Många som drabbas av utmattningssyndrom (UMS) upplever en nedsatt kognitiv förmåga och att sjukdomen blir en brytpunkt och ett vägval som kräver en väl fungerande handlingsplan inför framtiden. Denna studie har intervjuat individer med UMS och frågat hur de ser på karriärvägledning, om den behövs och vilken typ av vägledning som de efterfrågar. Resultaten från de kvalitativa intervjuerna analyserades utifrån careershipteorin och konstruktivistisk teori och visar att personer med UMS är i behov av en livsförändring som kräver ny insikt, utsikt och framsikt för en lyckad återgång till arbetslivet och ett hälsosamt förhållningssätt till arbete och prestation. Vidare framkom det ett behov av ett holistiskt förhållningssätt där individens egen livshistoria sätts i centrum då det inte finns några mediciner eller färdiga lösningar som passar alla. Karriärkompetens och livslångt lärande är centrala delar av denna studie och med en fördjupad kunskap inom detta område kan en studie- och yrkesvägledarens insats, det vill säga karriärvägledning, vara till stor nytta för personer med UMS. / Many people who suffer from fatigue syndrome (UMS) experience a reduced cognitive ability that becomes a turning point, leading to a crossroad that requires a well-functioning action plan for the future. In this study, interviews with people that are or have been diagnosed with UMS have shared their opinions regarding career guidance, whether career guidance is needed, and what type of guidance they perceive as needed. The results from the qualitative interviews were analyzed drawing on careership theory and constructivist theory, showing that people with UMS are in need of a life change that requires new insight, perspective and foresight for a successful return to work and a healthy way of relating to work and accomplishment. Furthermore, the study shows that there is a need for a holistic approach where the individual's own life story is put at the center, since no medications or ready-made solutions that suit everyone exist. Career management skills and lifelong learning are central parts of this study and with an expertise within this area, a career counsellor’s contribution, i.e. career guidance, can be of great benefit to people with UMS.

In the last decades neural networks have become more frequent in video games. Neuroevolution helps us generate optimal network topologies for specific tasks, but there are still still unexplored areas of neuroevolution, and ways of improving the performance of neural networks, which we could utilize for video game playing. The aim of this thesis is to find a suitable fitness evaluation and improve the plasticity of evolved neural networks, as well as comparing the performance and general video game playing abilities of established neuroevolution methods. Using Analog Genetic Encoding we implement evolving neuromodulatory topologies in a typical two-dimensional platformer video game, and have it play against itself without neuromodulation, and against a popular genetic algorithm known as Neuroevolution of Augmenting Topologies. A suitable input and output structure is developed as well as an appropriate fitness evaluation for properly mating and mutating a population of neural networks. The benefits of neuromodulation are tested by running and completing a number of tile-based platformer video game levels. The results show an increased performance in networks influenced by neuromodulators, but no general video game playing abilities are obtained. This shows us that a more advanced general gameplay learning method with higher influence is required. / Neurala nätverk har blivit allt vanligare i tv-spel. Neuroevolution hjälper oss att utveckla optimala neurala topologier för specifika uppgifter, men det finns fortfarande outforskade områden i neuroevolution, och sätt att förbättra förmågan hos neurala nätverk som vi kan använda i spel. Målet är att hitta en lämplig fitnessbedömning och förbättra plasticiteten hos utvecklade neuralanätverk, samt jämföra deras utförande och förmåga att generellt spela videospel. Detta med hjälp av etablerade neuroevolutionmetoder. Genom Analog Genetisk Kodning implementeras utvecklande neuromodulatoriska topologier i ett typiskt tvådimensionellt platformer spel. Det används sedan för att spela mot en version av sig själv som inte har neuromodulatoriska egenskaper, samt mot en populär genetisk algoritm kallad Neuroevolution of Augmenting Topologies. Ett passande format för input och output, samt en fitnessbedömningsmetod för parande och muterande aven population av neurala nätverk utvecklas. Fördelarna med neuromodulation testas genom att låta nätverken spela ett antal tile-baserade platformerbanor. Resultaten visar en förbättring av utförandet hos nätverk som utvecklat neuromodulatorer, dock inga generella spelkunskaper kunde läras. Detta visar oss att en mer avancerad metod för generellt spelande krävs för att kunna få ett neuralt nätverk kunna spela och lösa mer generella problem.

