In my master thesis the issue of regional development of the Czech Republic and the Netherlands in relation to the educational structure of their inhabitants has been dealt. The main aim of the paper was determined whether the highest level of education of the economically active population of both countries affects their regional development. I decided to compare the Czech Republic with the Netherlands because both countries are small open economies dependent on export to Germany, members of the European Union. However the Netherlands belongs among the richest countries in the world, has a high standard of living of the population and is characterised for a quality of education system. The relation between regional development and educational structure of inhabitants in the Czech Republic and the Netherlands was examined using the regression linear model. The cohesion regions were chosen as the basic units of comparative analysis in both countries. The regional development were defined according to 5th Cohesion report by 5 macroeconomic indicators. In compliance with output of regression analysis the relation between educational structure of economically active population and macroeconomic indicators, which represented regional development was not entirelly proved.

nÃo hà / A partir do RelatÃrio Coleman (1966), ficou estabelecido em seus resultados, amplamente publicados, que o principal determinante da desigualdade no desempenho dos alunos nÃo era a diferenÃa existente na estrutura das escolas, mas sim as diferenÃas socioeconÃmicas de suas famÃlias. Muito divulgada, a conclusÃo do primeiro relatÃrio de pesquisa do professor Coleman afirmava que a escola nÃo faz diferenÃa e isso se difundiu inclusive no Brasil. O objetivo do trabalho à evidenciar a relaÃÃo entre desempenho do aluno nos testes de PortuguÃs e MatemÃtica aplicados pelo Sistema Permanente de AvaliaÃÃo da EducaÃÃo BÃsica do Cearà - SPAECE, nos anos de 2012, 2013 e 2014 e as variÃveis contextuais: Tipo de Escola (acadÃmica ou profissionalizante), Desempenho da Escola (alto ou baixo), SituaÃÃo SocioeconÃmica do aluno, Contexto Familiar do aluno, PrÃticas PedagÃgicas do Professor, Clima Escolar na escola, Expectativa AcadÃmica/Profissional do Aluno e GestÃo DemocrÃtica. Essas variÃveis foram construÃdas com base nos microdados do SPAECE. Trabalhou-se com oito escolas do Ensino MÃdio, sendo quatro acadÃmicas e quatro de educaÃÃo profissionalizante. Em cada tipo de escola foram tomadas as duas com a maior proficiÃncia nos testes de MatemÃtica e PortuguÃs e duas com menor proficiÃncia nas aplicaÃÃes do SPAECE, nos anos de 2012, 2013 e 2014. Tomou-se, nessas escolas, uma amostra aleatÃria simples de 3.708 alunos distribuÃdos nos trÃs anos da aplicaÃÃo, com uma confianÃa de 95% e erro de 2%, e seus respectivos diretores e professores de MatemÃtica e PortuguÃs. A partir do banco de microdados do SPAECE nos trÃs anos, foram construÃdas as variÃveis acima junto com a ProficiÃncia do aluno em MatemÃtica e em PortuguÃs em um banco de dados do software SPSS - Statistical Package for the Social Sciences, versÃo para Windows 20.0. Trabalhando-se com esse banco de dados, foram realizadas trÃs regressÃes lineares mÃltiplas, tendo como variÃveis independentes a proficiÃncia em PortuguÃs, a proficiÃncia em MatemÃtica e a mÃdia da proficiÃncia em PortuguÃs e MatemÃtica e como variÃveis preditoras as oito variÃveis contextuais. Utilizou-se o mÃtodo Stepwise (entrada e saÃda) em cada regressÃo, obtiveram-se trÃs modelos finais com seis variÃveis preditoras em cada um. Observando-se os coeficientes padronizados de cada modelo obtido, verifica-se que as trÃs variÃveis preditoras com maiores pesos nas variÃveis independente, nos resultados das regressÃes foram: Tipo de Escola, Desempenho da Escola e Clima Escolar. A variÃvel preditora Contexto Familiar nÃo foi incluÃda em nenhum dos trÃs modelos. / From the Coleman Report (1966), which was established in its results, widely published, indicated that the main determinant of inequality in student performance was not the difference in the structure of the schools, but socioeconomic differences in their families. Highly publicized, successful completion of the Coleman Professor of the research report stated that the school does not matter and it spread including Brazil. The objective is to highlight the relationship between student performance in Portuguese and mathematics tests administered by SPAECE in the years 2012, 2013 and 2014 and the contextual variables: type of school (academic or professional), the School Performance (high or low), student Socioeconomic Status, Family Context student, Pedagogical Practices professor, School Climate School, Academic Expectations / Professional student and Democratic Management. These variables were constructed based on micro SPAECE data. He worked with eight high school schools, four academic and four vocational education. In each type of school they were taken both with the greatest proficiency in test Mathematics and Portuguese and two with less proficiency in SPAECE applications in the years 2012, 2013 and 2014. It took up these schools a simple random sample of 3,708 students distributed in the three years of the application, with a 95% confidence and error 0.05, and their respective directors and teachers of Mathematics and Portuguese. From the bank of micro SPAECE data in the three years, the variables were built up together with the proficiency of students in Mathematics and Portuguese in a SPSS database - Statistical Package for the Social Sciences, version for Windows 20.0. Working with this database were three multiple linear regressions with independent variables Proficiency in Portuguese, Proficiency in mathematics and the Middle Proficiency in Portuguese and mathematics and as predictor variables eight contextual variables. We used the stepwise method (input and output) in each regression was obtained a final model with six predictor variables. Observing the standardized coefficients of each model obtained it appears that the three predictor variables as larger weights in the independent variable were: Type of School, School Performance and School Climate. The predictor variable "Family Context was not included in any of the three models.

