The thesis is on female education at the turn of 19th and 20th century in the Czech kingdom. It researches the situation of female students at the Czech secondary schools and Czech universities at that time. The life story of sisters Honzák's is used as an example to describe the situation in detail. The thesis deals with their status at the society, their family background, their colleagues and teachers'attitude and the approach of Ministry of Cult and education. As the resources there are personal letters, school records and their own memories. The resource derives from both archive and periodicals which were interested in progress in female education. The topic of female higher education is taken in general at the beginning, the first chapters are concerned with history od female education and school laws and the first female grammar school Minerva which is an inseparable part of the history and takes an important part in my thesis, then i tis followed by students'memories. The first female students had to overcome lots of obstacles to get the same university degree as male students. Their rewarding experience and memories give us a possibility to realize how much effort they had to make to become equal members of an university.

Bakgrund: Diabetes drabbar allt fler människor och utgör ett hot mot folkhälsan. Följdsjukdomar som fotkomplikationer är vanliga. Fotsår resulterar i sänkt livskvalitet för personen som drabbas och ger ökade samhällskostnader. Regelbunden fotundersökning förebygger fotsår och utgör en rekommenderad intervention. Trots existerande riktlinjer är det skillnader i genomförandet av fotundersökningen vilket skapar ojämlik vård. I ett projekt har ett formulär baserat på riktlinjerna för fotundersökning utarbetats med syfte att underlätta och säkerställa en årlig fotundersökning med grund i evidens. Syfte: Att utvärdera vårdpersonals erfarenheter av att arbeta enligt ett formulär för strukturerad fotundersökning hos patienter med diabetes. Metod: Kvalitativ innehållsanalys utifrån Graneheim och Lundman. Studien är en del av ett projekt ” Optimerat omhändertagande av personer med diabetes och fotkomplikation” med Västra Götalandsregionen som forskningshuvudman. Semistrukturerade intervjuer genomför dessom fokusgruppintervjuer samt som enskilda intervjuer. Totalt inkluderades åtta informanter av olika yrkestillhörighet vilka intervjuades angående sina erfarenheter av formuläret i kliniskpraxis. Resultat: Formuläret underlättade arbetet vid fotundersökningen genom ökad tydlighet, struktur och överblick. Formuläret kunde bidra till att likrikta fotundersökningen eftersom skillnader i arbetssätt synliggjordes. Vid fotsår upplevdes riskkategorierna som motsägelsefulla. Osäkerhet framkom angående definitioner av exempelvis förhårdnader och svårläkta sår. Förhoppningarna var att ett införande i digitalt journalsystem skulle underlätta dokumentationen och synliggöra fotundersökningen, med ökad tillgänglighet för alla berörda. Slutsats: Formuläret fungerar väl som stöd och beslutsunderlag i det preventiva arbetet med fotundersökningen och kan komma att bidra till likriktning av fotundersökningen enligt gällanderiktlinjer och därmed bidra till en säkrare och mer jämlik vård. / Background: Diabetes is a growing threat to public health. Secondary diseases like footcomplications are common. Foot ulcers affect individual’s quality of life and are a great cost to society. Regular foot examination prevents foot ulcers and is a recommended intervention. Despite existing guidelines there are differences in the execution of the foot exam which causes care inequality. A structured foot exam form based on the guidelines was developed in a project. The aim was to facilitate the foot exam and contribute to a uniform execution. Aim: To assess health care workers experiences of working with a structured foot exam form for patients with diabetes Method: Qualitative content analysis based on Graneheim and Lundman. The study is part of a larger project entitled “Optimized care of persons with diabetes and foot complications” with Västra Götalands region as responsible authority. Semi structured interviews were held in a focus group and individually with eight informants of different professions who were interviewed regarding their experiences of working with the form in clinical practice. Results: Experiences of working with the form were that it simplified the foot exam by giving itan overview and clear structure. Using the form made apparent differences in work routines between individuals. It was believed that by implementing the form routinely that it would contribute to a more uniform execution. When the patient had foot ulcers the risk categories were perceived as contradictory. There was an uncertainty about the definition of for example chronic ulcers and callosities. The hope was that the future digital format would simplify documentation and elucidate the foot exam as well as contribute to accessibility for all concerned. Conclusion: The foot exam form works well as a support during the preventative foot exam, gives a basis for decision making and could contribute to a uniform, safer foot exam with more care equality that is consistent with the current guidelines.

