Personality inventories in South Africa are challenged with many factors restricting unbiased and fair measurement. The Employment Equity Act clearly stipulates that all psychometric measuring instruments should be proven bias free, equivalent, and fair. Most of the current inventories utilised in South Africa are imported from Europe and/or the United States of America, and these instruments are translated into either English or Afrikaans, which restricts the language proficiency factor of respondents from other language groups. There are 11 official language groups in South Africa; people also differ regarding race, culture, socioeconomic status, and educational backgrounds. All of these factors are not always properly accounted for in the standardisation of imported inventories - which limits their appropriate employment in the South African context. The objective of this study was to uncover the personality structure of each of the 11 language groups in South Africa, and to identify the shared and unique personality dimensions of the different language groups. From this structure, an instrument will be developed to measure personality in such a way that it will meet the Employment Equity Act. A qualitative research design was used in this study. Quasi-sampling («=1308j was implemented in order to identify participants from each of the 11 language groups, which differed from each other with regard to age, gender, and socioeconomic status. Following the lexical approach, structured interviews were conducted in the native language of the participants to gather information about personality-descriptive terms. The results of the interviews were transcribed and captured in Excel, and sent to language experts for language editing and translation into English. Ambiguous, superfluous and non-personality terms were removed from the data. Following this process, more than 50 000 personality-descriptive terms were identified. Content analysis was utilised in order to interpret the personality- descriptive terms to personality dimensions. Language and cultural experts were employed in order to validate the initial interpretations. The 50 000 descriptive terms were reduced to 190 personality dimensions through the use of cluster analysis. The analysis included the grouping of synonyms and antonyms, together with the use of dictionaries, literature and knowledge about content. The 190 dimensions were also divided into those that are common (shared by all 11 language groups), semi-common (shared by seven to ten of the language groups), semi-specific (shared by two to six of the language groups), and language-specific (unique to a particular language group). It was discovered that 78 dimensions were common, 69 semi-common, 32 semi-specific, and only 11 were language-specific. Most of the personality dimensions seem to be shared by the language groups, rather than to be unique. These 190 dimensions were clustered further in order to build the indigenous personality structure. Similar methods from the initial clustering phase were implemented. Clustering concluded 37 sub-clusters, which consisted of two to ten dimensions, and nine overall clusters consisting of two to six sub-clusters. These nine clusters are Extroversion, Soft-heartedness, Conscientiousness, Emotional stability, Intellect, Openness, Integrity, Relationship harmony, and Facilitating. Many indigenous aspects are evident, as well as universal aspects within the structure. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

The focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.

Personality inventories in South Africa are challenged with many factors restricting unbiased and fair measurement. The Employment Equity Act clearly stipulates that all psychometric measuring instruments should be proven bias free, equivalent, and fair. Most of the current inventories utilised in South Africa are imported from Europe and/or the United States of America, and these instruments are translated into either English or Afrikaans, which restricts the language proficiency factor of respondents from other language groups. There are 11 official language groups in South Africa; people also differ regarding race, culture, socioeconomic status, and educational backgrounds. All of these factors are not always properly accounted for in the standardisation of imported inventories - which limits their appropriate employment in the South African context. The objective of this study was to uncover the personality structure of each of the 11 language groups in South Africa, and to identify the shared and unique personality dimensions of the different language groups. From this structure, an instrument will be developed to measure personality in such a way that it will meet the Employment Equity Act. A qualitative research design was used in this study. Quasi-sampling («=1308j was implemented in order to identify participants from each of the 11 language groups, which differed from each other with regard to age, gender, and socioeconomic status. Following the lexical approach, structured interviews were conducted in the native language of the participants to gather information about personality-descriptive terms. The results of the interviews were transcribed and captured in Excel, and sent to language experts for language editing and translation into English. Ambiguous, superfluous and non-personality terms were removed from the data. Following this process, more than 50 000 personality-descriptive terms were identified. Content analysis was utilised in order to interpret the personality- descriptive terms to personality dimensions. Language and cultural experts were employed in order to validate the initial interpretations. The 50 000 descriptive terms were reduced to 190 personality dimensions through the use of cluster analysis. The analysis included the grouping of synonyms and antonyms, together with the use of dictionaries, literature and knowledge about content. The 190 dimensions were also divided into those that are common (shared by all 11 language groups), semi-common (shared by seven to ten of the language groups), semi-specific (shared by two to six of the language groups), and language-specific (unique to a particular language group). It was discovered that 78 dimensions were common, 69 semi-common, 32 semi-specific, and only 11 were language-specific. Most of the personality dimensions seem to be shared by the language groups, rather than to be unique. These 190 dimensions were clustered further in order to build the indigenous personality structure. Similar methods from the initial clustering phase were implemented. Clustering concluded 37 sub-clusters, which consisted of two to ten dimensions, and nine overall clusters consisting of two to six sub-clusters. These nine clusters are Extroversion, Soft-heartedness, Conscientiousness, Emotional stability, Intellect, Openness, Integrity, Relationship harmony, and Facilitating. Many indigenous aspects are evident, as well as universal aspects within the structure. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

The focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.

