TITLE: Specification of the care for climate at the 3th grade of the primary school SUMMARY: The objective of this diploma work was to research whether alternating of three and more teachers might have a negative impact on the classroom climate. The theoretical part provides a definition of personality characteristics of pupils in the third grade of primary school with respect to the management of classroom climate. I analyse the factors influencing the classroom climate such as family influence, pupils' groups and particularly personalities of teachers, their management and organisationof teaching, further their communication style, evaluation and cooperation among teachers. The practical part focuses on the research of the classroom climate using the method My Class Inventory (MCI). Another applied method is interviewing class teachers. The practical part is completed with a questionnaire filled out by pupils. The results of the research confirmed the change of the classroom climate in the third grade where three and more teachers alternate. These changes are manifested especially by more frictions and higher competitiveness. KEY WORDS: classroom climate, teacher's personality, pupil's social development in the third grade, group of peers, socialization, class rules, cooperation among teachers

Magister Public Health - MPH / The aim of the study is to explore the barriers associated with low VCT uptake by the TB patients attending primary health care clinics within the Buffalo City municipality. The study population was drawn from TB patients attending the primary health care facilities in Buffalo city municipality in the Eastern Cape Province. Eight participants were purposively selected to include those who had accepted VCT as well as those who did not.

This thesis explores the implications of cultural resources for educational attainment and socioeconomic progression among Caribbeans in Britain - one of Britain's most disadvantaged [social] ethnic groups - since the 1940s. More specifically, it offers, first, a review of Caribbeans’ experiences in education and socioeconomic domains in Britain, as have been researched throughout the decades since the World Wars, and explores, second, how cultural resources through which Caribbeans understand their social world and mediate their experiences therein impact upon their educational attainment and socioeconomic progression. Cultural resources, as implied in studies undertaken by DeGraaf (1986; 1989; 2000) in the Netherlands, are acquired in settings such as the family and schools in which individuals are socialised, i.e., learn their culture and how to live in their social world. These settings are held to be influenced by cultural and societal factors that are interrelated and are, in effect, sociocultural (Wertsch, 1994; 1995). Such settings are posited in this thesis as vital to understanding Caribbeans’ educational and socioeconomic outcomes. This is demonstrated through adopting a sociocultural approach from which analyses was undertaken into the experiences of ten families of three generations and ten individuals - all of Caribbean descent - who participated in a quasi-ethnographic inquiry that formed the empirical part of the study. The participants had a range of educational, cultural, and socioeconomic backgrounds, which characterised a purposive sample that they formed. Their accounts of their experiences, which were the source from which inferences about their educational attainment, socioeconomic progression, and cultural resources are made, were elicited through ethnographic interviews, participant observations, and researcher’s diaries, and are presented in this thesis as family case study analyses and sociocultural settings analyses. The inquiry revealed that the participants across the whole sample were socialised in a key set of sociocultural settings that were identified in their accounts of their experiences as family, community, religion, education, and occupation. In-depth interrogation of patterns in their lived experiences in these settings revealed that their socialisation processes were diverse and, consequently, reflected in diversity in their acquisition and usage of a common set of cultural resources that were discovered and, through analyses, reified as familial influence, community orientation, religiosity, familiarity with formal education processes, and occupational aspiration. Diversity in their acquisition and usage of these resources in the various settings reflected in diverse patterns of educational and socioeconomic outcomes across the three generations. However, two distinct patterns are herein defined and discussed as a ‘trajectory of advancement’ and a ‘trajectory of urgency’. The former characterises the outcomes of participants who had attained educationally and progressed in socioeconomic terms across generations in their family, and the latter characterises the outcomes of participants who had not attained educationally and remained disadvantaged in socioeconomic terms across generations in their family. These findings are tentative, but they suggest, nonetheless, that cultural resources are salient in shaping Caribbeans’ educational and socioeconomic outcomes. Such findings are significant in that they interrupt the ways that Caribbeans’ experiences and outcomes in education and socioeconomic domains have been understood historically and, at the same time, offer the sociocultural approach as another way from which to understand these experiences and outcomes. In addition, the sociocultural approach from which these finding are derived and the concept of cultural resources are introduced, in this thesis, in an understanding of patterns of educational and socioeconomic outcomes that persist across generations. This understanding, it is herein suggested, is crucial to any debate surrounding persistently low achievement in education and socioeconomic domains among social groups - particularly among groups such as Caribbeans that are disadvantaged in education and socioeconomic domains.

