There is growing interest in determining the nature of children’s activity profiles. Recreational activities are considered to be a vital part of the development of children (King et al., 2003). Participation in recreation positively influences the development of skills and competences, social relationships, and long-term physical health (Law et al., 2006). Recently, the importance of fundamental motor skills and perceived physical competence towards lifetime participation in movement and physical activity has gained increased attention (Robinson, 2011). Stodden et al. (2008) proposed a model in which the reciprocal and dynamic relationship between motor skill competence and physical activity was central. Stodden and colleagues’ posited that in middle-childhood motor skill proficiency directly influences participation and also indirectly influences participation via perceptions of physical competence. The aim of this study was to examine the relationship between motor skill proficiency (MS), perceptions of physical competence (PPC) and participation in active recreation and physical activities by boys and girls in grade 2. Participants were 398 grade 2 children (mean age= 7 years 8 months, girls = 201) from eight elementary schools. Locomotor skills (LM) and object control skills (OC) were assessed in physical education using the Test of Gross Motor Development-2 (TGMD-2). Participation in recreation and physical activities was assessed using the Children's Assessment of Participation and Enjoyment (CAPE). Perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA). Descriptive statistics were calculated for five dimensions (diversity, intensity, with whom, where, and enjoyment) of participation, PPC, OC, and LM; and analyses of variance (ANOVA) were used to examine differences between boys and girls for all variables. Pearson product moment correlation coefficients were computed to examine the relationships between motor skills, perceptions of physical competence, and participation in CAPE activity categories of all children and boys and girls separately. Linear regression was used to predict the participation from motor skills and PPC. Overall children participated in more recreational activities and social activities than active recreational pastimes and organized sports. There were no differences between the rate of boys’ and girls’ participation in recreational activities, physical activities, organized sport, and active physical recreation. Girls participated in social activities, skill-based activities, and self-improvement activities more than boys. Girls’ locomotor proficiency and PPC were significantly higher than boys, while boys’ object control proficiency was significantly higher than girls. The relationships between motor skills and participation in CAPE activity categories was consistent and notable for boys, particularly between object control skills and the more active categories of participation. Whereas, there were only two significant relationships between motor skills and participation for girls; object control skills was significantly associated with participation in physical activities and active physical recreation. For boys, PPC was positively associated with all CAPE activity categories except for engagement in self-improvement activities. For girls, PPC was positively associated with participation in social activities, skill-based activities, and active physical recreation. Regression analysis revealed that PPC accounted for 4% of the shared variance in girls’ participation in active physical recreation. For boys, PPC and object control skills accounted for 12.3% of the shared variance in participation in active physical recreation, and object control skills accounted for 5% of the variance in organized sport. These findings illustrate that children participated most often in less physically active recreational activities. There were notable sex-based differences in the relationships between MS, PPC, and participation in CAPE activities. For girls there were few significant relationships between motor skills, perceptions of physical competence and CAPE activity categories. In this study findings suggest that for grade 2 boys, participation in leisure activities is affected by motor skills directly. But this model was not significant for girls. For girls, only perceptions of physical competence predicted active physical recreation. However, findings of the present study suggest that childhood object control proficiency and perceptions of physical competence predicted subsequent time spent in leisure activities, at least for boys. In relation to the Stodden et al. model of developmental mechanisms influencing physical activity trajectories, this study suggests that object control skills may be playing both a direct and indirect role in boys’ participation in active physical recreation and a direct role in their participation in organized sport. For girls in grade 2, the influence of motor skill proficiency is less evident, but their perceptions of competence may play somewhat of a role in their participation in active physical recreation. / Graduate / elnazmiry@yahoo.com