Esse estudo teve o objetivo de verificar as influências de um programa de educação motora com três diferentes abordagens interventivas no desempenho motor de crianças de seis a nove meses de idade,nascidas pré-termo. Os participantes foram distribuídos intencionalmente em três grupos, sendo que 19 crianças participaram de intervenções direcionadas pela pesquisadora, de forma individual, em ambiente domiciliar (GI), 19 crianças participaram de intervenções direcionadas pela pesquisadora, em pequenos grupos de quatro a cinco crianças, no ambulatório de fisioterapia do Hospital da Criança Santo Antônio (GG) e 17 crianças participaram de intervenções realizadas por seus responsáveis, em ambiente domiciliar, após os mesmos receberem orientações prévias da pesquisadora (GD). Os responsáveis pelas crianças de todos os grupos assistiram a uma palestra inicial e um vídeo, assim como orientações prévias ao programa, e receberam o protocolo das atividades que compunham o programa de educação motora. Inicialmente, foi solicitado que todos os responsáveis preenchessem o questionário do Critério de Classificação Econômica Brasil (CCEB) e o Relatório de Atividades de Rotina Diária das crianças. Foi solicitado também que trouxessem a carteira de identificação da criança e a nota de alta hospitalar, a fim de se adquirir os dados referentes às condições orgânicas neonatais das crianças. Cada criança foi avaliada no início do estudo através do Alberta Infant Motor Scale (AIMS). Após, todas as crianças participaram de um programa de 24 sessões de intervenção motora, com uma das três diferentes abordagens, de acordo com o seu grupo interventivo. As intervenções eram baseadas em tarefas de perseguição visual aos brinquedos, estabilidade postural, deslocamento e atividades manipulativas com os brinquedos. Tendo em vista a distribuição não-normal das variáveis na amostra, a análise estatística foi realizada através de testes não-paramétricos. Portanto, o teste T de Wilcoxon foi utilizado para realizar as comparações do desempenho motor e da rotina diária em cada grupo nos diferentes tempos. A seguir, utilizou-se o teste de Kruskal-Wallis, a fim de se comparar o desempenho motor e a rotina diária das crianças nos diferentes grupos. Nos casos em que esse teste acusou diferenças significativas entre os grupos, foi utilizado o teste U de Mann-Whitney, no intuito de se identificar quais os grupos diferiam entre si. As associações entre o desempenho motor e as demais variáveis foram realizadas através do teste de correlação de Spearman e do teste Qui-quadrado. Em todas as análises realizadas, considerou-se um nível de significância de 5%. Como resultado, verificou-se que as crianças do GI e do GG apresentaram um incremento significativo no seu desempenho motor (respectivamente, p=0,001 e p=0,002), o que não foi observado nas crianças do GD (p=0,078). Além disso, as crianças do GI apresentaram desempenho motor superior quando comparadas com as crianças do GG (p=0,015) e do GD (p=0,003) ao final do estudo. Não foi encontrada diferença significativa no desempenho motor entre as crianças dos grupos GG e GD (p= 0,364). Quanto à rotina diária, observou-se que as crianças do GG foram as que demonstraram uma maior quantidade de modificação em atividades que refletem maior liberdade e estimulação no ambiente domiciliar. Não foram encontradas associações significativas das condições orgânicas, sócioeconômicas ou das atividades de rotina diária das crianças com seu desempenho motor. Conclui-se que o programa de educação motora com abordagem direcionada individual foi superior às demais abordagens no impacto sobre o desempenho motor de crianças nascidas pré-termo. / The goal of this research was to verify the influences of a motor educational program with three distinct approaches of interventions on motor development of children with six to nine months of age, who were born preterm. The subjects were intentionally allocated to these three groups. Nineteen children took part in interventions directed by the researcher, in an individual approach, at their homes (GI), 19 children took part in interventions directed by the researcher, in groups of four or five children, on the physical therapy ambulatory of Hospital da Criança Santo Antônio (GG) and 17 children took part in interventions performed by their parents, at their homes, after receiving orientations given by the researcher (GD). All parents watched to a lecture and received the same orientations before the program, as well as a protocol with the activities which composed the motor educational program. Initially, it was asked for the parents to fulfill the questionnaire of Critério de Classificação Econômica Brasil (CCEB) and a written report of children daily activities. As results, it was verified that children in GI and GG presented a significant improvement in motor performance (respectively, p=0,001 and p= 0,002), which was not observed in children of GD (p=0,078). Moreover, children in GI presented a grater motor performance when compared to GG (p=0,015) and GD (p= 0,003) at the end of study. It was not observed significant difference in motor performance between GG and GD at the end of study (p=0,364). Considering the daily routine, it was observed that children in GG presented the greatest modifications in activities which reflected more liberty and stimulation at home context. It was not observed significant correlations between organic conditions, social-economical conditions and daily routine activities with motor performance of children. We concluded that the motor educational program with individual approach, directed by the researcher, was better than the others in improving motor development of preterm children.