O estudo apresenta uma análise dos principais determinantes da eficiência técnica das escolas do ensino básico brasileiras. Por se tratar de uma amostra de escolas do Saeb (Sistema de Avaliação do Ensino Brasileiro) para os anos de 1999, 2001 e 2003, optou-se por utilizar um método conhecido como fronteira estocástica. Todos os exercícios foram realizados com as instituições da quarta e oitava séries do ensino fundamental e terceira série do ensino médio, dando ênfase para a quarta série do ensino fundamental em duas disciplinas, Matemática e Português. Dois modelos foram aplicados, sendo que um deles inclui variáveis ambientais como regressores da fronteira estocástica (Modelo A), enquanto o outro especifica a ineficiência técnica como dependente dessas variáveis ambientais (Modelo B). Ambos os modelos mostraram que a eficiência técnica depende positivamente da escolaridade da mãe e do fato do aluno ser branco e negativamente com a proporção de alunos reprovados. Contudo, os dois modelos produziram estimativas de ineficiência técnica distintas, diferenciando-se em termos de média e de densidade. De forma geral, foi possível identificar ineficiência técnica média menor do que 5%. Ademais, foi possível verificar uma correlação positiva entre desempenho escolar e ineficiência técnica das escolas brasileiras. Dada a disponibilidade de um painel de escolas para os anos de análise, num segundo momento, foram realizados alguns exercícios comparativos com os resultados gerados pela amostra total do SAEB e com os resultados do painel de escolas. Um deles, se fez com a estimação da fronteira de produção propriamente dita, comparando-se os coeficientes e a significância das variáveis. O outro levou em conta o ranking de ineficiência gerado pela regressão. Os resultados comparativos sugerem que o painel de escolas não é por si só suficiente para explicar toda amostra de escolas pesquisadas pelo Saeb, mesmo que apresentem similaridades. / This study presents an analysis of the main determinants of technical efficiency of primary and secondary schools in Brazil. Since we used a sample of schools from the database Saeb (Assessment System for Brazilian Education) for the years 1999, 2001 and 2003, we chose to use a method known as stochastic frontier. All exercises were performed in the institutions of the fourth and eighth grades of elementary school and third grade of secondary education, with emphasis on the fourth grade of primary education in two disciplines, Mathematics and Portuguese. Two models were applied, one of which includes environmental variables as regressors of the stochastic frontier (Model A), while the other specifies the technical inefficiency as dependent on these environmental variables (Model B). Both models showed that the technical efficiency positively depends on the mothers education and the fact that the student is white and depends negatively of the proportion of students who failed. However, both models produced distinct estimates of technical inefficiency, differing in terms of average and density. In general it was possible to identify technical inneficiency average less than 5%. Furthermore, it was also observed a positive correlation between schools performance and technical inefficiency of the Brazilian schools. Given the availability of a panel of schools for the years of analysis, in a second moment, we performed some comparative exercises with the results generated by the total sample of SAEB and the panel results of schools. One of them, was done with the estimation of the production frontier itself, comparing the coefficients and significance of the variables. The other took into account the ranking of inefficiency generated sufficient by the regression. The comparative results suggest that the panel of schools is not by itself sufficient to explain the entire sample of schools surveyed by Saeb although they present similarities.

