La tesis de investigación realizada a continuación es sobre el proyecto arquitectónico de la Facultad de Gastronomía de la Universidad San Ignacio de Loyola (USIL) en Arequipa, El proyecto y su viabilidad responde a la demanda de la carrera gastronómica y, como consecuencia, a las restricciones de las instituciones existentes en la ciudad: infraestructura deficiente, carrera técnica, periodo de estudio de 3 años y límite de vacantes. El proyecto está situado en zona agrícola de Arequipa, la cual fue establecida por USIL, por razones de: proximidad a carretera interoceánica, ubicación zona en crecimiento y descongestionamiento del centro. El terreno responde a su entorno natural inmediato y a la accesibilidad urbana a nivel micro y macro, guardando relación de facultad universitaria sin invadir ni generar impacto dentro de la zona nativa. Asimismo, responde a necesidades y actividades de los diferentes usuarios dentro del proyecto: alumno, docente, personal administrativo, personal de seguridad, y personal de mantenimiento. El programa arquitectónico responde a la malla curricular de la carrera de Gastronomía que dicta USIL, y también a los ambientes que utilizan todos los alumnos en general dentro del campus; teniendo como conclusión 4 paquetes funcionales: educativo, administrativo, servicios complementarios y servicio. La investigación contiene todo lo mencionado previamente, con bases fundamentadas, información y data real extraída de páginas oficiales nacionales e internacionales, y sustento respaldado por la USIL. / The following research thesis is about the architectural project of the Faculty of Gastronomy of the San Ignacio de Loyola University (USIL) in Arequipa. The project and its viability respond to the demand of the gastronomic career and, as a consequence, to the restrictions of the existing institutions in the city: deficient infrastructure, technical career, 3-year study period and limit of vacancies. The project is located in the agricultural area of Arequipa, which was established by USIL, for reasons of: proximity to the inter-oceanic highway, location of the growing area and decongestion of the center. The land responds to its immediate natural environment and urban accessibility at the micro and macro level, keeping a university faculty relationship without invading or generating impact within the native zone. It also responds to the needs and activities of the different users within the project: students, teachers, administrative staff, security personnel, and maintenance personnel. The architectural program responds to the curriculum of the career of Gastronomy that dictates USIL, and also to the environments used by all students in general on campus, taking as a conclusion 4 functional packages: educational, administrative, complementary services and service. The research contains all of the above, with well-founded bases, information and real data extracted from official national and international pages, and supported by USIL. / Tesis

The theme of the thesis is a study of the project of the Faculty of Fine Arts in Brno. The site lies on boundary of two city parts, Brno – Střed and Brno – Žabovřesky and it is surrounded by streets Veveří, Šumavská and Bulínova.The project ties together with architectural study from subject TG02, which concerns the Faculty of Forensic Engineering. The final result of both parts is the project of both schools with common facilities. The part of the project is an underground garage where is a space for public parking which is demanded by city hall. The main idea was to create building with respect to surroundings and define itself to the street lines and create the small square inside the block of the buildings. The results are two six-floor buildings connected by two-floor object with atrium.

In the theoretical part of the thesis I am going to focus on the theoretical problems of teaching practice at universities and its role in the preparation of future teachers. In the practical part I will use questionnaires and interviews to seek features of a good faculty school, and try to specify areas that demand more support to faculty schools from the Faculty of Education. The practical part will be supplemented by case study. KEYWORDS Faculty school, university faculty school, university primary school teacher, school authorities, teaching practice

The purpose of this study was to determine the relationship of leisure satisfaction, job satisfaction, and life satisfaction among selected faculty in higher education institutions whose specialty teaching subject area was therapeutic recreation. This study also investigated the relationship of specific demographic variables to leisure satisfaction, job satisfaction, and life satisfaction. The variables included age, gender, education, income level, health, tenure, marital status, type of institution where employed, and participation in therapeutic recreation organizations. The population for this study consisted of 162 faculty whose specialty teaching subject area was therapeutic recreation. Subjects were selected from colleges and universities of the United States listed in the curriculum catalog published by the Recreation and Park Association, Society of Park and Recreation Education for the year 1993-1994.