Förskolan är en verksamhet som ska sträva efter att inkludera och anpassa sig efter varje barns olika behov samt förutsättningar och förmågor. Den politiska visionen en “förskola för alla” innebär att verksamheten ska vara anpassad efter varje barns behov, men trots detta finns det än idag särlösningar i förskolan.   Studien syftar till att få en bredare förståelse kring hur pedagogernas inställning är gentemot barn som är i behov av särskilt stöd eller har en funktionsnedsättning i förskolan. Undersökningen utgår från pedagogens synvinkel där vi tar reda hur pedagoger upplever sin kompetens och vilka möjligheter som finns med att kunna tillgodose barns olika behov. I arbetet kommer vi att undersöka hur pedagoger resonerar kring sitt arbetssätt kring inkludering av barn som är i behov av särskilt stöd.  Vår studie vilar på en kvalitativ metod. Vi intresserade oss av att se hur arbetet, kompetens och bemötande kunde skilja sig från en allmänpedagogisk förskola och en förskola med special inriktning med funktionsnedsättning. Med den anledningen genomfördes sex individuella semistrukturerade intervjuer med sex olika personer. Tre av dem var specialpedagoger och arbetade på en specialinriktad förskola mot funktionsnedsättning och tre stycken var förskollärare och arbetade på allmänpedagogisk förskola.  Studien visar att det finns skillnad i arbetet mellan dessa två upplägg av förskolor.  Stora barngrupper och liten personaltäthet är bland annat något som gör att arbetet försämras med barn som har en funktionsnedsättning eller är i behov av särskilt stöd. Vi har även kommit fram till att en förskola för alla inte handlar om att få vara med fysiskt utan handlar om att få sina behov tillgodosedda och bli inkluderad i verksamheten. Slutligen kan vi även se i vår studie att kompetensen finns för att arbeta med barn som har en funktionsnedsättning eller är i behov av särskilt stöd men att det finns bristande resurser för att tillgodose barns olika behov. / Preschool is an organization that aims to include and adapt to every child's different needs, conditions and abilities. The political vision of a "preschool for all" means that the activities should be adapted to the needs of every child, but despite this, there are still “special solutions” in preschools.  This study aims to gain a broader understanding of pedagogue’s attitude towards children who are in need of special support or have a disability in preschool. Our survey is based on the pedagogue’s point of view, where we aim to find out how pedagogue’s view their proficiency and what opportunities there are to meet the children's different needs. Furthermore, we will investigate how pedagogues reason about their way of working when it comes to the inclusion of children in need of special support. Our study is mainly a qualitative method. We were interested in seeing how work, competence and reception could differ from a pre-primary preschool and a preschool that specialize in disability. With that reason in mind, six individual semi- structured interviews were conducted with six different people. Three of them were special needs teachers and worked at a specialized preschool with disabilities and three were pre-school teachers and worked at pre-primary preschools.  The study shows a difference in approach between these two preschools. Large children's groups and staff density, among other things, causes work to deteriorate with children who have a disability or are in need of special support. We have also come to the conclusion that “a preschool for all” is not about being physically involved, but is about meeting their needs and being included. Finally, we were able to determine with our study that there is competence for working with children who have a disability or are in need of special support but that there are insufficient resources to meet children's different needs.

In this era of global mobility, it is increasingly common for individuals to travel beyond their home contexts to live and work. However, adjusting to life and work in an unfamiliar cultural setting can pose challenges due to the differing cultural values, norms and expectations which one might encounter. This thesis focuses on the UAE where, because of the relatively small numbers of UAE nationals, the demographic profile is characterized by the numerical dominance of foreign nationals at almost every occupational level. However, the shaping forces of the indigenous culture remain at the forefront of virtually every aspect of life in that country exerting a strong influence on working practices and expectations. This thesis investigates the experiences of a small group of expatriates recruited to leadership positions in the UAE tertiary sector, specifically it focuses on what challenges they experience in their work in that context and what coping strategies they may employ to help them navigate their new environment. This research was carried out in two tertiary institutions and data were gathered through interviews with seven expatriates new to the context; the views of two Emirati colleagues also contributed to this study. The findings of the study reveal that while tertiary educational institutions in the UAE appear to share structural similarities with western counterparts, local interpretations of organizational roles, structures and processes combine to create organizational cultures unique to that context. The resulting mismatch of expectations between western recruits and their Emirati hosts can sometimes be a source of tensions and misunderstandings. The study additionally found that participants who were able to draw upon attitudes and behaviours associated with the ongoing development of intercultural competence were better equipped to cope with the challenges they encountered in ways which were more beneficial to them in terms of their individual well-being and peace of mind, as well as to their employing institutions. The findings of this study have implications for the way UAE human resources departments organize and conduct not only the recruitment of senior expatriate staff, but also the ongoing orientation and professional support that is offered to them.