Ce mémoire est un exercice d'historiographie portant sur le traitement accordé, par les chercheurs français, québécois et états-uniens des 35 dernières années, au thème de l’agentivité des autochtones du Pays d’en haut des XVIIe et XVIIIe siècles. Représenter les autochtones comme agents, tels qu’ils sont réellement, pour ce qu’ils font concrètement et non comme figurants d’un récit européocentré, telle semble être la règle du jeu de l’écriture ethnohistorique. Cependant, lorsqu'on survole la production des spécialistes de ces sociétés autochtones, on constate rapidement que la question nationale et, de manière plus large, les dynamiques identitaires des chercheurs, exercent encore une force d'attraction considérable sur la description des collectifs autochtones. Pour comprendre ces dynamiques, on gagne à mobiliser une perspective historiographique ancrée dans un projet de sociologie des sciences. L’analyse s’appuiera plus spécifiquement aux travaux de Bruno Latour et de Pierre Bourdieu sur les polémiques entre chercheurs. L’idée est de voir comment le chercheur, en se situant par rapport à ses pairs dans une démarche d'alliance, d'évitement ou de confrontation, structure un projet ethnohistorien. Un projet de connaissance sur l’autre autochtone, mais également un projet qui se veut soluble dans un régime discursif postcolonial lui aussi structuré par la polémique. En suivant comment se structure, puis se restructure, au fil des générations, le modèle de bonnes pratiques ethnohistoriennes, comment se constituent des collectifs de chercheurs, on en apprend donc à la fois sur le monde des autochtones et sur celui des chercheurs. C’est dans cette perspective que nous ferons l’analyse de récits historiographiques de grands praticiens de la recherche sur le Pays d’en haut qui, quelques années après avoir publié leurs principaux résultats de recherche, font le point sur l’état de la situation en ethnohistoire, en matière d’agentivité autochtone. Les récits de Bruce Trigger, de Richard White et de Gilles Havard nous permettent ainsi de couvrir l’évolution du champ ethnohistorien depuis 1985. / This thesis is an exercise in historiography that deals with the ways French, Quebec and US researchers interested in the Pays d’en haut in the seventeenth and eighteenth centuries, have referred, over the past 35 years, to the theme of Native agency. To represent the Native peoples as agents, as they really are, for what they do and not as bit players of a Europeo-centric narrative, this seems to be the rule of the language game ethnohistorian play. However, when we look at the production of the specialists of these Native societies, we rapidly come to the conclusion that the national question and, more broadly, the dynamics of identity inherent to the communities of researchers, still have a considerable impact on these narratives. In order to understand these dynamics, it is useful to develop a historiographic perspective that is rooted in the sociology of science. I will refer more specifically to the works of Bruno Latour and Pierre Bourdieu on controversies among researchers. The idea is to see how researchers, by situating themselves in relation with their peers through alliance, avoidance or opposition, structure an ethnohistorical project. A project that is devoted to knowing better the Native other, but also a project that needs to pass the postcolonial test and hence refers to an area of postcolonial studies that is itself structured through contentions. By seeing how, through the generations, an ethnohistorical model of good practices is constructed and restructured, how collectives of researchers are built, one learns about the world of Native people, but also about the world of the researchers. It is in this perspective that I conduct the analysis of historiographic narratives produced by renowned practitioners of studies on the Pays d’en haut, ethnohistorians who, a few years after having published their main work on the subject, take stock of the situation in regards with Native agency. The historiographic propositions of Bruce Trigger, Richard White and Gilles Havard will allow us to cover the evolution of the field of ethnohistory since 1985.