Esse estudo teve o objetivo de verificar as influências de um programa de educação motora com três diferentes abordagens interventivas no desempenho motor de crianças de seis a nove meses de idade,nascidas pré-termo. Os participantes foram distribuídos intencionalmente em três grupos, sendo que 19 crianças participaram de intervenções direcionadas pela pesquisadora, de forma individual, em ambiente domiciliar (GI), 19 crianças participaram de intervenções direcionadas pela pesquisadora, em pequenos grupos de quatro a cinco crianças, no ambulatório de fisioterapia do Hospital da Criança Santo Antônio (GG) e 17 crianças participaram de intervenções realizadas por seus responsáveis, em ambiente domiciliar, após os mesmos receberem orientações prévias da pesquisadora (GD). Os responsáveis pelas crianças de todos os grupos assistiram a uma palestra inicial e um vídeo, assim como orientações prévias ao programa, e receberam o protocolo das atividades que compunham o programa de educação motora. Inicialmente, foi solicitado que todos os responsáveis preenchessem o questionário do Critério de Classificação Econômica Brasil (CCEB) e o Relatório de Atividades de Rotina Diária das crianças. Foi solicitado também que trouxessem a carteira de identificação da criança e a nota de alta hospitalar, a fim de se adquirir os dados referentes às condições orgânicas neonatais das crianças. Cada criança foi avaliada no início do estudo através do Alberta Infant Motor Scale (AIMS). Após, todas as crianças participaram de um programa de 24 sessões de intervenção motora, com uma das três diferentes abordagens, de acordo com o seu grupo interventivo. As intervenções eram baseadas em tarefas de perseguição visual aos brinquedos, estabilidade postural, deslocamento e atividades manipulativas com os brinquedos. Tendo em vista a distribuição não-normal das variáveis na amostra, a análise estatística foi realizada através de testes não-paramétricos. Portanto, o teste T de Wilcoxon foi utilizado para realizar as comparações do desempenho motor e da rotina diária em cada grupo nos diferentes tempos. A seguir, utilizou-se o teste de Kruskal-Wallis, a fim de se comparar o desempenho motor e a rotina diária das crianças nos diferentes grupos. Nos casos em que esse teste acusou diferenças significativas entre os grupos, foi utilizado o teste U de Mann-Whitney, no intuito de se identificar quais os grupos diferiam entre si. As associações entre o desempenho motor e as demais variáveis foram realizadas através do teste de correlação de Spearman e do teste Qui-quadrado. Em todas as análises realizadas, considerou-se um nível de significância de 5%. Como resultado, verificou-se que as crianças do GI e do GG apresentaram um incremento significativo no seu desempenho motor (respectivamente, p=0,001 e p=0,002), o que não foi observado nas crianças do GD (p=0,078). Além disso, as crianças do GI apresentaram desempenho motor superior quando comparadas com as crianças do GG (p=0,015) e do GD (p=0,003) ao final do estudo. Não foi encontrada diferença significativa no desempenho motor entre as crianças dos grupos GG e GD (p= 0,364). Quanto à rotina diária, observou-se que as crianças do GG foram as que demonstraram uma maior quantidade de modificação em atividades que refletem maior liberdade e estimulação no ambiente domiciliar. Não foram encontradas associações significativas das condições orgânicas, sócioeconômicas ou das atividades de rotina diária das crianças com seu desempenho motor. Conclui-se que o programa de educação motora com abordagem direcionada individual foi superior às demais abordagens no impacto sobre o desempenho motor de crianças nascidas pré-termo. / The goal of this research was to verify the influences of a motor educational program with three distinct approaches of interventions on motor development of children with six to nine months of age, who were born preterm. The subjects were intentionally allocated to these three groups. Nineteen children took part in interventions directed by the researcher, in an individual approach, at their homes (GI), 19 children took part in interventions directed by the researcher, in groups of four or five children, on the physical therapy ambulatory of Hospital da Criança Santo Antônio (GG) and 17 children took part in interventions performed by their parents, at their homes, after receiving orientations given by the researcher (GD). All parents watched to a lecture and received the same orientations before the program, as well as a protocol with the activities which composed the motor educational program. Initially, it was asked for the parents to fulfill the questionnaire of Critério de Classificação Econômica Brasil (CCEB) and a written report of children daily activities. As results, it was verified that children in GI and GG presented a significant improvement in motor performance (respectively, p=0,001 and p= 0,002), which was not observed in children of GD (p=0,078). Moreover, children in GI presented a grater motor performance when compared to GG (p=0,015) and GD (p= 0,003) at the end of study. It was not observed significant difference in motor performance between GG and GD at the end of study (p=0,364). Considering the daily routine, it was observed that children in GG presented the greatest modifications in activities which reflected more liberty and stimulation at home context. It was not observed significant correlations between organic conditions, social-economical conditions and daily routine activities with motor performance of children. We concluded that the motor educational program with individual approach, directed by the researcher, was better than the others in improving motor development of preterm children.