This qualitative study investigated Seminary and Institute teachers’ perception of professionalism. To answer the question “What is the perception of seminary and institute teachers and leaders regarding professionalism,” a life history approach was used to explore what experiences and events shaped the participants’ view of professionalism in seminary and institutes. Findings indicated the following: (a) loyalty to the organization is a key attribute for professionalism; (b) positive associations with peers and administrators strengthen professionalism and foster a culture of unity; (c) observation and feedback are critical elements in developing professionally; (d) content mastery is a prerequisite for teachers seeking to be professional; (e) years’ experience practicing appropriate skills, attitudes, and behaviors deepens the professional attributes; and (f) experience in many different assignments builds confidence, efficacy, and trust in teachers.

The purpose of this thesis is to explore conditions under which the human spirit flowers in modern organisations. The topic of the thesis was sparked by prolonged study at the Master’s level of the writings of Robert K. Greenleaf, modern servant leadership theorist. Greenleaf was concerned with the ways and the conditions in which the human spirit flowers. He wrote a number of essays on the topic (Greenleaf, 1996b). He often questioned what organisations as they currently stood were doing to help people grow as whole people. As workers spend increasing amounts of time in the workplace, organisations continue to seek ways in which to increase employee satisfaction and decrease the compartmentalising of human experience. The geographical context of study is that of Aotearoa/New Zealand with participants selected from the Church Educational System of the Church of Jesus Christ of Latter-day Saints in the Tāmaki-makau-rau/Auckland region. The Church Educational System, or CES, is a worldwide religious education provider headquartered in the Western United States. The context for study was chosen based on my perceived personal growth as a student for nine years in the CES programmes and my desire to understand how the programme was administered in Aotearoa/New Zealand. The project employs a qualitative methodology using as primary data gathering methods in-depth interviews with three CES directors, three focus groups made up of sixteen volunteer teachers, classroom observations, and document analysis. Using Greenleaf’s descriptions of the servant leader as a central focus, I attempt through this qualitative study to address the central research question: How does the Church Educational System (CES) nurture servant leaders? The central metaphor of the garden was used in processing and analysing data. The garden metaphor was intended to assist in the conceptualisation of relationships of service as they are at work in the lives of participants. Identified relationships of service from the findings were between participants co-workers (plants), love (life-force), Jesus Christ (sun), The Church of Jesus Christ of Latter-Day Saints (plot), purpose (strength), Aotearoa/New Zealand (soil), exemplars (canopy), experience (seasons), Church Educational System (gardener), positions, training, programmes (gardener tools), growth (colour/aroma/fruit), knowledge (water), and organisational care (pruning/transplanting). Findings indicated that nurturing in the Church Educational System is influenced by the ability of the organisation to bring people together in meaningful ways. Findings also show that understanding relationships of service that make up whole people may be an important step for organisations in the nurturing of servant leaders. Nurturing in the CES appears to be taking place in three primary areas: balancing, renewal, and regeneration. The findings of this study have significance for those inside and outside of the CES. A chapter is dedicated to exploring possible application of findings in variant organisational contexts. Providing consistent formal and informal opportunities for sharing in spirit and intellect at the organisational level appears to be a key in the nurturing of servant leaders in organisations.

This essay treats some of the problems that often arise when a translator translates texts which could be characterized as "culturally coloured" texts. Some people think that these kind of texts are not translatable. We want to show that, on the contrary, they are possible to translate into another language, even if it is not possible to translate them literally, word for word. First we present the material that our own translations are based on, and we discuss different terms relating to "untranslatable" words. Then we analyse and discuss different theories and approaches to translation, approaches that help us to find an acceptable translation of cultural words. Finally we present and analyse words that caused us problems in our efforts to translate from French into Swedish.

Thesis (Ed. D.)--Boise State University, 2001. / Includes bibliographical references (leaves 78-86). Also available online via the ProQuest Digital Dissertations database.

The use of ITs in education has created new opportunities for learning and has introduced new ways for knowledge acquisition. Web 2.0 technology presents a variety of tools that can support learning procedure in all levels of Education. Wikis constitute one of the most widespread tools that support cooperation and Project-based learning. This study examines the possibility of a wider use of Wikis for the “Project”, a course that has been taught in Greek High Schools for the last four years. Recently the Greek Ministry of Education attempted to make a shift from traditional learning methods to modern teaching ways that use ITs in all level of education. “Project” course constitutes a pilot course for this attempt and follows new innovating ways of learning. The course has an interdisciplinary character and aims to exploit the benefits of the Project-based learning and to enhance students to cooperation and interaction. The research explores the way that Wikis could support the basic aims of the course and the circumstances under which learners and teachers could be motivated for this use. This qualitative study was conducted in the 1st Lyceum of Eleusis, “Aristoteleio”, and followed the Action-oriented Research approach. The research included interviews with five teachers and a focus group of students. The main outcomes showed that important changes in the Greek Educational system should be done in order for this use to be enhanced.

