This study describes and compares the results of a survey of 53 masters of social work students to determine the nature and extent to which their educational preparation included instruction on acquired immune deficiency syndrome and sexually transmitted diseases. The study also assessed the social work students' attitudes toward people with HIV/AIDS and STDs, as well as their attitudes toward the role of social work education and the profession in addressing the HIV/AIDS and STD epidemics. To obtain this purpose the investigator developed a 56-item questionnaire. One of five hypotheses generated was accepted. Results showed that social work students need to increase their exposure to HIV/AIDS and STD related issues.

The purpose of this study was to determine the initial and actual professional goals, the changes in initial and actual professional goals and the reasons for this change of the different Texas A&M University veterinary medicine graduates from 1990-2002, how satisfied the selected veterinary medicine graduates were with their veterinary medicine college educational preparation from the graduating classes representing 1990-2002, and to determine if the top ranked courses have changed among the veterinary medicine graduates from 1990 until 2002. The descriptive research design included a questionnaire that was provided to Texas A&M University’s College of Veterinary Medicine graduates one year following graduation. Data was collected from the group of veterinarians who graduated during 1990-2002. Findings indicate that since 1990, veterinary students have entered the College of Veterinary Medicine with a predominant interest in small animal or mixed practices. This study shows the stability of the career choices with mixed and small being consistently the first and second choices over the span of years studied. No apparent trend appeared from the data that identifies one compelling reason for changing jobs. The overall satisfaction for the educational preparation on their education is 90% or more. The top-ranked basic science courses have not changed among the veterinary medicine graduates during the selected period and these are: “Pharmacology,” “Gross Anatomy,” “Endocrine,” “Parasitology,” “Physiology” and “Clinical Pathology.” The top-ranked clinical disciplines are not as clearly ranked as the basic sciences. They are: “Anesthesiology,” “Gastroenterology,” “General Surgery,” “Internal Medicine,” “Oncology,” and “Radiology.” No apparent trend appeared from the data that identifies one or the other of these categories becoming more popular over time.

The problem of this study was an analysis of the differences between associate degree and baccalaureate degree nursing school graduates in relation to the functions they were currently performing, their perceptions of the adequacy of their educational preparation for these functions, and their apparent readiness for these nursing functions as reported by employers of nurses. A questionnaire was devised and mailed to a random sample of employers of nurses and to recent graduates of two associate degree and two baccalaureate degree nursing programs in Texas. Graduates were asked to report on the extent of their performance of each of eighty nursing activities as well as their perception of their preparation for each activity. Employers were requested to report the readiness of recent graduates to perform each nursing activity, The eighty activities were categorized into the following five functions: (1) physical care and technical skills, (2) interpersonal relationships, (3) leadership, (4) decision making, and (5) community health care.

Desired performance-related characteristics for entry-level managers are studied from the perspective of 106 Portuguese executives. The results indicate that soft characteristics and skills, such us leadership, entrepreneurship and organisational learning skills, appear to be more important than technical skills. While these skills and characteristics are valued by today's business organisations, the educational system does not appear to be preparing its graduates accordingly. The resulting educational gaps have important performance-related implications to both the business organisations and the higher education institutions.

The diploma thesis describes the novice teachers' problems they have to face and are associated with their entrance into the practice. Its aim is to identify these problems via analysis, describe possible solution and suggest a support how to prevent these problems. The theoretical part focuses on a teacher as an individual, his or her quality and professional standards nowadays. Additionally, the thesis summarises any concerns the novice teachers might have, any problems and the support system available to them. This system stems from the educational preparation and a lifelong professional progress. The practical part of the thesis contains a qualitative research based on three resources - a questionnaire, an interview and an observation method. This part aims to analyse problems of novice teachers in the first month of their practice, their approaches to solution and available support provided to them. The purpose of the observation is to further elaborate the current problems of novice teachers and to form a view on how they are facing with them nowadays. The thesis concludes describing numerous problems novice teachers' are currently facing with, summarises any suggestion of possible solution and a potential support how to prevent these problems in future. KEYWORDS Novice teacher, professional...

No description available.