Le développement de la compétence émotionnelle est un processus qui risque d’avoir un impact majeur sur le bien-être des individus, y compris la réussite professionnelle et la qualité de nos relations interpersonnelles. La littérature scientifique montre qu’il existe un lien étroit entre la répression émotionnelle, le fait de restreindre, d’éviter ou de minimiser la prise de conscience d’émotions ainsi que divers problèmes de santé mentale, troubles du comportement, décrochage et abus de substances. Or, l’apprentissage des capacités à réguler ses émotions est en grande partie acquis au sein de la famille, puis à l’école avec le concours des enseignants. Toutefois, peu d’études existent sur ce phénomène. En outre, les écrits scientifiques portant sur le processus de socialisation des émotions dans le milieu scolaire négligent de considérer la présence ou non de stéréotypes de genre chez l’enseignant.e. Pourtant, cette lacune risque d’avoir un impact sur ses pratiques de socialisation des émotions. L’objectif de cette thèse est d’observer les comportements des enseignants de la maternelle lorsqu’ils interagissent avec des élèves et d’examiner si leurs réactions diffèrent selon le genre de leur élève dans un contexte où une émotion est exprimée par l’enfant. Pour atteindre cet objectif, l’étude réalisée poursuit deux sous-objectifs, soit observer et analyser de façon séquentielle les interactions entre les enseignants et les élèves (Objectif 1), et explorer les croyances qu’ils entretiennent en lien avec le développement émotionnel des enfants et les différences de genre (Objectif 2). Dans le cadre de cette thèse, nous retenons le modèle de socialisation des émotions proposé par Denham, Bassett et Zinsser, (2012). Partant de ce modèle, six heures d’observation dans trois classes de maternelle ont été effectuées ainsi que des entrevues semi-dirigées à l’aide de la technique du rappel vidéo auprès de ces mêmes enseignants. Les premiers résultats obtenus suggèrent des différences de genre dans la socialisation des émotions. D’autres résultats suggèrent la présence de stéréotypes de genre chez les enseignants pouvant influencer leur pratique de socialisation des émotions en fonction du genre de leur élève et avoir une influence sur ses compétences émotionnelles. / Emotional competence is a factor that has the potential to greatly impact our well-being. Emotional competence can affect many aspects of his or her life, such as his/her professional career or even the quality of his/her relationships. The scientific literature showcases the existence of a link between the repression of emotions and mental health’s issues, behavioral disorders, bad academic performance and substance abuse (Ashiabi 2000; Chaplin, Cole, & Zahn-Waxler, 2005; Denham, Bassett, & Wyatt, 2007; Denham, Bassett, & Zinsser, 2012; Perlman, Camras, & Pelphrey, 2007). The development of emotional competence is a process that begins within the family circle and continues at school, with the help of teachers and educators. Because of the informal nature of the mechanisms at work, there are only a few studies on this very process. Furthermore, the few studies that examine the development of emotional competence by socialization in school tend to ignore the impact of gender stereotypes carried by teachers and other personnel. This paper is aimed to analyze grade school teachers’ behavior when they interact with their students in order to determine if said behaviors are influenced by students’ gender. This general goal was achieved by the completion of two sub-objectives. The first of these sub-objectives consisted in observing and analyzing the interactions between teachers and students in a sequential manner. The second was to explore the teachers’ belief system in regard to the emotional development of children and gender differences. Eisenberg, Spinrad and Cumberland (1998) introduced a heuristic model of emotional socialization that includes a number of variables such as parents’ personal beliefs and culture, and children’s characteristics (age, temperament, etc.) These authors suggest that emotional socialization is the factor of three processes: (1) parental reactions to children’s emotions, (2) socializers’ (teachers and other school’s personnel) discussion of emotion, and (3) socializers’ expression of emotions. A number of critics of this rich and complex model have been formulated, and we’ll address them in this paper. Denham et al. (2012) introduced a simpler model that doesn’t consider certain variables such as parents’ characteristics and instead put a greater emphasis on the aforementioned three dimensions of emotional socialization. In this study, we used the adapted model of Denham et al. (2012) was adopted. We recorded 3 different classes for 6 hours each and conducted semi-directed interviews with each class teacher. Our results suggest the existence of a gender difference related to emotional socialization. Teachers’ responses were significantly more negative towards boys’ expression of emotions compared to girls’. Results also point out the presence of gender stereotypes among teachers, which could influence their socialization practice and thus the level of emotional competence of their students.