The work focuses on the issue of vocational education in the field of nutrition and nutritional needs of kindergarten children and aims to identify the educational needs of kindergarten employees in this area. Then the work compares the educational needs of teachers and school canteen staff. The work is divided into two parts, theoretical and analytical. The theoretical one deals with the definition in terms of placing the issue in the context of lifelong learning, the specifics of adult education, competencies, vocational education and the introduction of the topic of education in kindergartens. At the same time, educational needs are defined and the related definition of the analysis of educational needs, theoretical approaches to the issue and the cycle of systematic education. The second part, analytical, deals with the evaluation of a questionnaire survey conducted among teachers and school canteen staff in kindergartens, which focuses on the analysis of educational needs of employees in the field of nutrition and nutritional needs of children and the differences between these groups. The chosen method is the analysis of primary data obtained in electronic form directly from the respondents. The results show differences between the education of teachers and canteen employees, when a group of...

1 ABSTRACT The diploma thesis deals with the analysis of the educational needs of adults in professional education, specifically focuses on the analysis of the educational needs of grammar school teachers, which the student choses for the implementation of research. Today, the further education of pedagogical staff is a much-discussed topic, as one of the goals of the Strategie 2030+ document is to transform schools into learning organizations. But before a educational program can be determined, educational needs must be analyzed and identified. Therefore, the aim of the diploma thesis is primarily to analyze and identify the educational needs of grammar school teachers and then to design a program for their implementation. The work is divided into theoretical and empirical part. The theoretical part is based on the study of professional literature and other available sources. It deals with the definition of basic concepts related to the topic, competencies, self-education, further education of teachers, issues of adult education, motivations and barriers in adult education, lifelong learning, educational needs, especially their analysis and last but not least the teaching profession, the prestige of the profession, personalities of teachers and contemporary teacher education. The practical part is then...

The purpose of this study was to help the reader hear and begin to understand each of the 4 generations, resulting in an awareness of how each generation perceived the world in general, and specifically its perception of work in an academic setting. The researcher studied 4 participants currently or formerly involved in the higher education environment; each represented one of the 4 generations examined and was studied through stories, autobiography, notes, conversations, interviews, family stories, and life experiences. Today's American workforce is unique in that never before has there been such a diverse group of individuals working together. Research suggests that the mixing of race, gender, ethnicity, and generation in the workforce of today is remarkable. First, the 4 generations in this qualitative study were identified. For this study, the generations were known as The Veterans or Traditionalists born approximately between 1922 and 1945, The Baby Boomers born approximately between 1946 and 1964, Generation X born approximately between 1965 and 1980, and Generation Y born approximately between 1981 and 2000. After the collection and analysis of the 3 sets of data (interactive interviewing, written descriptions, and descriptive observations), the researcher created a coding and catalog content analysis. Much of the researcher's work consisted of a process method of analysis to discover characteristics and patterns similar to the 4 generations represented in the qualitative Narrative Inquiry methodology. Through the narrative inquiry method of this qualitative study, the examination of multiple generations within the workforce produced more similarities than differences. Common ground spanning over 80 years was evident more often than not. All 4 generations ultimately wanted the same thing with regard to their jobs: an enjoyable job, fulfillment and purpose, good benefits and pay, a perspective on what is important, respect, stability in the company and job, validation, and appreciation (Gibson, 2009).

