This thesis deals with the preparatory education of Geography teachers at the Faculty of Science of Charles University and looks at it from many perspectives.The basis is the content analysis of study plans which are also evaluated through interviews with former graduates, now teachers of Geography. Furthermore, representatives of academic community were interviewed in order to present the current state and vison of preparatory education of Geography teachers at the Faculty of Science of Charles University. The aim of the thesis is to make a comprehensive study of open dialogue between students, graduates and academic staff, in order to characterize the current education of Geography teachers and to evaluate the outcome.

The study aims to determine the effect of parental involvement on the reading literacy abilities of Grade 4 learners. Literacy is a fundamental skill needed to successfully function in a country’s economy, as well as broader society. The acquisition of literacy is a complex and difficult process, where several factors can have an effect. One of the most important factors in the acquisition of literacy, is parental involvement. Many initiatives have been launched in South Africa to get parents involved in their child’s acquisition of literacy, such as the Family Literacy Project and Nal’ibali. Both of these initiatives aim to improve learners’ literacy through parental involvement. In order to determine the effect of parental involvement on the reading literacy abilities learners, this study focused on selected variables from the PreProgress in International Reading Literacy Study (prePIRLS) 2011, notably from the parental responses and Grade 4 learners reading literacy achievement results. This study took the form of a secondary data analysis while specifically using descriptive and multiple regression techniques to measure the effect of parental involvement and the parental level of education on learner reading achievement. The conceptual framework of the study consists of parental involvement and the parental level of education which might have an effect on the reading literacy ability of Grade 4 learners. The study adapted Epstein’s six types of parental involvement (1992, 1994), as well as Myrberg and Rosén’s (2008) path model of direct and indirect influences of parental education on learners’ reading achievement. This study found that higher levels of parental education, as well as higher levels of parental involvement can be associated with higher reading literacy achievement results. Therefore parental involvement is of great importance in children’s development of reading literacy skills. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / Centre for Evaluation & Assessment (CEA) / MEd / Unrestricted

O reconhecimento de expressões faciais de emoções (REFE) é essencial para a interação social cotidiana e a comunicação interpessoal e é considerado um aspecto importante da cognição social. É uma condição inata e universal nos seres humanos, mas pode ser influenciada por diferentes variáveis sociodemográficas como sexo, idade e escolaridade. Apesar do número expressivo de estudos relacionados ao REFE, não existe uma tarefa padrão utilizada em sua avaliação e as que se encontram disponíveis nem sempre passaram por um procedimento de padronização e normatização. O presente estudo propôs-se a avaliar comparativamente três diferentes tarefas de REFE utilizadas no contexto brasileiro, e disponibilizar um procedimento normatizado às características socioculturais de nossa população, considerando as variáveis anteriormente destacadas, em uma amostra da população geral, estimada estatisticamente (n=240). Para composição desta amostra, foram incluídos sujeitos de ambos os sexos, com idade entre 18 e 75 anos, sem prejuízos intelectuais e com variados níveis de escolaridade. A coleta de dados foi realizada individualmente. Os dados referentes a acurácia, tempo de resposta e intensidade para o reconhecimento das expressões foram salvos automaticamente pelo programa computacional gerador da atividade e alocados manualmente em um banco de dados. Utilizou-se para as análises estatísticas o programa Statistical Package for the Social Sciences (SPSS). Os dados sociodemográficos da amostra e aqueles relacionados ao desempenho nas tarefas foram analisados através de testes estatísticos descritivos e paramétricos (teste t de Student, Anova, Qui-Quadrado e Teste de Correlação de Pearson). O tamanho de efeito das diferenças foi calculado por meio do eta2 parcial e do d de Cohen. Para realizar o procedimento de normatização calculou-se a distribuição dos dados em percentis de acordo com cada tarefa e grupo estudado. Os resultados apontaram para uma ligeira superioridade das mulheres no REFE em tarefas dinâmicas, maior prejuízo do grupo na faixa etária dos 61-75 anos independente da tarefa, e menor acurácia dos sujeitos com menor escolaridade na tarefa estática. No que diz respeito às tarefas utilizadas observou-se que a acurácia foi maior na tarefa dinâmica preto e branco e que a tarefa estática exigiu maior tempo de resposta mas menor intensidade de emoção para o REFE. Em análises comparativas a tarefa dinâmica pareceu ser aquela com maior proximidade à condição real de contato humano. Considerando que a TDPB foi aquela com maior média de acerto considerou-se esta a mais apropriada para uso no nosso contexto. O estudo apresentou/disponibilizou ainda dados normativos para o contexto brasileiro em função do sexo, idade e escolaridade, que poderão servir como parâmetro de comparação em outros estudos clínicos, bem como para pesquisa de avaliação do reconhecimento emocional. / The recognition of facial expressions of emotions (REFE) is essential for everyday social interaction and interpersonal communication and is considered an important aspect of social cognition. It is an innate and universal condition in humans, but it can be influenced by different sociodemographic variables such as sex, age and schooling. Despite the significant number of studies related to the REFE, there is no standard task used in its evaluation and those that are available do not always undergo a procedure of standardization and normatization. The aim of this study was to compare three different REFE tasks used in the Brazilian context and to provide a normalized procedure to the sociocultural characteristics of our population, considering the variables previously mentioned in a statistically significant sample of the general population (n= 240 ). For the composition of this sample, subjects of both genders, aged between 18 and 75 years, without intellectual losses and with varying levels of schooling were included. Data collection was done individually. The data referring to the accuracy, response time and intensity for the recognition of the expressions were automatically saved by the computational program generating the activity and manually allocated in a database. Statistical Package for the Social Sciences (SPSS) was used for statistical analysis. The sociodemographic data of the sample and those related to performance in the tasks were analyzed through descriptive and parametric statistical tests (Student\'s t test, Anova, Chi-Square and Pearson\'s correlation test). The effect size of the differences was calculated by means of partial eta2 and Cohen\'s d. To perform the standardization procedure, the distribution of the data in percentiles was calculated according to each task and group studied. The results pointed to a slight superiority of the women in the REFE in dynamic tasks, greater loss of the group in the age group of 61-75 years independent of the task, and lower accuracy of the subjects with less schooling in the static task. Regarding the tasks used it was observed that the accuracy was higher in the black and white dynamic task and that the static task required a longer response time but a lower intensity of emotion for the REFE. In comparative analyzes the dynamic task seemed to be the one with the closest proximity to the real condition of human contact. Considering that the TDPB was the one with the highest average accuracy, it was considered that this was the most appropriate for use in our context. The study presented / provided normative data for the Brazilian context based on sex, age and schooling, which may serve as a benchmark in other clinical studies, as well as for the evaluation of emotional recognition.