This diploma thesis focus on comparison of the management of 1st half of 20th century with present days. The main goal of thesis is to analyze a lurid career of Czech top manager Domink Cipera, his operation methods and usage of innovative management procedures (that were used during his business and politics career), based on the available published sources. Thesis is in addition comparing Cipera’s management style in context of that era with current acting managers and is concerning with Cipera’s profession heritage and his influence to modern management. Practical section of the thesis is dealing with sociological research on the sample of current acting managers. Design section is describing potential improvement in area of systematical managerial education of managers and executive project employees in the concrete company.

Among the Voices Voiceless is a composition for flute (doubling piccolo), clarinet (doubling bass clarinet), viola, cello, percussion, piano, and electronics, based on the poem "What would I do without this world faceless incurious" by Samuel Beckett. The piece is a setting for disembodied voice: the vocal part exists solely in the electronics. Having no physical body, the voice is obscured as the point of empathy for the audience. In addition, instrumental solos compete for focus during the work's twenty minute duration. In passages including a soloist, the soloist functions simultaneously as antagonist and avatar to the disembodied voice. Spoken word recordings and electronic manipulation of instrumental material provides further layers of ambiguity. The companion critical essay "Among the Voices Voiceless": Setting the Words of Samuel Beckett proposes the distillation of Beckett's style into the elements of prosaicness, repetition, fragmentation, ambiguity, and symmetry. Discussions of Beckett's works such as Waiting for Godot and Molloy demonstrate these elements in his practice. This framework informs the examination of two other musical settings of Beckett's poetry: Neither by Morton Feldman and Odyssey by Roger Reynolds. Finally, these elements are used to analyze and elucidate the compositional decisions made in Among the Voices Voiceless.

This thesis is a theoretical analysis of the phenomenon of traveling from an ethical point of view. The analysis focuses mainly on the ethical aspects of individual travels of European travelers with regards to cultural contact with different people and also taking into consideration the European tradition of travel. Based on this analysis, an ethical framework is proposed as a tool of interpretation of selected texts that reflect the travel adventures of exceptional Czech travelers, such as A. V. Frič, J. Hanzelka and M. Zikmund, M. Zelený among the Indians of South America. The above mentioned Czech travelers described their travel experiences in the form of ethnographic travelogues and other texts. The aim of this study was, by analysing certain parts of selected ethnographic texts of these Czech travelers - explores, to reveal their individual ethical reflections of the experienced adventures and to interpret it. I have attempted to describe each studied Czech traveler's specific ethical approach to "otherness" in the extreme conditions of their adventures among the Indians of South America. Keywords: Ethics of travel, traveling - ethical aspects, traveling - intercultural contact, A. V. Frič, J. Hanzelka and M. Zikmund, M. Zelený, travel adventures among Indians.

This qualitative study is of the interpretivist nature and it aims to examine how knowledge workers perceive their interaction with a knowledge management system when used for knowledge sharing purposes. The purpose is to offer answers to two research questions: How do knowledge workers perceive their interaction with knowledge management technology in relation to knowledge sharing? What are the benefits and challenges that knowledge workers experience in relation to knowledge managing and sharing when using a KMS system? The data was collected by applying qualitative research methods and by conducting five interviews with participants of an IT organization that has its head office in Sweden, but additional offices in other geographical locations. To be able to study the participants´ perception and the benefits of the use on both local and international levels, the interviewees were chosen from different sites in which their organization was operating. To provide the answers to these questions and to establish the foundation of this research, an extensive literature review on the problem area was carried out, and a theoretical framework has been employed to study the different aspects of this model in the context of knowledge management systems in relation to knowledge sharing among knowledge workers. As a result, additional derived attributes came from the findings and it is shown that users tend to relate knowledge quality with the completeness, frequency of update, and validity of the knowledge content that they are exposed to in the KMS. Similarly, they relate KMS quality to administrability and maintenance easiness, whereas organizational service providing quality in relation to knowledge sharing is more related to the aspects of organizational commitment and reliability. Moreover, the findings show that participants relate their intention to use the KMS to the attributes of convenience and practicality, and the levels of user satisfaction were in this case mainly related to the user´s perception of usefulness. Lastly, the perception of the benefits and reciprocal value-creating for both the organization and the individual was examined and the findings show that the users tend to relate these to the aspect of relevance, or in other words that the benefits are only perceived as useful by the user if they are identifiable, respectively the user being aware of the benefits and perceiving them as relevant.