This project study addressed the problem of the low percentage of a Mid-Atlantic university's radiography graduates passing their credentialing registry examination. The cohort had a 2014 pass rate of 83% while the majority of surrounding schools had pass rates of 100%. In order to become registered radiographers, graduates must be able to take what they have learned in their educational program and directly apply it to their professional skill set. The conceptual framework for the study was social constructivism, adapting and transforming what was new information to previous experiences and group activities. A qualitative case study research design was chosen, and interviews were conducted with 9 graduates from the 2014 radiography cohort. The interviews were recorded, transcribed, manually coded, and analyzed for emerging themes. Key results indicated the graduates needed to self-monitor, self-motivate, and self-propel to successfully pass their credentialing exam. A 3-day professional development plan for graduates was created based on the findings from the study. Passing the credentialing exam affects social change in that knowledge and education produces positive outcomes, and for allied health professionals, it produces optimum patient care. Social change is possible through education, which will enhance an individual's self-efficacy, thereby enriching the society and culture to which they contribute. This knowledge will support the local problem in that optimum performance for radiography graduates will be monitored for standards of excellence.

This thesis analyses reading lists composed by secondary schools in school year 2016/2017 for the purposes of common general part of maturity exam - oral exam from Czech language and literature. The thesis creates basic material for exploring the form and development of state maturity exam. Reading lists are put into context with literary theoretic conception of canon as the thesis touches upon literary science, pedagogy and didactics. The thesis proceeds from general analysis of literary canon to functions and forms of canon (school canon and maturity exam canon). Then it concentrates on documents, which were available to students taking the maturity exam. The thesis carries out research on collection of 461 secondary schools that offer studies completed by maturity exam. It is followed by presentation of obtained data, verification of its correspondence to binding criteria defined in Katalog požadavků zkoušek společné části maturitní zkoušky (document specifying requirements for common general part of maturity exam) and comparison of obtained data with available sources from school and literary background. The conclusions reveal the content of given part of maturity exam and are set into context of current knowledge of academic and professional society. Keywords Reading lists, maturity exam,...

This case study analyzed the roles development and implementation have had in the Eighth-grade Algebra I policy and the California High School Exit Exam policy. From a political, economical, and historical perspective, the intended purposes of many education policies have been distorted due to implementation. By investigating national and California education policies, this case study describes the roles development and implementation have had education policies. In addition, this case study found that the state of education in California is reliant on many mitigating factors affecting education policy development and implementation: Budget cuts, achievement gaps particularly with children of color, and teacher qualification issues. However, systemic education reform requires policy makers to juggle their political affiliations and the needs of students to create policies that improve curriculum, improve student achievement, and supports teachers and administrators. When policy makers do not utilize informed constituencies to assist in policy development, mandates such as the Eighth-grade Algebra I policy are created. Well developed and researched education policies like the California High School Exit Exam, which took about six years to develop before it was implemented in California, was successful because it involved collaboration of various interest groups, educators, local education agencies, and school administrators. Policy makers must learn to work in collaboration with its constituency to develop policies that empower schools to sustain and extend greater individualization on one hand, and broaden community interest on the other. The future of California schools in regard to the Race to the Top policies remain to be seen, but if policy makers rely on the informed voices of education researchers, constituents who are willing to put students' needs before their own political conquests, school administrators, teachers, parents, and students, then California's school will have a future of systemic reform that will be bright.

The purpose of this study is to see what the students include in the area of police work and police science A summary of bachelor thesis hasn’t been done before. This thesis contribute to understand how police science in Sweden is interpreted by students at undergraduate level. The police science discipline is emerging and we have to make knowledge of what it is. All the studies that are included in this study are made by sworn police officers or police academy students that are qualified. That means that all studied bachelor thesis are made by persons within the police domain. By using grounded theory by Barney Glaser in the analysis, the author of this study has discovered themes of working method, leadership, working environment, law, equality, information and other. The result of this study shows that the law is the biggest theme and also working method and working environment are most of interest. Although even sports and foreign service is included as police work. This study has also been related to three Nordic overwievs from the early 90´s to 2011, to see similarities and differences of the author´s results. In the future there will be interesting to see if the themes that´s been found in this study are the same or if it´s changing over time.