Esse estudo teve o objetivo de verificar as influências de um programa de educação motora com três diferentes abordagens interventivas no desempenho motor de crianças de seis a nove meses de idade,nascidas pré-termo. Os participantes foram distribuídos intencionalmente em três grupos, sendo que 19 crianças participaram de intervenções direcionadas pela pesquisadora, de forma individual, em ambiente domiciliar (GI), 19 crianças participaram de intervenções direcionadas pela pesquisadora, em pequenos grupos de quatro a cinco crianças, no ambulatório de fisioterapia do Hospital da Criança Santo Antônio (GG) e 17 crianças participaram de intervenções realizadas por seus responsáveis, em ambiente domiciliar, após os mesmos receberem orientações prévias da pesquisadora (GD). Os responsáveis pelas crianças de todos os grupos assistiram a uma palestra inicial e um vídeo, assim como orientações prévias ao programa, e receberam o protocolo das atividades que compunham o programa de educação motora. Inicialmente, foi solicitado que todos os responsáveis preenchessem o questionário do Critério de Classificação Econômica Brasil (CCEB) e o Relatório de Atividades de Rotina Diária das crianças. Foi solicitado também que trouxessem a carteira de identificação da criança e a nota de alta hospitalar, a fim de se adquirir os dados referentes às condições orgânicas neonatais das crianças. Cada criança foi avaliada no início do estudo através do Alberta Infant Motor Scale (AIMS). Após, todas as crianças participaram de um programa de 24 sessões de intervenção motora, com uma das três diferentes abordagens, de acordo com o seu grupo interventivo. As intervenções eram baseadas em tarefas de perseguição visual aos brinquedos, estabilidade postural, deslocamento e atividades manipulativas com os brinquedos. Tendo em vista a distribuição não-normal das variáveis na amostra, a análise estatística foi realizada através de testes não-paramétricos. Portanto, o teste T de Wilcoxon foi utilizado para realizar as comparações do desempenho motor e da rotina diária em cada grupo nos diferentes tempos. A seguir, utilizou-se o teste de Kruskal-Wallis, a fim de se comparar o desempenho motor e a rotina diária das crianças nos diferentes grupos. Nos casos em que esse teste acusou diferenças significativas entre os grupos, foi utilizado o teste U de Mann-Whitney, no intuito de se identificar quais os grupos diferiam entre si. As associações entre o desempenho motor e as demais variáveis foram realizadas através do teste de correlação de Spearman e do teste Qui-quadrado. Em todas as análises realizadas, considerou-se um nível de significância de 5%. Como resultado, verificou-se que as crianças do GI e do GG apresentaram um incremento significativo no seu desempenho motor (respectivamente, p=0,001 e p=0,002), o que não foi observado nas crianças do GD (p=0,078). Além disso, as crianças do GI apresentaram desempenho motor superior quando comparadas com as crianças do GG (p=0,015) e do GD (p=0,003) ao final do estudo. Não foi encontrada diferença significativa no desempenho motor entre as crianças dos grupos GG e GD (p= 0,364). Quanto à rotina diária, observou-se que as crianças do GG foram as que demonstraram uma maior quantidade de modificação em atividades que refletem maior liberdade e estimulação no ambiente domiciliar. Não foram encontradas associações significativas das condições orgânicas, sócioeconômicas ou das atividades de rotina diária das crianças com seu desempenho motor. Conclui-se que o programa de educação motora com abordagem direcionada individual foi superior às demais abordagens no impacto sobre o desempenho motor de crianças nascidas pré-termo. / The goal of this research was to verify the influences of a motor educational program with three distinct approaches of interventions on motor development of children with six to nine months of age, who were born preterm. The subjects were intentionally allocated to these three groups. Nineteen children took part in interventions directed by the researcher, in an individual approach, at their homes (GI), 19 children took part in interventions directed by the researcher, in groups of four or five children, on the physical therapy ambulatory of Hospital da Criança Santo Antônio (GG) and 17 children took part in interventions performed by their parents, at their homes, after receiving orientations given by the researcher (GD). All parents watched to a lecture and received the same orientations before the program, as well as a protocol with the activities which composed the motor educational program. Initially, it was asked for the parents to fulfill the questionnaire of Critério de Classificação Econômica Brasil (CCEB) and a written report of children daily activities. As results, it was verified that children in GI and GG presented a significant improvement in motor performance (respectively, p=0,001 and p= 0,002), which was not observed in children of GD (p=0,078). Moreover, children in GI presented a grater motor performance when compared to GG (p=0,015) and GD (p= 0,003) at the end of study. It was not observed significant difference in motor performance between GG and GD at the end of study (p=0,364). Considering the daily routine, it was observed that children in GG presented the greatest modifications in activities which reflected more liberty and stimulation at home context. It was not observed significant correlations between organic conditions, social-economical conditions and daily routine activities with motor performance of children. We concluded that the motor educational program with individual approach, directed by the researcher, was better than the others in improving motor development of preterm children.