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The problem of this investigation is to determine the relationships between certain cognitive, conative, and demographic variables and student ratings of instructors and introductory economics courses at North Texas State University. In addition, the study seeks to determine whether significant, interactive effects exist among the seventeen main variables: pretest, posttest, sex, age, college major, required course, actual grade, residence, SAT, socioeconomic class, Opinionation, Dogmatism, instructor, course rating, instructor rating, expected grade, and attitude. The principal sources of data are students' test scores on the Test of Understanding in College Economics, Rokeach Scales of Opinionation and Dogmatism, Modified Purdue Rating Scale, Personal Data Sheet with Hollingshead Index, and Questionnaire on Student Attitude Toward Economics-Revised. The organization of the study includes a statement of the problems, a review of the literature related to student ratings of courses and instructors, the ethodology used in the statistical analysis of the data, an analysis of the data, and the findings, conclusions, implications, and recommendations for additional research. Chapter I introduces the background and significance of the problems. Hypotheses are stated in the research form, terms in the study are defined, and limitations are delineated. Chapter II is a topically-arranged review of the related literature, including both experimental and descriptive studies. Literature is included on student ratings of courses and instructors, attitude, achievement, grades (actual and expected), and student characteristics. Chapter III includes information on the population of the study, the Test of Understanding in College Economics, Modified Purdue Rating Scale for College Instructors, the Rokeach Dogmatism and Opinionation Scales, the Questionnaire on Student Attitude Toward Economics-Revised, Hollingshead Two-Factor Index of Social Position, the variables used in each study, methods of data collection, and stepwise multiple linear regression, the basic statistical design employed in the study, with a nonlinearity factor added. In Chapter IV, data were analyzed and reported in tables of regression coefficients on Studies One through Six: actual grade, course rating, instructor rating, expected grade, student attitude, and posttest. A summary table is included for the significant, absolute beta coefficients for these six studies. Chapter V concludes that grade expectations, Opinionation and Dogmatism, ability levels, and attitude influence student ratings. For example, very bright students tended to be more discriminating in their ratings of their courses. Students who liked the instructor and were less open-minded tended to rate the course high. Grade expectations tended to exert a negative influence on course ratings; students with high grade expectations rated the course low, and students with low grade expectations rated the course high. The combination of a student with high grade expectations and a student with high SAT score resulted in a low rating for the instructor. A student's background (Dogmatism, Opinionation, and place of residence) influenced his attitude toward economics. Higher grade expectations were correlated significantly with a favorable attitude toward economics. Significant demographic variables related to conative and cognitive variables were SAT, expected grade, actual grade, Hollingshead socioeconomic class, residence, Dogmatism, and Opinionation. The implication from these findings is to use student ratings cautiously as a consideration for university merit raises and/or faculty promotions. Reasons for caution stem from the significant findings of the influence on student ratings of several cognitive, conative, and demographic variables. Too much appears to be happening in the teaching-learning process which cannot be measured accurately.

This dissertation is situated as the third work in a series on academic women. In 1964, Jessie Bernard published Academic Women, which provided a comprehensive assessment of the status of women in academia. Two decades later, in 1987, Angela Simeone offered insight into attempts to achieve equity for women in higher education in her book Academic Women: Workings Towards Equality. Now, at the next twenty-five year interval, this dissertation continues the scholarly engagement with questions about academic women. Drawing primarily on in-depth interviews with academic women (n = 35), this dissertation is more than a status update. The research presented here furthers the discussion by recognizing the limitations to the use of "academic women" as an all-encompassing category, and it offers a more nuanced approach to understanding their experiences in academia. Drawing on both the individual strategies of women and the organizational structure of the university this dissertation offers a new framework for assessing the various ways in which academic women navigate academic organizations. Additionally, lessons and practices are featured as recommendations and resources for both academic women and academic organizations. / Graduation date: 2013

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Résumé This thesis examines the situation at three Czech universities in 1947 - 1950, Charles University in Prague, Masaryk University in Brno and Palacky University in Olomouc. To have an event around February 1948 to describe and then compare, it was necessary to go back to the time shortly after the Second World War, as the post-war development has undoubtedly influence on events in the following period. After the war the University had to deal with personnel and material losses. Many professors on their teaching and research space not returned, many of them died under the Nazi terror. Dismal state of buildings, which were mainly bombing explosions or other damage, especially to address Masaryk University, Brno. Directly after the war dealt University in Prague and Brno employee personnel cleansing of collaborators and people otherwise guilty against the state and national honor. Most affected was the Brno University. Another problem occurred when an enormous interest among young people in the study, due to the closure of Czech universities by the Nazis in the autumn of 1939 (in 1945). On the way to February 1948, were part of universities and student associations. Student element is often became the target of verbal indiscriminate attacks of some communist bosses, but up to February 1948 worked student...