Bakgrund: I Sverige har det rapporterats en ökning bland barn och unga av psykiatriska diagnoser. En ökning av psykiska- samt psykosomatiska besvär hos ungdomar i åldern 13-15 år har konstaterats. Den upplevda skolmiljön ses som en stark koppling till elevernas ohälsa. Elever med långvarig skolfrånvaro riskerar att hamna i svårigheter både på kort och lång sikt. Idag används sociala tjänstehundar som särskilt stöd för elever med långvarig skolfrånvaro dock finns det en brist på kunskap om hur insatsens upplevs av både hundförare och eleven själv. Syfte: Studiens syfte var att undersöka elever och hundförares upplevelse av hundassisterad intervention som särskilt stöd vid långvarig skolfrånvaro. Metod: Två elever och tre hundförare intervjuades genom semistrukturerade intervjuer. Dessa intervjuer genomfördes via videosamtal. Eleverna var i ålder 13-15 år och gick på högstadiet. Hundförarna arbetade på högstadiet på uppdrag av elevhälsan med hundassisterade interventioner som särskilt stöd vid långvarig skolfrånvaro. Resultat: Eleverna och hundförarna upplevde att hunden stöttade eleverna genom sitt bemötande, sin närhet och förmåga till relationsskapade. Detta ledde till att eleverna upplevde en förändring i sitt mående och i sin tillvaro. Eleverna upplevde en känsla av minskad stress och ångest, där elevernas vänskapliga relation till hundarna blev en betydande faktor i sin motivation till att komma till skolan, vara i skolan och utföra sina skolarbeten. Slutsats: Användningen av hundassisterade intervention som särskilt stöd vid långvarig skolfrånvaro upplevdes ge eleverna förändrade förutsättningar att öka sin närvaro i skolan. Elevernas vilja att vara med den sociala tjänstehunden bidrog till en ökad motivation att deltaga i sin skolgång. / Background: Sweden is currently witnessing an increase in diagnosed psychiatric disorders among juveniles of all ages, within which an upsurge in psychological and psychosomatic maladies has been noted in the 13-15 year old demographic. The social environment of a student’s school is seen to have a direct relationship to said student’s potential mental health issues, which can lead to extended absences. Such absences increase the risk of continued problems for the student, even beyond the realm of mental health, in the short and long term. Therapydogs are now used to provide special assistance for students with extended absences from school, however, there is a lack of knowledge how this is experienced by both doghandlers and students. Aim: The aim of this study is to observe students’ and dog handlers’ experience with canine-assisted intervention as a form of special assistance for those with extended school absences. Method: Two students and three dog handlers were interviewed with the “semi-structured interview” technique via videocall. The students were ages 13-15, and study at the middle school. The dog handlers work with student health at the students’ middle school, using canine-assisted intervention as a form of special assistance to those with extended absences from school. Results: The students and the dog handlers felt that canine interaction supported the students in their attempts to create and develop meaningful relationships. This led to positive changes in the students’ temperament and mental health in general. The diminishment of feelings of stress and anxiety can be linked to the friendly relationships built with the dogs, ultimately resulting in an increased motivation attend school and complete schoolwork. Conclusion: The use of canine-assisted intervention as special assistance to those with extended school absences was seen to give students positively changed attitudes towards school attendance, with the students’ desire to build a relationship with the therapydog as a contributing factor towards this change.