This study wants to investigate internal driving forces of employees who want a career change, what type of career-related support they need to move forward, and how this support can be made available, as well as their thoughts on the potential of career-interventions supporting the career-health of employees. Peavy’s socio-dynamic counseling theory, Antonovsky’s SOC and previous studies on career-counselling and health build the theoretical framework for the study. The CIP-theory was used as a methodological tool to generate empirical evidence. Eight semi-structured qualitative interviews were conducted with an interview guide built on SOC’s comprehensibility, manageability and meaningfulness. Results show that these employees experience some negative health-effects and difficulties to proceed on their own, hence describes a need for support at different stages of the process. All participants mention meaningfulness as an important driving-force and they express a wish for conversational support to investigate what could be meaningful for them. / Syftet med studien är att undersöka drivkrafter hos anställda som önskar en karriärrelaterad förändring, vilket karriärrelaterat stöd dessa anställda upplever sig ha behov av för att komma vidare och hur stödet kan tillgängliggöras, samt deras tankar kring karriärvägledningens potential för främjandet av karriärhälsa. Peavys konstruktivistiska vägledningsteori och Antonovskys KASAM har använts som teoretiskt ramverk tillsammans med tidigare forskning kring vägledning och hälsa. CIP-teorin har använts som metodologiskt verktyg för att generera empiri i denna kvalitativa intervjustudie. Åtta semistrukturerade intervjuer har genomförts med hjälp av en intervjuguide skapad utifrån KASAMs tre begrepp begriplighet, hanterbarhet och meningsfullhet. Resultaten visar att anställda som önskar förändring kan uppleva negativa hälsoeffekter och svårigheter att på egen hand ta sig vidare och beskriver behov av stöd under olika faser av beslutsprocessen. Samtliga deltagare nämner meningsfullhet som en drivkraft och de önskar samtalsstöd i utforskandet av vad som skulle kunna vara meningsfullt för just dem.

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The aim of this study is to examine how students at disadvantaged schools in Costa Rica experience and cope with the educational transition between 6th and 7th grade. Furthermore, to analyse which are the major contributing factors and how to aid this passage for students at risk through the term, Lifelong learning. This study will be conducted through an analysis of Costa Rica’s contemporary education policy documents through OECD’s educational report (2017). Thereafter the empirical data will be collected from seven semi-structured, qualitative interviews. Central findings shows that the school should provide more individual attention, equal career counselling in primary schools, start earlier with topics concerning identity and more engaging with parents or persons that are responsible.