Magister Artium - MA (Psychology) / Families in South Africa are faced with manifold hardships that negatively impact the family as a unit. However, there are a variety of protective factors that have been identified as meaningful resources that facilitates healing and growth within a family unit. The study aims to investigate whether age, gender, employment status and level of education significantly predicts family resilience. The study utilised secondary data compromised of (N=656) participants from a low socio-economic rural community in South Africa. Family resilience views the family as a functional system of which provides positive adaption to family members who have experienced stressful events. Walsh's key processes in family resilience is outlined, highlighting a multi-level developmental systems orientation. The study utilised a multiple regression analysis consisting of four predictor variables namely, age, gender, employment status and level of education to assess whether these variables predict high levels of family resilience. The model found that amongst the four predictor variable, only employment status significantly predicted family resilience.

The current study explored the relationship between parents perceptions of their childs middle school and parents perceptions of their own school experiences. Additionally, it was important to research how these relationships differed among variables. The variables explored were (1) race, (2) parents own educational backgrounds (level of education), and (3) socio-economic status. Based on scales commonly used in the study of parent involvement, a survey (i.e., Parent Perceptions of Schooling) was developed. The survey consisted of two parts (i.e., Part I, How I Feel About My Childs School and Part II: Parents Own School Experiences Questionnaire) and a demographic section (i.e., Part III: Demographic Information). The first two parts were divided into factors or subscales (i.e., Part I: Information, Participation, and Welcome; Part II: Teachers, Parents, Self, and School), all of which were found to have high internal consistency and reliability. The survey was administered to parents of middle school children at a middle school in Pasco County, Florida. Results of multiple regression analyses indicated that none of the predictor variables significantly predicted the dependant variables. However, significant correlations emerged between (1) Information and Race-Other; (2) Information and Level of Education; (3) Participation and Level of Education; (4) Teachers and Race-Hispanic; (5) Teachers and SES; (6) Self and Level of Education; (7) School and Level of Education; and (8) School and SES. Additionally seven significant correlations were found when taking into consideration interaction affects of predictor, dependant, and moderator variables. Limitations to this study and survey research in general are discussed, as well as future directions.

Syftet med studien var att undersöka om anställdas arbetsmotivation och arbetsrelaterad identitet påverkades av kön och utbildningsnivå. Studien genomfördes genom att anställda på ett industriföretag i Gävleborg fick besvara en enkät. De mätinstrument som användes var Basic Need Satisfaction at Work Scale som mäter arbetsmotivation (autonomi, kompetens, samhörighet) och tre delmått för att mäta organisations-, professions- och arbetsgruppsidentitet. Totalt deltog 88 personer i undersökningen. Resultatet visade att det förelåg signifikanta skillnader i autonomi och kompetens relaterat till utbildningsnivå samt i professionsidentitet relaterat till utbildningsnivå. Dessa resultat indikerar att anställda med hög utbildning upplevde sig vara mer kompetenta och självständiga i sitt arbete än anställda med låg utbildning. Vidare visade resultatet att anställda med hög utbildning upplevde en större tilltro till sin profession än anställda med låg utbildning. För kön förelåg inga signifikanta skillnader i arbetsmotivation och arbetsrelaterad identitet. / The purpose of the study was to exam if employee´s work motivation and work-related identity was affected by gender and level of education. The study was carried out by employee´s answering a questionnaire in an industrial company in Gävleborg. The instruments used in this study were Basic Need Satisfaction at Work Scale which measures work motivation (autonomy, competence, relatedness) and three work-related identity measurements; level of organizational-, professional- and peer identification. A total of 88 persons attended in the study. The result showed that there were significant differences in autonomy and competence related to level of education and in level of professional identification related to level of education. These results indicates that employee`s with high level of education perceived themselves to be more competent and independent in their works than employee`s with low level of education. Further the result showed that employee`s with high level of education experienced higher confidence to their profession than employee`s with low level of education. No significant differences existed for gender related to work motivation and work-related identity.