Detta examensarbete har genomfört en studie baserad på offentliga uppgifter om gymnasieskolor och på resultatet av Skolinspektionens Skolenkät 2021, med syftet att identifiera faktorer som visar på samband med gymnasieelevers möjligheter att nå kunskapsmålen och lyckas ta gymnasieexamen inom planerad tid. Skolenkäten visade sig dock inte vara helt optimalt utformad för att kunna identifiera samband mellan undervisningsrelaterade faktorer och elevresultat. De samband som studien lyckades att identifiera har utgjorts av faktorer som gymnasieskolor har mindre möjligheter att påverka. Elever med akademiska föräldrar utgjorde den främsta positivt påverkande faktorn för examensresultaten samt andelen elever med utländsk bakgrund och nyinvandrade elever de senaste 4 åren utgjorde de främsta negativt påverkande faktorerna. En förklaringsmodell togs även fram som klarar av att förklara 50 % av elevernas examensresultat. Skillnader mellan enkätsvar för matematikelever och Skolenkätsvar baserat på alla ämnen undersöktes även inom studien, där inga skillnader kunde observeras. Därav kan med viss försiktighet dras slutsatsen att de resultat som studien gett, även är giltiga inom ämnet matematik. Slutligen genomförs prediktioner av examensresultat med förklaringsmodellen, där ungefär just hälften av resultaten predikteras relativt precist. / This thesis reports from research based on public information about upper secondary schools and on the results of the Swedish School Inspectorate's School Survey 2021, with the aim of identifying factors that show a connection with students' opportunities to reach the knowledge goals and succeed in taking the high school diploma within the planned time. However, the school questionnaire was not optimally designed to be able to identify connections between teaching-related factors and student results. The connections that the study managed to identify were made up of factors that upper secondary schools have less opportunity to influence. Students with academic parents constituted the main positive influencing factor for the exam results, and the proportion of students with a foreign background and newly immigrated students in the last 4 years constituted the main negative influencing factors. An explanatory model was also developed which were able to explain 50% of the students' exam results. Differences between survey responses for mathematics students and School survey responses based on all subjects were also investigated within the study, where no differences could be observed. From this, with some caution, the conclusion can be drawn that the results the study gave are also valid within the subject of mathematics. Finally, predictions of exam results are carried out with the explanatory model, where approximately half of the results are predicted relatively precisely.

[pt] Este trabalho apresenta uma metodologia a fim de reduzir o deslocamento de candidatos em dias de prova em um exame de admissão de uma universidade no Brasil. O exame possui diferentes tipos de prova de acordo com a série do candidato e cada local de prova pode ofertar apenas um tipo de exame. A partir da teoria de localização de instalações, desenvolveu-se um modelo matemático de programação inteira para alocar candidatos de forma ótima considerando a distância entre eles e os vários locais de prova existentes. Foram realizados diversos testes com os dados de exames já aplicados, o que mostrou uma redução no deslocamento total superior a 30 porcento. Em seguida, a metodologia foi aplicada diretamente no mais recente exame de admissão da instituição, que conta com mais de 34 mil candidatos distribuídos por 70 locais de prova em 5 cidades, com a proporção de candidatos aptos a se locomoverem a pé sendo 4 vezes maior quando comparada com alocações utilizadas em anos anteriores. / [en] This work presents a methodology in order to reduce the displacement of candidates on test days in an admission exam of a university in Brazil. The exam has different types of tests according to the candidate s grade and each test site can offer only one type of exam. Based on the theory of facility location, a mathematical model of integer programming was developed to optimally allocate candidates considering the distance between them and the various existing exam locations. Several tests were carried out with the exam data already applied, which showed a reduction in total travel distance of more than 30 percent. Then, the methodology was applied directly in the most recent admission exam of the institution, which has more than 34 thousand candidates distributed over 70 exam places in 5 cities, with the proportion of candidates able to walk on foot being 4 times higher when compared to allocations used in previous years.