國軍為社會之一環，也必須隨著社會進步，積極提昇人員的本質學能，才不致於為社會所淘汱，國軍自85年「精實案」後，93年再實施「精進案」，其所透露的訊息即是國人希望國軍部隊是一個「質精，量小，戰力強」的勁旅，在未來的人員逐漸遞減，國防業務依舊繁重的情況下，國軍幹部必須大幅提升個人工作能力及效率，才足以應付各項挑戰。目前既有的軍事教育體系所無法一時滿足的，準此，國防部積極推動「終身學習制度」並以學費補助配套措施為誘因，鼓勵國軍幹部利用公餘進修，希望能將所習得的知識運用於工作上，大幅提昇工作效率。 　　我空軍二代兵力自86年起相繼成軍，高科技精密武器與裝備業已順利獲得，而戰力之發揮，有賴我空軍官兵高素質人員之操作，如此方可發揮我空軍最大戰力，因此，解決迫切的人員素質提昇，便是空軍幹部「終身學習」的重要課題。 空軍政戰軍官在未實施精進案第二階段組織調整前，雖佔空軍軍官人數的十分之一（約1000餘人），未來精進案組織調整定編後，可能更少於這個數字。然而，其分佈於空軍每一個層級，小至排、連級，大至師、軍團及總部級，只要有官兵的地方，一定就有政戰軍官在列。　　空軍政戰軍官已參與終身學習，雖有逐年增加，但比例仍算少，如何瞭解影響空軍政戰軍官終身學習的真正原因，進而提昇空軍政戰軍官終身學習意願，除對提昇空軍整體終身學習具有指標作用外，對空軍未來發展將有重大影響。 　本研究擬對空軍政戰軍官終身學習影響相關因素，做一分析探討，並針對其影響因素提出具體建議，以為學術單位及空軍組織提供終身學習政策之參考，主要研究目的有以下四點： 一、瞭解空軍終身學習制度是否週全。 二、大學院校終身學習管道能否配合空軍政策需求。 三、空軍政戰幹部個人及組織單位、家庭狀況及社會關係等問題，影　 　　響其終身學習意願程度如何。 四、將研究結果做成具體建議，以為空軍組織及學術單位提供終身學 　　習環境與政策之參考。 　　最後依據研究結論，提出以下建議： 一、對國軍終身學習主管機關的建議 （一）貫徹「上下班制」，有助終身學習參與 （二）提高「學費補助」，促進終身學習參與 （三）加強「終身學習」政策推廣與宣導 二、對教育機構的建議 （一）進修科目排定，以進修者實需考量 （二）課程時間安排，採彈性化調整 （三）教學地點設置，採增設或彈性調整 三、對單位組織的建議 （一）主官（管）支持，鼓勵參與進修 （二）開放連結網際網路，增進資料蒐集 四、對個人及社會的建議 （一）充實本職學能，提昇國軍戰力 （二）爭取社會支持，獲得進修動力 / The Armed Forces, one part of the society, should actively enhance each individual’s profession in order not to be knocked out. After “Jingshih Program (The ROC Armed Forces Strengthening Program)” in 1996, the Armed Forces brought “Jingjin Program (The ROC Armed Forces Refining Program)” into practice in 2004. These moves meant that all ROC’s citizens expect the Military to be an armed force with “refined quality, low quantity and strong power.” In the future, military faculty is in gradual reduction but national defense affairs are still burdensome; therefore, in order to tackle all challenges, every cadre has to advance his personal working ability and efficiency in great deal. Presently, educational system in the army couldn’t satisfy the need. Because of this, the Ministry of National Defense (MND) actively sets ”Lifelong Learning System” into practice and provides tuition subvention as a seducing motive, encouraging all cadres go for advanced study on holidays. MND hopes all cadres to utilize their acquired knowledge in their works, consequently enhancing working efficiency. The second generational forces in Air-Force were formed since 1997. We also obtain high-tech weapons and equipments successfully. It still depends on the operation of all Air-Force members with high quality. In this way, Air-Force could bring its fighting power into full play. Accordingly, the significant problem of “Lifelong Learning” in Air-Force cadres is to solve the urgent enhance of personal quality. Before the second phase organizational modulation in Jingjin Program, political warfare officers were only 1/10 (about 1000 people) of all officers in Air-Force. In the future, the number would be less after the organizational modulation in Jingjin Program. However, political warfare officers are in every order in Air-Force, from a platoon and a company to a division, a legion and even the Headquarter; wherever there are officers and soldiers, there are political warfare officers. The number of political warfare officers in Air-Force who go for advanced study increases year by year, but it grows in low proportion. To understand the real reasons that affect lifelong learning in political warfare officers in Air-Force and to improve their will to learn would play the role as a directional function in enhancing the whole lifelong learning in Air-Force and have great influence on the future development in Air-Force. This research aims to do analysis and discussion about the relating factors that affect the lifelong learning for political warfare officers in Air-Force. To supply academic institutes and Air-Force organizations with the information concerning policies about lifelong learning, the research lists some practical suggestions by integrating those effecting factors. Four main objectives of this research are as follow: I. To understand if lifelong learning system in Air force is thorough. II. To know if the ways to lifelong learning in all colleges could meet the needs of Air-Force political policy. III. To see how personal problems, organizations, family situations and social relationship affect Air-Force political warfare officers’ will to lifelong learning. IV. To provide Air-Force organizations and academic institutes with information about lifelong learning environment and policy after summing up some practical suggestions based on the research results. Last, I offer some suggestions according to the conclusion: I. Suggestions about the military lifelong learning for the authoring institute: (I) Implement of “Working Hours from 9 to 5” helps participation in lifelong learning. (II) The increase of “tuition subvention” stimulates participation in lifelong learning. (III) Promotion and propaganda of lifelong learning policy. II. Suggestions for educational institutes: (I) Arrangements of learning subjects must meet the learners’ practical needs. (II) Schemes of timetables should be flexible. (III) Arrangements for teaching locations should be in larger quantity or in flexibility. III. Suggestions for the authority: (I) Support for the authority stimulates the participation in advanced study. (II) Free Internet connection helps data collection. IV. Suggestions for individuals and the society: (I) Fullfill personal profession to improve fighting power in the armed forces. (II) Gain social support to motivate advanced study. Keywords: The Armed Forces cadres,Lifelong Learning of the Armed Forces cadres,Lifelong Learning of the Armed Forces,Political Warfare Officers,Effecting Factors of Lifelong Learning

In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.