The purpose of this study was to identify whether three achievement motivation variables (LGO, GNS, and AO) were positively related to work-family balance, and to investigate plausible interactions between these variables and work-family stressors on balance perceptions. Relationships of these variables to work-family conflict and facilitation outcomes were also analyzed in order to identify differential relationships. Data were collected from 428 individuals through a web-based survey. Results indicated that all three achievement motivation variables were clearly related favorably to work-family balance and facilitation, while only AO was negatively related to conflict. The relationships between schedule flexibility and all work-family outcomes were moderated by both LGO and GNS. The majority of proposed interactive effects between achievement motivation variables and work-family stressors on balance were not significant. However, several interactions were significant when conflict or facilitation served as the criterion measure. Overall, the results provide support for LGO, GNS, and AO as both direct and indirect contributors to work-family balance.

A travers l’étude d’un outil d’évaluation des besoins dans huit associations de parents de personnes en situation de handicap intellectuel, pendant cinq ans, nous avons enquêté sur la place qu’il prend dans la construction du sens de l’action collective. Nous inspirant de la théorie de la rationalité ordinaire de Raymond Boudon et des travaux de Jacques Girin sur le langage dans les organisations, nous proposons une approche originale de la notion d’institution, considérée comme un processus de stabilisation d’un système de croyances collectives. Nous montrons que l’institution est essentiellement œuvre de langage et que les outils de gestion participent à l’appauvrir. En structurant l’activité que l’instrument est censé outiller, il contribue à diminuer les discussions des utilisateurs et donc la construction du sens de l’action collective. / Through the study of a needs assessment tool in eight associations of parents of people with intellectual disabilities, for five years, we investigated the place it takes in the construction of the sense of collective action. Inspired by Raymond Boudon's theory of ordinary rationality and Jacques Girin's work on language in organizations, we propose an original approach to the notion of institution, considered as a process of stabilization of a system of collective beliefs. We show that the institution is essentially a work of language and that management tools help to impoverish it. By structuring the activity that the instrument is supposed to equip, it contributes to reducing the discussions of the users and thus the construction of the sense of the collective action.

<p> There is little research that examines differences in perceptions of need-supportive practices between teachers and students. In the current study, three research purposes were (1) to examine variabilities of teacher and student absolute or relative rating gaps in need-supportive practices, (2) to investigate the relations between absolute or relative rating gaps of teacher and student perceived need-supportive practices and student outcomes, and (3) moderating effects on the relations between teacher-student perceptions gaps of need-supportive practices and student outcomes. Participants were 581 5^th and 6^th students and their 29 teachers in Seoul, South Korea. Students completed questionnaires about teacher need-supportive practices, motivation, basic psychological needs (perceived autonomy, competence, and relatedness), and autonomous motivation. Teachers also answered questionnaires about their own need-supportive practices and autonomous motivation. One-way ANOVA and Tukey post-hoc tests were used to examine the variabilities of teacher and student rating gaps of need-supportive practices. Also, hierarchical linear modeling was employed to test the hypothesized models. Student sex and their beginning-of-year achievement were controlled for throughout the analyses.</p><p> The results showed that absolute rating gap for structure was significantly smaller than the absolute rating gaps for both autonomy support and involvement. Also, the relative rating gap for autonomy support was significantly smaller than the relative rating gap for both structure and involvement, but the relative rating gap of involvement was significantly larger than the relative rating gaps for autonomy support and structure. Regarding relations between rating gaps and student outcomes, a smaller teacher-student absolute rating gap for involvement was related to greater student autonomous motivation, and perceived competence and relatedness. Additionally, students with overestimating teachers tended to report lower student autonomous motivation, and low need satisfaction than students with underestimating teachers. Teacher autonomous motivation and teacher experience functioned as moderators.</p><p> The findings revealed the importance of reducing perception gaps between teachers and students about need-supportive practices. In particular, the findings showed the significance of perception gaps about involvement for student outcomes. In addition, the current study indicates the importance of examining both absolute and relative rating gaps between teachers and students.</p><p></p>

The perceptions of inclusive education play a significant role in the successful implementation of inclusion practices. The purpose of this study was to identify and investigate preschool teachers’ perceptions of inclusive education in mainstream education in Greece, as well as the extent of their settings’ inclusiveness. Their beliefs, actions, personal and professional factors that influence these attitudes were in the center of this study. The data were collected from a sample composed of 33 preschool teachers working in mainstream preschool settings located in urban and rural areas of Greece. This investigation utilized a mixed-method approach collecting data from interviews and questionnaires. The results indicated the preschool teachers’ positive but skeptical perspective. The interviews indicated issues on the practical implementation of inclusive education, due to the lack of expertise and support and the questionnaires confirmed these findings, highlighting the tremendous effort from the teachers’ behalf to work under adverse conditions. These results pointed out a need for continuous training on special and inclusive education and for the collaboration of all structures related to education. Only so, will the positive perceptions among mainstream preschool teachers be able to reach the successful implementation of inclusion at the educational process.

The diploma thesis focuses on defining the purchasing process in the organization. Specifies purchasing management and inventory management. It focuses on the description of information systems in the organization. It contains proposals for the modification of the system facilitating more efficient inventory management and more flexible management of supplier-customer relationships.