abstract: Studies of peer victimization typically focus on behavioral characteristics of the victims, and frequently overlook the role that peers may play. The current study extended previous research by examining how time spent with two types of peers (externalizing and socially competent) can serve as a risk or protective factor for preschoolers' victimization, and how victimization may differ for boys and girls. In addition, the study explored how affiliating with same-sex and other-sex externalizing and socially competent peers may differentially relate to victimization. Results showed that girls who affiliated with externalizing female peers were significantly more at risk for victimization. In addition, boys and girls who spent time with socially competent male peers (but not female peers) negatively predicted victimization. The results indicate that children's peers, in certain circumstances, may play an important role in victimization. These findings also highlight the importance of considering children's and peers' gender when studying peer processes. / Dissertation/Thesis / M.S. Family and Human Development 2011

To keep good and non-conflict relationships between doctors and nurses is not an easy task their stressful working environment. Despite the fact that both doctors and nurses have a common goal, and that is to provide the best care of their patients, there are situations leading to conflicts between doctors and nurses. Good relationships between nurses and doctors are a guarantee of a harmonized cooperation in the entire medical team. That is why it is important to avoid conflicts and, if any conflict has already occurred, it is important to use it for the benefit of the whole team. The goal of our work was to define the most frequented conflicts in hospitals from a point of nurse's view in a cooperation with doctors, and what impact these conflicts have on nurses' work. To process the data in the first part of my thesis, the quality method for a research survey was used. The data collection was implemented by interviews. The research sample group was composed of eight nurses working in bed departments of different hospitals. On the grounds of the quality survey I set four hypotheses which I tried to verify in the quantity survey. To collect the data in the quantity part a questionnaire survey was used and the research sample group was also composed of nurses working in bed departments. The data were being collected in the period of March through May. To assess the results 175 questionnaires were used. The hypothesis 1 - The most frequented conflicts between nurses and doctors root in a wrong communication, has been proven on the grounds of our findings. The hypothesis 2 - Conflicts between nurses and doctors result from increasing competences for nurses has been proven, too, as well as the hypothesis 3 - Conflicts between nurses and doctors result from misunderstanding nurses' and doctors' roles. The hypothesis 4 - Conflicts between nurses and doctors have a negative impact on nurses' work was proven, too. The results have also revealed that the second most frequented reasons for conflict situations represent personal qualities of doctors, which was not included in the hypotheses. In the summary of the thesis I incorporated some recommendations how to handle conflict situations effectively. This work should be a foundation for a potential follow- up research not only in this field, but it can also serve management teams in medical institutions. They should take actions to improve the situation to some extent.

In the Czech Republic all activities of individual groups of health care workers are defined by various regulations and laws. All nurses' competences are stipulated by 424/2004 Decree of Coll. of Laws and that defines activities and responsibilities for health care workers as well as other professionals and experts in the medical field. In my thesis three goals and hypotheses were set. The first goal of my thesis was to find out what level of awareness of the existence and of the content of the 424/2004 Decree doctors and nurses was. For that purpose the hypothesis Hl was set. It was worded as the following: ,Doctors are aware of the existence and the content of the 424/2004 Decree. The second goal was to find out what doctors' opinoions on the relevant competences were. To reach this goal hypotheses H2 were set. They were worded as the following:" Doctors have not become familiar with the importance of a qualification study that is backed up with having the relevant competences stipulated in 424/2004 Decree. H3 was worded as the following : "Activities required by doctors for nurses to be carried out go over their competences stipulated in 424/2004 Decree. H4: Activities going beyond nurses' competences do not enable the nurses providing relevant nursing care which should be focused on saturation and meeting patients' needs. The third goal was to find out what doctors think of the Decree's implementation in everyday life. I set a hypothesis that doctors do not feel any need to change nurses competences.