The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almost all scores. Thus, improving mathematics education in Kuwait is an issue of serious concern. This research focuses on the question of whether mathematics teaching and learning in Kuwaiti primary schools (grade 4) can be improved through the use of computer-based tools for practice drills and constructive mathematics play. An observational intervention was used in a classroom of 24 children, where students took a pre-test for mathematics achievement, then engaged in a series of exercises through the term and were retested at the end of the term. This was accompanied by a series of in-services and teacher interviews that were conducted within the school, in order to discover attitudes about mathematics teaching and learning and to train teachers in the suggested approaches and techniques. A combined qualitative and quantitative approach included analysis of test scores and interviews with teachers and students. The overall outcomes of the study did show a slight increase in mathematics achievement scores. However, more importantly it showed an improvement in children's and teacher's attitudes to mathematics learning related to the introduction of constructive play activities (derived from the Cambridge University N-RICH program and selected for students based on level of achievement) Overall, the importance of this study is that it provides pragmatic information for Kuwaiti teachers and curriculum designers on improving mathematics teaching and learning.

Mgagistro darbo tema: Biogeografijos metodų taikymas aplinkops geografiniuose tyrimuose ir edukacijoje. Šiame, baigiamajame magistro darbe išsamiai aprašoma smulkiųjų žinduolių tyrimų vieta ir gaudymo metodika gyvagaudžiais spąstais. Pateikiama bendra Neries regioninio parko, Dūkšto ąžuolyno, Šeškinės ozo charakteristika. Aprašoma įvairių pelinių graužikų ir vabzdžiaėdžių žinduolių morfologinis apibūdinimas, esminiai biologijos bruožai. Atlikta smulkiųjų žinduolių gaudymo rezultatų analizė 2010 ir 2011 metais, įvairiose buveinėse. Atlikus duomenų analizę 2010 ir 2011 metais. Dūkšto ąžuolyne bei Šeškinės oze šiltuoju metų laiku buvo aptikti 3-jų rūšių vabzdžiaėdžiai žinduoliai (paprastasis kirstukas, kirstukas nykštukas, vandeninis kirstukas) ir 8 rūšių peliniai graužikai (rudasis pelėnas, paprastasis pelėnas, pievinis pelėnas, pelkinis pelėnas, dirvinė pelė, geltonkaklė pelė, pelė mažylė ir pilkoji žiurkė). Išanalizavus 2010 – 2011 metų duomenis Dūkšto ąžuolyne ir Šeškinės oze skirtingose buveinėse, pastebimas smulkiųjų žinduolių įvairovės ir gausos didėjimas vasaros pabaigoje, o ypač rugsėjo mėnesį. Rugsėjo mėnesį įvairovės ir gausos duomenys buvo patys didžiausi. Dominuojanti rūšis tiek Dūkšto ąžuolyne, tiek Šeškinės oze, įvairiose buveinėse buvo rudasis pelėnas, jo buvo pagauta daugiausiai iš visų gaudytų pelinių graužikų ir vabzdžiaėdžių žinduolių. / Master‘s thesis: „The application of biogeographical methods in geographical environment researches and educational system“. This final masters work has a detailed description of small mammals study place and capture methodology with traps. It provides basic characteristics of Neries regional park and Šeškinės oz. Describes various small rodents and insectivores in mammalian morphological characterization, the essential features of the biology. Conducted small mammal trapping results analysis in different habitats in 2010 and 2011. There were detected 3 species of insectivorous mammals in 2010 and 2011 (simple shrew, dwarf shrew and water shrew). And there were detected 8 species of rodents (brown vole, simple vole, meadow vole, swamp vole, creeping mouse, yellow-neck mouse, little girl mouse and grey rat) int the same warm season. An analysis of 2010 - 2011 years of data Dūkštas oak and Šeškinės oz different habitats observed in small mammal diversity and abundance increase in late summer, especially in September. In September, the diversity and abundance data were the highest. Dominant species in different habitats were brown vole in Dūkštas oak and Šeškinės oz. He was caught in the catch a maximum of small rodents and insectivorous mammals.