP and non-activation of the SVP. We found no significant main effect of nature immersion on relative intrinsic goal valuing (b = 0.10, p = 0.34), but we did find a significant positive effect of nature immersion on activation of the OVP (b = 0.37, p < 0.01) and a significant negative effect of wild nature immersion on activation of SVP (b = -0.28, p < 0.01). However, post-hoc tests revealed that participants in the most natural environment (i.e., the Forest condition) were the most likely to experience effects of both OVP activation and SVP non-activation. Interpretations of these results are discussed, and limitations of the study are addressed. / Graduate / 2020-11-18

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Much of engineering education research focuses on improving undergraduate engineering education. However, in order to help new engineers prepare for and successfully transition to the workplace, and therefore improve retention within the engineering practice, it is vitally important to understand the experiences of these early career engineers. The purpose of this study is to identify and explain the career goals and actions of early career engineering graduates. To accomplish this goal, this research addressed the question "What factors influence early career engineering graduates" career goals near the end of their undergraduate engineering studies, career-related actions taken in the subsequent four years, and their future career plans? Data were predominantly qualitative. Thirty participants were interviewed and surveyed near the end of their undergraduate studies, then completed pre-questionnaires and an interview as early career engineering graduates. Participants were graduates from three different universities and were diverse with respect to sex, race, and undergraduate major. Data analysis was framed by Social Cognitive Career Theory, as developed by Lent, Brown, and Hackett, and followed case study methods. Results show that early career engineering graduates had diverse goals and interests, but similar influencing factors. They generally wanted to find appealing work and acted towards that goal. Relationships with faculty and expectations of positive outcomes heavily influenced participants' decisions to pursue graduate degrees, and family commitments geographically constrained career choices while also increasing the desire for stability. The economic downturn impacted job availability for most participants, but many participants were able to broaden their career searches to find interesting and fulfilling work. Participants that exhibited an ability to adapt to changing conditions reported the greater levels of satisfaction with their careers. The findings of this research provide important information to engineering educators and employers as they mentor the next generation of engineers, and early career engineering graduates themselves as they seek to achieve their goals. / Ph. D.

To use literature in English as a foreign language (EFL) or English as a second language (ESL) classroom is something which, for many decades was regarded as too difficult or not relevant in many countries, Sweden being one of them. In the past few decades the view of literature as a means for education in Sweden has changed. Research shows that texts are useful to enhance critical thinking skills and to help foster democratic citizens, which is something the Swedish curriculum for upper secondary school advocates for. This study sought to examine what goals teachers apply to the teaching of literature and also how these goals were realized in the classroom and, reasons to why it what not realized if that was the case. The study was conducted using an online questionnaire, Google Forms, which was sent out to an upper secondary school in Sweden and posted on a Facebook page devoted to English teachers at upper secondary schools in Sweden. The results of the study showed that most of the goals stated in this study were realized to some extent in the EFL classrooms, but there were also discrepancies between teachers views on what is important to teach and what the curriculum states should be taught. An example of this was that some teachers did not teach the goal of text analysis, it was not found to be ‘interesting’ or ‘relevant’. However, the curriculum for English at upper secondary schools in Sweden, does not advocate that teachers should teach text analysis specifically. On the other hand, the curriculum does advocate that students should meet different forms of text. This study, therefore, also discusses possible ambiguities within the curriculum of English at upper secondary school.

The practice of cultural planning proceeds largely in the absence of discussion regarding its purpose, norms and goals, either in academic literature or among its practitioners. This paper seeks to uncover the norms and goals of cultural planning, as understood by cultural planners working in Austin, TX, through a series of interviews with these individuals. Interviews also brought to light cultural planners’ understandings of the function of art in communities. Ultimately, little connection was found between cultural planners’ understandings of the function of art in communities and the norms and goals of cultural planning. It is argued herein that these two conversations must be closely linked and that cultural planner’s understandings of what art can and should do in communities must form the basis for the goals and norms of cultural planning practice. / text