Notre travail s’inscrit dans le cadre d’une problématique générale articulée autour du thème de l’assemblage dans le secteur des activités de services, et s’intéresse notamment au concept novateur de l’assemblage dynamique des chaînes logistiques multiservices. Face à l’ampleur du champ d’investigation dans les services et à l’hétérogénéité des activités possibles, nous avons circonscrit notre étude à un seul secteur : celui de l’industrie du voyage et nous nous sommes interrogés sur les principaux rôles et fonctions d’un nouvel acteur que nous qualifions de « pivot assembleur », d’une part pour la création des chaînes logistiques multiservices, et d’autre part pour leur pilotage dynamique. Nous avons tenté de répondre à une question de recherche centrale: « Quelles compétences clés permettent au pivot assembleur d’une chaîne logistique multiservices d’en assurer l’assemblage dynamique ? ». Les principaux apports de notre travail ont été d’une part de proposer une véritable compétence organisationnelle d’assembleur de chaîne logistique multiservices, mobilisée autour de quatre dimensions, et d’autre part de contribuer plus largement à la recherche sur le management opérationnel des services, et tout particulièrement sur celui des « service supply chains », ainsi que d’aider les différents gestionnaires et assembleurs de chaînes logistiques en général, à mieux prendre en compte leurs aspects dynamiques et temporels. / Our job registers as part of general problems articulated around the topic of the assemblage in the area of the activities of services, and is notably interested in the innovative concept of the dynamic assembly of the multiservice logistical chains. Facing the largeness of the field of investigation in services and in the heterogeneity of possible activities, we circumscribed our study in the single area: the one of travel industry and we have tried to figure out the main roles and functions of a new actor we describe as « pivot assembleur », on the one hand for the creation of multiservice logistical chains, and on the other hand for their dynamic piloting. We tried to answer a central research question: “Which core competences enable the multiservice logistical chains “pivot assembleur” to ensure its dynamic assembly?” The main contributions of our work have been on the one hand to offer a true organizational competence for a multiservice logistical chains of chain assembler, mobilized around four dimensions, and on the other hand, to contribute more broadly at the research about the service operations management, and particularly on service supply chains, as well as to help different managers and supply chain’s assemblers generally, to better take account of dynamic and temporal aspects.

With this study, we will test the interrelations between the psychological concept of self-efficacy of managers and its influences on the resistance to change. The results show that it makes a qualitative difference, if change in competences occurs in a positive or a negative direction and that there is a clear predisposition of managers concerning change. Both results have to be taken into account in designing changes processes.

abstract: Emotional competence is the capacity to handle emotional situations effectively. A teacher's emotional competence influences the choices they make both pedagogically and during student interaction. This qualitative multiple case study examines the lived experiences of four elementary general music teachers for the purposes of exploring emotional competence as related to perceptions and practices in the classroom. Research questions included: Is it possible to observe a music teacher's emotional competence in action? If it can be observed, what is the relationship between emotional competence and teaching practices, including a teacher's decisions about music, interactions with children, and his or her own emotional self-management? What is the relationship between a music teacher's self-perceived emotional competence and observed emotional competence in teaching practices? Four elementary general music teachers were observed four times within typical music teaching situations at their respective schools, and three interviews were conducted with each teacher. Teachers completed three self-report inventories drawn from the literature and revised by the researcher. An administrator and three students for each teacher were interviewed as secondary participants. Data were coded for emotional intelligence branches as outlined by Perry (2004), emotional competence skills as outlined by Saarni (1999), and "adaptive coping styles" described by Gottman (1997), and presented as individual cases. A cross-case analysis was conducted. Findings suggest that elementary general music classrooms are emotional places. Music provides students with unique emotional experiences. Effective teaching within this context has an emotional ebb and flow in which music plays a vital role. Interactions between teacher and students may result in a feedback loop in which exchanges of emotional reactions occur and where teachers may be called upon to manage their own emotional responses. When adverse situations arise, a music teacher may choose an adaptive coping style suitable for the circumstance. These choices are influenced by their knowledge, skills, and emotional competencies. Teachers' perceptions of their emotional teaching practices are not always congruent with their observed emotional teaching practices. When the knowledge and emotional abilities of music teachers are used effectively, they can have a positive influence on the emotional climate of the classroom, which may, in turn, impact learning. / Dissertation/Thesis / D.M.A. Music Education 2012

In recent decades the arbitration has undergone extensive development in the Peru. However, this did not mean the absence of corruption in the arbitral proceedings. in this article the author points out some examples in which corruption manifests itself within them. Also, possible solutions are addressed with particular emphasis on competition, and its necessary condition: information. On this last, the iBA rules acquire special relevance for the resolution of conflicts of interest. / En las últimas décadas el arbitraje ha experimentado un amplio desarrollo en el Perú. Sin embargo, esto no significó la ausencia de corrupción en los procesos arbitrales. e n el presente artículo el autor señala algunos ejemplos en los que la corrupción se manifiesta dentro de ellos. Asimismo, se abordan sus posibles soluciones, con especial énfasis en la competencia y su condición necesaria: la información. s obre esta última adquieren especial relevancia las Reglas IBA para la resolución de conflictos de intereses.