Background: To reduce the increasing cost for pharmaceuticals on prescription in Sweden, the generic drug exchange was introduced in 2002. According to the law (2002:160) of drug benefits all pharmacies are forced to exchange the brand-name product/original for a generic drug, i.e. a drug that is covered by the Swedish drug benefit system and in addition has been found by The Swedish Medical Products Agency (MPA) to be equivalent to the brand-name product/original in question. The Dental and Pharmaceutical Benefits Agency, TLV, determines which available drug is the lowest price, "the product of the period". The reform has led to major economic savings for both the individual and the society. For some patients the generic drug exchange has resulted in increased safety problems in the form of medication errors, lack of drug effects, and new unwanted side effects. Insufficient information from prescribers and pharmacists and different names of drugs has led to confusion among patients. Purpose: The purpose of the study was to investigate the customers' experience of the generic drug exchange at pharmacies, the potential problems of generic exchange, and whether any differences in how the generic drug exchange is experienced can be explained by the customer's level of education. Method: The investigation was conducted as a survey, which consisted of 10 different multiple choice questions where the respondent was able to choose the answer best in line with their perception. Results and discussion: The majority (87%) of the participants stated that they had accepted the generic exchange. In general, there was no apparent difference in regards to the different levels of education. Nevertheless, among those with university/college as the highest level of education, there was a greater proportion of women (45%) than men (29%). A small percentage (22%) of the participants had experienced problems in connection with or after the exchange. Among the problems mentioned were, among other things, unknown name, tablet, or packaging; and new side effects. 42% of the participants had received information about the generic drug exchange from the medical doctors while 90% of the participants had received information at the pharmacy. No difference between different groups could be detected. The overall experience with the generic exchange showed that 81% of participants were satisfied with the exchange. No difference between different groups could be detected. Conclusion: The study showed that the main part of the (survey) participants has a positive attitude towards generic exchange. The majority of the participants felt that they had gotten adequate information regarding the exchange at the pharmacy (from the pharmacist), whilst the survey revealed that the medical doctors was insufficient in informing their patients about the possibility of generic exchange. There was no apparent difference amongst different groups when it comes to acceptance and general perception of the generic drug exchange.

Thesis deals with the indicator labour productivity per worker in the various sectors of the economy, and analyzes two factors that affect productivity, defined as follows - the form of ownership and the highest level of completed formal education of workers. The first part compares labour productivity per worker and labor productivity per hour in the Czech Republic and for industries. Another part is devoted to the impact of the indicator public gross value added in the overall gross value added on labor productivity in terms of level and in terms of growth. In the last part is quantified the level of education of workers in industries using several methodologies, subsequently is discussed the impact of education on labor productivity.

No description available.

The integration of work and family continues to be a challenge for women and men of the academy (Gatta & Roos, 2004). Much of the research on worklife balance in the post-secondary education setting focuses on the lives of instructional faculty (Bailyn, 2003; Bassett, 2005; Drago et al., 2006; Drago & Williams, 2000; Gatta & Roos, 2004; Massachusetts Institute of Technology, 1999; Ward & Wolf-Wendel, 2004). There is also a need to understand how university administrators juggle the demands of work and personal life. The primary purpose of this phenomenological inquiry was to make meaning of the lived experiences of mid-level student affairs administrators by examining worklife balance. A secondary purpose was to gather administrator perceptions of their environment to gain insight into infrastructures that may promote or hinder worklife balance efforts. Respondents consisted of 30 mid-level student affairs administrators from an array of post-secondary institutions across the United States. Data were generated from semi-structured telephone interviews and two projection exercises. Findings suggest that mid-level student affairs administrators describe their worklife experiences as driven by a shortage of time. Administrators maintain that time is a limited resource that causes difficulty when juggling competing worklife demands. Their involvement in multiple, interdependent roles is rewarding but presents ongoing personal and professional challenges. Administrators report that shortage of time, coupled with the demands of multiple roles impacts personal well-being and career satisfaction. Mid-level student affairs administrators also identified environmental infrastructures that promote and/or hinder worklife efforts in the context of several cultural dynamics. Formal and informal support mechanisms such as policies, programs and resources, effective supervision and campus support networks assist administrators in mitigating worklife challenges. This is in contrast to expectations, behaviors, and values that reinforce unhealthy workplace norms. In addition, the lack of organizational policies and programs and poor supervision also hindered worklife efforts. / Ph. D.