Работа содержит теоретический анализ отечественной и зарубежной литературы по вопросам фитнеса как технологии профилактики интернет - зависимости учеников старших классов. В эмпирической части работы представлены результаты аналитических исследований, проведенных на базе школы 113 города Екатеринбурга, по вопросу наличия и степени развитости интернет-зависимости учащихся, а также проект реализации программы профилактической направленности интернет-завимимости учащихся старших классов. / The work contains a theoretical analysis of domestic and foreign literature on fitness as a technology of prevention of Internet addiction of high school students. The empirical part of the work presents the results of analytical studies conducted on the basis of school 113 in Yekaterinburg, on the presence and degree of development of Internet addiction of students, as well as the project of implementation of the program of preventive orientation of Internet addiction of high school students.

Le but de la présente recherche est de documenter, à partir d’une approche de recherche pragmatique qui s’inspire d’une méthode de recherche de type mixte, ce qui influence la performance des personnes formées à l’étranger (ci-après « PFÉ ») à l’examen d’admission à la profession infirmière au Québec (ci-après « examen »). Un devis séquentiel explicatif permet de découper cette recherche en deux grandes phases qui s’intéressent, respectivement, à des données quantitatives et à des données qualitatives. Les objectifs de cette recherche sont de 1) déterminer s’il existe une différence entre les scores observés à l’examen du 12 septembre 2020 pour les PFÉ et les personnes formées au Québec (ci-après « PFQ »), 2) déterminer s’il existe une association entre certaines caractéristiques connues des PFÉ et les scores observés à l’examen du 12 septembre 2020 et 3) décrire les caractéristiques reliées aux PFÉ et aux items qui influencent la mise en œuvre du jugement clinique infirmier lors de la détermination des réponses aux items de l’examen du 12 septembre 2020. Les deux échantillons de la première phase contiennent 1 050 PFQ et 199 PFÉ en premier essai à l’examen de septembre 2020. La collecte de données pour cette première phase a été réalisée à l’aide d’un fichier d’information obtenu auprès de l’Ordre des infirmières et infirmiers du Québec. Des analyses comparatives des deux échantillons permettent de conclure qu’il existe une différence statistiquement significative entre les scores moyens observés à l’examen pour l’échantillon des PFQ et celui des PFÉ et que la taille de l’effet est considérée comme étant modérée. Des analyses additionnelles sont réalisées afin de déterminer s’il existe une association statistiquement significative entre certaines variables disponibles, notamment l’âge, le sexe, le délai depuis la diplomation, l’indice de développement humain (ci-après « IDH ») du pays de diplomation et les scores moyens observés pour les PFÉ. Ainsi, les résultats suggèrent l’absence d’association entre l’âge ou le délai depuis la diplomation et les scores observés à l’examen. Par ailleurs, les analyses permettent d’observer une association statistiquement significative entre les scores observés des PFÉ à l’examen et le sexe ainsi que l’IDH du pays de diplomation, même si la taille de l’effet est considérée comme étant faible. L’échantillon de la deuxième phase de cette recherche contient huit PFÉ en premier essai à l’examen de septembre 2020. La collecte de données s’est effectuée à l’aide d’entrevues individuelles semi-structurées réalisées à distance et enregistrées à l’aide du logiciel Microsoft Teams. Le guide d’entrevue, explorant les thèmes tirés du cadre de référence, est construit à partir de la littérature consultée au sujet des caractéristiques pouvant agir sur les réponses aux items d’un examen. Les données ont fait l’objet d’un codage thématique à l’aide d’une grille. Les résultats indiquent que la mise en œuvre du jugement clinique infirmier, incluant la mobilisation des savoirs appropriés lors de la résolution d’items de l’examen, constitue un défi pour les PFÉ qui participent aux entrevues (ci-après « PFÉP »). Ainsi, les savoirs infirmiers mobilisés s’appuient, en partie, sur des connaissances et des expériences acquises avant l’arrivée au Québec qui diffèrent des savoirs qui sont ciblés par les items de l’examen. Ceci n’est pas surprenant puisque les PFÉP constituent un groupe hétérogène d’individus avec des parcours professionnels extrêmement variés et le contenu de l’examen cible spécifiquement les aspects requis pour exercer au Québec. Bien que les savoirs acquis après l’arrivée au Québec soient aussi mobilisés lors de la résolution des items de l’examen, ces nouvelles connaissances sont parfois insuffisantes pour certaines PFÉP qui présentent de trop grands écarts de savoirs professionnels. Par ailleurs, l’état psychologique des PFÉP, les difficultés à lire et à bien comprendre les situations cliniques de l’examen et le manque de temps influencent certainement la capacité de choisir les réponses attendues aux items de l’examen. Les résultats de cette recherche contribuent