In this thesis we employ various mean-field approaches to study the shortrange interaction effects in topological insulators. We start with the Kane-Mele model on the decorated honeycomb lattice and study the stability of topological insulator phase against different perturbations. We establish an adiabatic connection between a noninteracting topological insulator and a strongly interacting spin liquid in its Majorana fermion representation. We use the Hartree-Fock mean-field approach, slave-rotor approach and slave-boson approach to study correlation effects related to topological insulators. With the spontaneous symmetry breaking mechanism, we can have an interaction driven topological insulator with extended Hubbard models on the kagome lattice and decorated honeycomb lattice. For the interplay among spin-orbit coupling, distortion and correlation effect in transition metal oxides, we use the slave-rotor mean-field approach to study its phase transition. We identify regimes where a strong topological Mott insulator and a weak topological insulator reside due to the strong Coulomb interaction and distortion. This is relevant to experiments with the transition metal oxides as they hold promise to realize topological insulators. To study the doping effects and a possible spin liquid in Kane-Mele-Hubbard model on the honeycomb lattice, we employ the slave-boson mean-field approach which is appropriate for the intermediate interaction strength. We compare our results with those obtained from other methods. / text

This study compared three methods of detecting test item bias, the chi-square approach, the transformed item difficulties approach, and the Linn-Harnish three-parameter item response approach which is the only Item Response Theory (IRT) method that can be utilized with minority samples relatively small in size. The items on two tests which measured writing and reading skills were examined for evidence of sex and ethnic bias. Eight sets of samples, four from each test, were randomly selected from the population (N=7287) of sixth, seventh, and eighth grade students enrolled in a large, urban school district in the southwestern United States. Each set of samples, male/female, White/Hispanic, White/Black, and White/White, contained 800 examinees in the majority group and 200 in the minority group. In an attempt to control differences in ability that may have existed between the various population groups, examinees with scores greater or less than two standard deviations from their group's mean were eliminated. Ethnic samples contained equal numbers of each sex. The White/White sets of samples were utilized to provide baseline bias estimates because the tests could not logically be biased against these groups. Bias indices were then calculated for each set of samples with each of the three methods. Findings of this study indicate that the percent agreement between the Linn-Harnish IRT method and the chisquare and transformed difficulties methods is similar to that found in previous studies comparing the latter approaches with other IRT methods requiring large minority samples. Therefore, it appears that the Linn-Harnish IRT approach can be used in lieu of other more restrictive IRT methods. Ethnic bias appears to exist in the two tests as measured by the large mean bias indices for the White/Hispanic and White/Black samples. Little sex bias was found as evidenced by the low mean bias indices of the male/ female samples and the fact that the male/female mean bias indices were lower than those of the White/White in 33% of the samples.

The thesis deals with comparison of selected methods applicable in valuation of hotels. Methods are applied to the valuation of a particular hotel. The hotel is valued by the cost method, comparative methods, income methods and other methods used in the valuation of hotels. The results are compared, any differences are analyzed. Valuation of the hotel is based on financial analysis, strategic analysis, forecast of value drivers and financial plan.