Tyrimo objektas: Moksleivių fizinė saviugda. Tyrimo tikslas: Ištirti mokinių fizinę saviugdą. Tyrimo uždaviniai: 1. Ištirti mokinių fizinės saviugdos suvokimą. 2. Ištirti fizinės saviugdos suvokimą, lyties aspektu. 3. Ištirti fizinės saviugdos suvokimą, amžiaus aspektu. Tyrimo metodai: • Literatūros šaltinių analizė. • Anketinė apklausa. • Matematinė statistika Dauguma tyrime dalyvavusiųjų mokinių nesupranta kas yra fizinė saviugda. Nemaža dalis mano, kad fizinė saviugda nėra būtina. Nors beveik pusė mokinių savo gyvenime taiko vienokias ar kitokias jos formas, tačiau nepasiekia arba nesuvokia jos rezultatų. Berniukai labiau nei mergaitės visiškai nežino kas yra saviugda, nemano, kad ji yra būtina. Galvoja, kad tai yra mokymasis būti savimi. Berniukai labiau linkę sportuoti savo malonumui, žymiai rečiau nei mergaitės kuria fizinės saviugdos programas. Tačiau dažniau pasiekia fizinės saviugdos rezultatų. Dauguma mergaičių mano, kad fizinė saviugda yra labai svarbi žmogaus gyvenimo dalis. Labiau linkusios lankyti kūno kultūros pamokas bei sporto būrelius. Tačiau rečiau bando sukurti asmeninę fizinės saviugdos programą, bei nesuvokia rezultatų. Nes nežino kaip ir mano, kad niekas jom nepadeda ir nepalaiko. Su amžiumi mokiniai labiau suvokia fizinės saviugdos sąvoką, jos rezultatus pastebi savo asmeninį tobulėjimą. Jauniausi iš jų (10-13) metų amžiaus, labiausiai linkę lankyti kūno kultūros pamokas, būrelius bei treniruotes. Tačiau mažiausiai siekia bei suvokia savo... [toliau žr. visą tekstą] / Aim of the research: To investigate the students' physical self-education. Subject of the research: students' physical self-education. Goals of the research: To investigate the students' physical self- education . To investigate the physical self-education of gender-specific. To investigate the physical self-education of age discrimination. Methodology of the research: analysis of the literature, The quiz. The percentage of distribution. Most of the students who were surveyed do not understand what is the physical self. Many feel that the physical self Neara necessary. Although almost half of the students in your life use of one or another of its forms, but does not reach or do not realize its results. Boys more than girls completely unaware of what is self-education, does not believe that it is necessary. Think that it is learning to be yourself. Boys are more likely to play sports for fun, much less than girls whose physical self programs. But more often reaches physical self results. Most girls think that the physical self is a highly important part of human life. More likely to attend physical education classes and sports clubs. However, less is trying to create a personalized program of physical self and realize results. They do not know how, and believes that no one runs short, and does not support it. With age the students more aware of physical self-concepts, the results notes their personal development. The youngest of them (10-13) years of age are most... [to full text]

This study highlighted the implications of the absence of well-delineated criteria for the workplace-effective mobility of employees with disabilities in South Africa for their employment, development and organisational mobility. In response to the dearth of research on workplace-effective mobility, and cognizant of the importance of well-delineated workplace criteria to oppose continuing workplace prejudice and discrimination against employees with disabilities, this two-phase sequential triangulation study aimed to identify and confirm criteria and compile a theoretical model for workplace-effective mobility of employees with disabilities. The study has significance for the achievement of greater workplace equity and redress, which will enhance the strategic human resources management and the productive image of employees with disabilities, as well as reduce welfare costs by enabling more people with disabilities to access paid employment opportunities. To attain the study objectives, the study was done in two phases. The first was a qualitative phase during which focus group interviews with participants with disabilities were conducted. The second phase involved a five-point Likert scale-based Delphi process with industrial and organisational psychologists. Focus group participants were formally employed or self-employed in various organisations and were recruited from four disability categories (people who are blind or deaf, or have a physical or speech impairment) in four provinces in South Africa (the Free State, Gauteng, KwaZulu-Natal and the Western Cape). The industrial and organisational psychologists who participated in the Delphi phase were used as experts with prior experience in the employee recruitment area. The study found that workplace-effective mobility is (a) a multi-dimensional concept comprised of a positive self-concept, self-efficacy, workplace accessibility, a sense of coherence and a positive sense of independence, which form the crux of criteria for workplace-effective mobility; (b) a result of self-efficacy beliefs, enabling organisational practices and workplace accessibility; and (c) at the heart of the pursuit for workplace equity to redress prejudice and discrimination against employees with disabilities in the workplace. The participating experts also reached consensus in their understanding of the term workplace-effective mobility. Within-group differences were identified for a number of categories; and therefore it is recommended that future research should be conducted on distinct categories of disabilities. Using the identified dimensions (positive self-concept, self-efficacy, workplace accessibility, sense of coherence and a positive sense of independence) and outcomes (organisational and personal effectiveness), a theoretical model of workplace-effective mobility was compiled. / Thesis (PhD)--University of Pretoria, 2011. / Human Resource Management / unrestricted