aux connaissances en éducation puisqu’ils permettent une meilleure documentation des caractéristiques qui influencent la détermination des réponses à un examen en contexte d’immigration professionnelle. Ils contribuent aussi aux connaissances en matière d’intégration professionnelle des PFÉ en mettant en lumière le caractère hétérogène de ce groupe de personnes qui exerçaient la profession infirmière dans leur pays d’origine et l’importance d’adopter une approche individuelle aux défis de ces personnes qui souhaitent obtenir un permis d’exercice au Québec, notamment les outils de préparation à l’examen. Les résultats peuvent aider les instances touchées par l’administration d’un examen à considérer différentes caractéristiques reliées à la personne ou aux items qui influencent la détermination des réponses aux items. / The goal of this research project is to document, using a pragmatic approach inspired by a mixed-method paradigm, what influences the performance of internationally educated nurses (IENs) at the entry-level exam in Québec. As is done with an explanatory sequential design, this research is divided into two phases. The first phase relates to quantitative data and the second phase relates to qualitative data. The objectives of this research are 1) to determine if there is a difference between the scores observed at the exam for IENs and Québec trained nurses (QTNs), 2) to determine if there is an association between certain IEN characteristics and the scores observed at the exam and 3) to describe the characteristics of IENs that influence the use of nursing clinical judgement while responding to the items in the September 12, 2022 exam. The two samples for the first phase of this research are made up of 1,050 QTNs and 199 IENs who were first-time writers at the September 2020 exam. The data collection for this first phase was done using information obtained from the Ordre des infirmières et infirmiers du Québec. Comparative analysis of the two samples suggests that there is a statistically significant difference between the mean scores observed at the exam for the QTN and IEN samples with an effect size that is considered moderate. Additional analyses were used to determine if there is a statistically significant association between certain variables such as age, sex, time lapse since graduating, human development index (HDI) for the country of graduation and the mean scores observed at the exam for IENs. The results suggest the absence of an association between age or the time elapsed since graduation and the observed scores at the exam. Moreover, the analyses show that there is a statistically significant association between the mean scores observed at the exam for IENs, sex and the HDI for the country of graduation, although this effect size is considered weak. The sample for the second phase of this research is made up of 8 IENs who were first-time writers at the September 2020 exam. The data collection was done through individual semi-structured interviews held remotely and recorded using Microsoft Teams. The interview guide explored themes inspired by the framework based on available literature related to characteristics which can influence item response. The data collected was coded using a themed grid. The results suggest that the use of nursing clinical judgement, including the mobilization of appropriate knowledge to respond correctly to exam items, is challenging for the participating IENs. Moreover, the nursing knowledge mobilized during item response refers, partly, to knowledge and experience acquired before arriving in Québec, which are different from the knowledge tested in the exam items. This is not surprising since IENs are a heterogeneous group with a variety of professional pathways and the content of the exam targets specific aspects required for nursing practice in Québec. Although the knowledge acquired after arriving in Québec is also mobilized by the IENs during item response at the exam, this new knowledge is sometimes insufficient for some IENs who have an important knowledge gap. Also, the psychological state of IENs, challenges with reading and understanding the clinical situations presented in the exam, and the lack of time during the examen certainly influenced the capacity to respond correctly to the items. The results of this research will contribute to the educational knowledge base because they document some of the characteristics that influence exam item response in the context of professional immigration. These results will also contribute knowledge related to the professional integration of IENs who previously practised nursing in their country of origin by highlighting the heterogeneity of this group and the importance of adopting an individualized approach to the unique challenges ¬– such as those associated with exam preparation materials – faced by IENs who wish to obtain a nursing permit in Québec. These results can help all organizations involved in administering entry-level professional exams take into consideration the different personal characteristics or items that could influence the item response process.