In spite of a multi-decade mandate to enact inquiry in science, research reports that a large gap continues to exist in Ontario between the vision of science education presented in curriculum documents and what is enacted in the classroom. A three-staged, mixed methods design was chosen to examine teachers’ beliefs and practices that contribute to an understanding of this longstanding gap in teaching practice related to inquiry. The participants in this study were secondary school science teachers currently employed by one medium-sized, urban & rural district public school board. Quantitative data was first collected through a self-reporting survey designed to explore teachers’ beliefs related to teaching and learning in inquiry. Completed questionnaires were submitted by 80 % (n = 83) of the population of science teachers. Qualitative data, collected through semi-structured interviews (n = 17), were used to confirm and expand the quantitative findings. Quantitative analysis resulted in the development of an empirical framework to illustrate the dimensionality of teachers’ beliefs and practices related to inquiry. Four types of science teachers were identified during qualitative analysis, each associated with a preferred type of inquiry and each identifiable by a cluster of beliefs. A stance was determined for each of these types of teachers representing their generalized view of teaching and learning related to inquiry including: utilitarian science, content-based science, authentic contextual science, and citizenship science. Additionally, each group of teachers could be associated with one of the four quadrants in my framework. Lastly, a beliefs profile was produced to represent each quadrant in this framework based on integration of the quantitative and qualitative findings. Challenges to enactment and types of program support to foster enactment of open-ended inquiry were identified by science teachers associated with each stance. A few of these challenges and types of program support represent newer areas for research that can inform educational leaders and teacher-educators and support decision-making so as to meet the diverse needs of both pre-service and in-service science teachers, thereby, fostering the enactment of open-ended inquiry as practical science.

In spite of a multi-decade mandate to enact inquiry in science, research reports that a large gap continues to exist in Ontario between the vision of science education presented in curriculum documents and what is enacted in the classroom. A three-staged, mixed methods design was chosen to examine teachers’ beliefs and practices that contribute to an understanding of this longstanding gap in teaching practice related to inquiry. The participants in this study were secondary school science teachers currently employed by one medium-sized, urban & rural district public school board. Quantitative data was first collected through a self-reporting survey designed to explore teachers’ beliefs related to teaching and learning in inquiry. Completed questionnaires were submitted by 80 % (n = 83) of the population of science teachers. Qualitative data, collected through semi-structured interviews (n = 17), were used to confirm and expand the quantitative findings. Quantitative analysis resulted in the development of an empirical framework to illustrate the dimensionality of teachers’ beliefs and practices related to inquiry. Four types of science teachers were identified during qualitative analysis, each associated with a preferred type of inquiry and each identifiable by a cluster of beliefs. A stance was determined for each of these types of teachers representing their generalized view of teaching and learning related to inquiry including: utilitarian science, content-based science, authentic contextual science, and citizenship science. Additionally, each group of teachers could be associated with one of the four quadrants in my framework. Lastly, a beliefs profile was produced to represent each quadrant in this framework based on integration of the quantitative and qualitative findings. Challenges to enactment and types of program support to foster enactment of open-ended inquiry were identified by science teachers associated with each stance. A few of these challenges and types of program support represent newer areas for research that can inform educational leaders and teacher-educators and support decision-making so as to meet the diverse needs of both pre-service and in-service science teachers, thereby, fostering the enactment of open-ended inquiry as practical science.

This work engage in prevalence and overweight by students in first year of NŠ PF JU and possibly reduction their weight by the help of support active programme. To evaluation of numbers of students with overweight or obesity was reached by the helps of the value BMI and then was anthropometric dates got by the method measure thickness of ten skinfolds., whereby was found percentage rate of fat in the body. In this research took part in 89 probands both sexes. Eleven students of these took part in support active programme. Anthropometric investigation proceeded from October 2006 to December 2006.\\

The purpose of this paper is to examine the situation of female entrepreneurs in Sweden by exploring the Swedish governments adopted, targeted entrepreneurship policy on women entrepreneurs and evaluate the program "Support Women Entrepreneurs 2007-2009" implemented by the Swedish Agency for Economic and Regional Growth. In the program evaluation process qualitative data analyses methods are used. The aim of the evaluation is to measure how planned program/component parts were implemented in practice and whether set goals were accomplished. Overall results from the program evaluation should be considered as positive. The original program plan consisted of six parts, 20 goals, and 34 component parts. Out of the 34 component parts, 18 were acknowledged to have been accomplished, information was not available for 14 component parts and 2 component parts were found not to be accomplished. Due to the program’s complexity in execution, involving different executive layers on national, regional and municipal levels, evaluation process was quite demanding and still it could not represent the highest level of preciseness in evaluating component parts. The most actively executed and successfully implemented part of the program could be considered part four: Attitudes and role-models.

With the growth of the Latino population in the United States on the rise and the limited number of bilingual Spanish social workers, it is critical to explore the Master of Social Work student’s self-perceived competency in Spanish skills and the support they receive. These are the emerging professionals that will be interacting and providing services for Latinos in our communities. Exploring and understanding the challenges students encounter, their self-perceived competency, and how students can be supported, will be beneficial not only to them but also to Latino clients seeking services in Spanish. Providing appropriate services in Spanish may alleviate the language barrier that many Latinos are concerned about when seeking services. This research utilized a mixed methods design with self-administered surveys and interviews conducted and analyzed with SPSS and transcriptions. The study findings suggest that bilingual Spanish-speaking Masters of Social Work students are not provided with adequate training, resources, and support from their MSW program or their field placements in order to provide high quality services to the Latino population. The study findings also suggest that not all bilingual individuals are comfortable with working with monolingual Spanish-speaking clients.

The master’s thesis analyzes the possibilities of drawing financial resources from the European Union. It includes theoretical knowledges of the issues of grants and the EU structural funds, the current situation analysis of research company and in the draft part, there are the appropriate recommendations to solve this situation, proposals for improvement and their potential benefits for the company.

Структура магистерской диссертации включает в себя введение, три главы, заключение, список использованной литературы. В первой главе работы изучены теоретические основы автокредитования как направления — потребительского кредитования, определены риски автокредитования, присутствующие в банковской деятельности, Во второй главе, исходя из общих теоретических положений, рассмотренных в первой главе, проведен анализ современных тенденций в сфере автокредитования и состояние автокредитного рынка России, а также проведен анализ практики кредитования на примере ООО «Медиа-микс». В третьей главе на основе проведенного анализа выявлены проблемы и перспективы развития рынка автокредитования в России, рассмотрены основные тенденции развития рынка автокредитования. В заключении подводятся итоги проведенного исследования, делаются основные выводы по работе. / The structure of the master's thesis includes an introduction, three chapters, conclusion, bibliography. In the first chapter of the work, the theoretical foundations of car lending as a direction - consumer lending are studied, the risks of car lending present in banking are identified.In the second chapter, based on the general theoretical provisions discussed in the first chapter, an analysis of modern trends in the field of car loans and the state of the auto loan market in Russia , as well as an analysis of the lending practice on the example of LLC "Media-mix". In the third chapter, on the basis of the analysis, the problems and prospects of the development of the car lending market in Russia are identified, and the main trends in the development of the car lending market are considered. In the conclusion, the results of the study are summed up, the main conclusions are drawn.