Teachers need interventions to improve at-risk students' self-efficacy, which may improve their academic performance in school. The purpose of this qualitative case study was to explore the perceptions of elementary school teachers at a Texas public middle school as to what research-based interventions they felt would improve the self-efficacy of these students. Bandura's social cognitive theory, which framed the study, indicates that self-efficacy beliefs affect the courses of action that people seek and the choices people make. Many at-risk students who experience a lack of academic success have low self-efficacy, which may affect their school performance. The research questions that guided the study focused on teachers' perceptions of whether a school-based mentoring program, counseling services, or an afterschool program would best help at-risk students improve their self-efficacy. Semi-structured interviews were conducted to collect data from 6 teacher participants who were purposely selected from different grade levels at the school. The data were transcribed and analyzed using hand-coding procedures to determine categories and themes from the transcripts. The findings revealed that teachers thought that a school-based mentoring program would have the most positive impact in improving the self-efficacy of at-risk students. The results prompted the development of a training program for mentors. Positive social change may result when at-risk students benefit from mentors who are properly trained on ways to meaningfully impact them.

OBJECTIVES: This study investigates the relationships between maternal psycho-social factors and brushing practices in low-income children aged 1-5 years old. METHODS: Data from The Oral Health Advocates in Public Housing (OHAPH) study was used. Analyses were limited to 1–5 year old children and their mothers (n =941). Mothers were surveyed regarding their knowledge about child’s oral health, self-efficacy and self-motivation related to brushing their children’s teeth twice a day. The main outcome measure was children’s brushing frequency reported by their mothers. Analyses were conducted in SAS 9.4 to account for the complex sampling design. RESULTS: Maternal knowledge about child’s oral health was significantly associated with maternal self-efficacy (OR=1.95; 95% CI=1.44-2.64), significant association was also found with maternal self-motivation (OR=3.24; 95% CI=1.42-7.36). Self-efficacy and self-motivation were highly associated (p-value <0.0001), mothers who reported having high level of self-efficacy were highly motivated as well (77.8%). Most of the children in this sample had their teeth brushed twice or more a day (65.3%). Maternal self-efficacy was a strong and significant predictor of child’s brushing frequency (OR=10.51; 95% CI= 6.98-15.81). Maternal self-motivation has also showed a statistically significant association with child’s brushing frequency (OR=7.41; 95% CI=2.63-20.85). However, higher level of maternal knowledge about child’s oral health was not significantly associated with having the child’s teeth brushed twice or more a day (OR= 1.33, 95% CI= 0.96-1.84). Older children and those who had visited the dentist within the past year showed higher odds of having their teeth brushed twice a day in comparison with younger children and those who didn’t visit the dentist. Being a Hispanic child lowers the odds of brushing frequency. Mediation analysis showed that maternal self-efficacy and self-motivation are both mediators in the pathway between maternal knowledge about child’s oral health and child’s brushing frequency, full mediation was observed. CONCLUSION: Maternal self-efficacy and self-motivation are associated with children’s brushing practices. Since these factors are modifiable, designing tailored interventions targeting mothers with the aim of improving child’s brushing frequency could be the key to increase the oral health potential for young children from low-income families early in life. / 2018-09-28T00:00:00Z

Выпускная квалификационная работа посвящена исследованию мотивационной системы. В теоретической части представлены основные понятия, цели, тип и формы, стадии, критерии и методы мотивации. В практической части описываются общие характеристики исследуемой организации, анализ эффективности мотивации персонала организации. Разработаны предложения по совершенствованию системы мотивации. В заключение даны даны результаты в соответствии с темой. ВКР состоит из введения, 3 глав, заключения. библиографического списка и приложений. Объем ВКР – 140 стр., включая Приложения. Число таблиц – 1. Число рисунков – 17. / Master Thesis is devoted to researching of motivation system. In the theoretical part presents the basic concepts, objectives of motivation, its types and forms, stages, criteria and methods. In the practical part describes the General characteristics of the investigated enterprise and the activities of the personnel management, the analysis of the effectiveness of motivation of the personnel in the organization. Based on these results, we have developed proposals to improve motivation system. In conclusion, the results in accordance with object. The Final qualifying work consists of introduction, three parts, conclusion, bibliographical list, applications. Master Thesis performed on 140 sheets (A4 format, font Times New Roman, font size 14, 1.5 line spacing), excluding attachments. Number of tables – 1 (excluding attachments). The number of figures – 17 (excluding attachments).