My diploma thesis analysis current incentive bonuses of Badger Meter Czech Republic s.r.o. using questionnaires and interviews with employees. It proposes, according to the survey, an additional incentive plan, which supports the existing one.

abstract: Resource transfers can confer many adaptive benefits such as specialization, helping genetically related individuals, future compensation, and risk-pooling. Need-based transfers are a risk-pooling mechanism in which partners mitigate unpredictable losses by transferring resources based on need. Need-based transfers are likely to be most useful for resources that are necessary and unpredictable because being unable to reliably obtain essential resources would be devastating. However, need-based transfers make people vulnerable to two types of exploitation: a person can be greedy by asking when not in need and a person with a surplus of resources can be stingy by not giving to someone in need. Previous research suggests that people might have cognitive mechanisms for detecting greediness and stinginess, which would serve to protect against exploitation by cheaters. This study investigated whether resources that are necessary and unpredictable are most likely to trigger greediness and stinginess detection mechanisms. Participants saw four types of rules. One rule could be violated through greedy behavior, another through stingy behavior, another by not paying a debt, and another was a descriptive rule that could be violated by not finding one type of resource near another type of resource. Then, participants saw information about events relating to one of the rules and indicated whether the rule in question could have been violated. Consistent with past research, participants were better at detecting greediness, stinginess, and debts not paid than at detecting violations of a descriptive rule. However, contrary to my predictions, the necessity and unpredictability of resources did not impact people’s ability to detect greediness and stinginess. The lack of support for my hypothesis might be because the benefits of detecting greediness and stinginess might outweigh the costs even for situations in which need-based transfer rules are unlikely to apply, because people might be able to consciously activate their greediness and stinginess mechanisms even for resources that would not naturally trigger them, or because of methodological limitations. / Dissertation/Thesis / Masters Thesis Psychology 2019

This qualitative study explores the relationship between a childless married couple and their dog by looking at this phenomenon through a social constructionistic viewpoint. Human animal interaction has been studied in various different research scenarios, where this interaction was seen as enhancing health or well being in both the human and animal. This study focused on a more “human” role that an animal could play in the lives of people by becoming a family member and how this role affects the family as a whole. The research was conducted to determine whether a childless married couple could experience a fulfilling caring relationship with a dog within this formed family unit. Four elements that are commonly found in a caring relationship were identified and looked at as to whether they can also be found in the relationship that develops between a childless married couple and their dog. The four elements, love, attachment, need fulfilment and ritualisation also formed the broad predetermined themes investigated in this study. The participants were requested to complete an open-ended questionnaire in which the questions explored the relationship between the married couple and their dog. The data received from these questionnaires was then analysed through content analysis by using the predetermined themes as a framework but also allowing further themes and sub themes to develop from the research data. The participants indicated that they experienced the fulfilment of various needs in the relationship they have with their dog. This need fulfilment included the need for a family, the need for companionship, the need to be needed and the need for gratitude. Ritualisation occurred in the form of disciplinary methods and various set activities like fixed eating, sleeping and grooming times. The participants viewed their relationship with their dog as one that is formed out of mutual love and attachment. The feeling of love was expressed through companionship, trust and physical contact as well as the use of nicknames for their dog and by showing pride in their dog. A strong attachment also existed between the participants and their dogs. This attachment could be seen in the participants’ holiday arrangements that were usually made to accommodate the dog as well as the fact that they missed their dogs and believed their dogs to have also missed them when they were separated. They could become so attached to each other that they might experience separation anxiety and grief at the loss or the thought of losing their dogs. The four elements of caring were thus found in the relationship between a childless married couple and their dog. The existence of these elements suggests that a caring relationship can be formed between a childless married couple and their dog. This caring relationship can have positive emotional and physical influences on both the people and their dogs. / Dissertation (M (Research Psychology))--University of Pretoria, 2004. / Psychology / unrestricted

The purpose of this study was to contribute to knowledge on teacher resilience in terms of protective resources and risk factors in rural schools by exploring the significance of higher education institutions (HEI) with rural school teachers. In the comparative case study, following a constructivist meta-theory and Participatory Reflection and Action (PRA) methodology, I used Place-based Social Mobility System theory as lens to compare teacher experiences of purposively sampled teachers (n = 6) in conveniently sampled rural schools (n = 2) with a long-term university-association to those of teachers (n = 12, male = 5, female = 7) in rural schools ( n = 4) in the same school-district without a long-term university-association. Data sources included PRA-interview data and face to face semi-structured teacher-interviews as well as observation data of the rural school context. Following inductive in-case and cross-case thematic analysis, informed by a constructivist grounded theory, it was apparent that, irrespective of a university-association, teachers shared similar experiences of protective resources and risk factors when teaching in a rural context. Feedback from the HEI members rather than parental and student feedback was valued and a lack of knowledge regarding obtaining sponsors and funds to sustain a HE intervention was identified as a constraint. A finding which merits further investigation is that the expectation from teachers in schools without a HEI association to potentially gain from a future association serves as protective resource of hope to promote teacher resilience. In contrast to other studies I found that using instructional resources available in a resource-constrained school setting, a lower student-teacher ratio, low community crime, financial compensation and informal teacher development activities as conducive to teacher resilience. Teachers were silent on the role that teacher illness and personal difficulties play in the development of teacher resilience; how teachers utilise student relationships as a protective resource; the role of hobbies and extracurricular activities in teacher resilience; and, lastly, how the effect of the unstable education system and policy demands on rural education advances/not teacher resilience. / Thesis (PhD)--University of Pretoria, 2016. / Educational Psychology / PhD / Unrestricted

Title Legal Issues of Self-Defense - Necessary Defense, Extreme Emergency. Objectives The aim of this work is to analyze the legal issues of self-defense. Explanation of the terms necessary defense and extreme emergency. Point out problems in interpretations. Point out the issue of self-defense of IZS members. Drawing conclusions. Methods The method used in the creation of this thesis is to analyze the widest range of literature that deals with the issue and the Criminal Code. Further description of findings and conclusion. Results Explaining the terms necessary defense and extreme emergency and clarifying the issue of self-defense. Key words Law, self-defense, necessary defense, issues, extreme emergency.