<p>  </p> <p>Food insecurity describes the lack of access to foods and affects 10.2% of general U.S. households and 27% of low-income households in 2021. Food insecurity is a pervasive public health concern in the United States and has been linked to poor dietary intake and diet quality, overweight and obesity (especially among women), and risk of other chronic diseases, such as diabetes, hypertension and dyslipidemia. </p> <p>To better understand food security status and address its associated health and dietary outcomes among low-income populations, a conceptualized model was built and served as research framework for the dissertation, including 1) internal factors and motivations, such as traits related to self-efficacy and sufficiency that may influence diet and health; 2) external factors of temporary support, such as financial benefits from assistance programs that low-income populations are eligible for that may influence diet and health; and 3) external factors of potentially long-term support, such as nutrition education programs targeting low-income groups that may foster internalized knowledge that could sustain impact and improvement of diet and health in the long-term. Each chapter of this dissertation addresses a component of the model.</p> <p>Cross-sectional analysis of a sample of rural veterans using food pantries quantified psychological traits related to self-motivation and efficacy including grit and help seeking, at the individual and internal factors level of the conceptualized model, and their links to food security and resource use, and revealed an inverse association between grit score and risk of food insecurity. The findings provided evidence for future interventions targeting food insecurity improvement to include education and resources that address traits related to self-efficacy, such as grit, among low-income populations to improve health outcomes directly or through improving food security or use of resources. </p> <p>Using nationally representative data, the second study investigated relationships between food assistance through the Supplemental Nutrition Assistance Program (SNAP) participation, a type of societal level external support, and dietary outcomes among low-income older U.S. adults. There were no differences in dietary quality, usual nutrient intake or risk of inadequacy between SNAP participants and eligible nonparticipants. Furthermore, results revealed a high prevalence of not meeting the Estimated Average Requirement from dietary sources for several nutrients (vitamins A, C, D, E, calcium, and magnesium) but the prevalence was lower when nutrients from dietary supplements were included. The results highlight a need for continued effort to improve nutrient and dietary intake among low-income older adults.</p> <p>External factors of potentially long-term support (e.g. nutrition education and food assistance) were evaluated for relationships with body mass index. A longitudinal sample of low-income women interested in participating in nutrition education through SNAP-Education (SNAP-Ed) was examined to determine the relationship between nutrition education (SNAP-Ed) and food assistance program participation through (SNAP, WIC), separately and in combination, with long-term changes in body mass index. No differences in changes of weight status over time were observed by nutrition education, food assistance, or combination participation. The prevalence of obesity was high among this sample, calling for targeted obesity prevention interventions and further support of healthy lifestyle promotion among low-income populations. </p> <p>The findings shown in this dissertation further reveal a high health burden among low-income groups. The studies filled several research gaps described in the conceptualized model. The results may be used to inform future tailored interventions to address food insecurity, dietary and health outcomes at individual and societal levels, incorporating internal motivation and external support to mediate health and dietary risks among low-income population.</p>

The MA thesis is divided to two basic parts. First of them is dealing with personal, social and professional knowledge of a project manager and the second one is mapping the education of soft skills at Czech universities where the subject of study "Information Studies and Librarianship" is taught. The theoretical part is devoted to project management. The attention is devoted to basic terms from project management's area, it represents the most well-known project methodologies, it defines particular roles of a project manager and most importantly the part is dealing with particular competences, which should be commanded by a project manager. The last chapter of theoretical part is devoted to an analysis of the three most well-known project methodologies. The practical part is mapping the situation at universities - namely which subjects they offer within the education of soft skills and how the teachers are working with the subject. Other activities of universities within the education and the development of soft skills are also given. Further the examples of subjects with the same topic taught at American universities are listed. In the end of thesis the recommendation how to improve the quality of teaching soft skill at Czech universities are given. And also which topics could be put among optional...