This study attempted to find out what the employment opportunities and requirements were for women in certain areas of electronic manufacturing.

Objectives. To examine changes in preprofessional pharmacy curricular requirements and trends, and determine rationales for and implications of modifications. Methods. Prerequisite curricular requirements compiled between 2006 and 2011 from all doctor of pharmacy (PharmD) programs approved by the Accreditation Council of Pharmacy Education were reviewed to ascertain trends over the past 5 years. An online survey was conducted of 20 programs that required either 3 years of prerequisite courses or a bachelor's degree, and a random sample of 20 programs that required 2 years of prerequisites. Standardized telephone interviews were then conducted with representatives of 9 programs. Results. In 2006, 4 programs required 3 years of prerequisite courses and none required a bachelor's degree; by 2011, these increased to 18 programs and 7 programs, respectively. Of 40 programs surveyed, responses were received from 28 (70%), 9 (32%) of which reported having increased the number of prerequisite courses since 2006. Reasons given for changes included desire to raise the level of academic achievement of students entering the PharmD program, desire to increase incoming student maturity, and desire to add clinical sciences and experiential coursework to the pharmacy curriculum. Some colleges and schools experienced a temporary decrease in applicants. Conclusions. The preprofessional curriculum continues to evolve, with many programs increasing the number of course prerequisites. The implications of increasing prerequisites were variable and included a perceived increase in maturity and quality of applicants and, for some schools, a temporary decrease in the number of applicants.

Objectives. To examine changes in preprofessional pharmacy curricular requirements and trends, and determine rationales for and implications of modifications. Methods. Prerequisite curricular requirements compiled between 2006 and 2011 from all doctor of pharmacy (PharmD) programs approved by the Accreditation Council of Pharmacy Education were reviewed to ascertain trends over the past 5 years. An online survey was conducted of 20 programs that required either 3 years of prerequisite courses or a bachelor's degree, and a random sample of 20 programs that required 2 years of prerequisites. Standardized telephone interviews were then conducted with representatives of 9 programs. Results. In 2006, 4 programs required 3 years of prerequisite courses and none required a bachelor's degree; by 2011, these increased to 18 programs and 7 programs, respectively. Of 40 programs surveyed, responses were received from 28 (70%), 9 (32%) of which reported having increased the number of prerequisite courses since 2006. Reasons given for changes included desire to raise the level of academic achievement of students entering the PharmD program, desire to increase incoming student maturity, and desire to add clinical sciences and experiential coursework to the pharmacy curriculum. Some colleges and schools experienced a temporary decrease in applicants. Conclusions. The preprofessional curriculum continues to evolve, with many programs increasing the number of course prerequisites. The implications of increasing prerequisites were variable and included a perceived increase in maturity and quality of applicants and, for some schools, a temporary decrease in the number of applicants.

Schools of business within the Florida State University system have state-mandated common prerequisites that students are required to complete prior to formal admission into baccalaureate business programs. As such, the common prerequisites serve as minimum admission requirements for schools of business in the state of Florida. This study sought to determine the ability of these discipline specific admission criteria to predict academic performance in upper-level business coursework. This study looked at existing data for 860 students in the College of Business Administration at the University of Central Florida. Findings of the study demonstrate that there is a positive and moderate to strong correlation between the final grade earned in each individual course within the common prerequisites and the cumulative academic performance in upper-level business coursework. The strength of the correlation varied among the individual prerequisites, however, each individual prerequisite was positively correlated. Regression findings also demonstrate that the common prerequisites may, with certain student populations such as native students and students pursuing quantitative business majors, be a rather effective predictor of program performance. Most problematic of the findings was that the predictive ability was not equivalent across different student populations. This suggests that as admission criteria or screening mechanisms designed to select students most likely to be successful in the program, the state-mandated common prerequisites were not effective for all student populations. Findings of this study have implications for schools of business, as well as other disciplines, as they evaluate the common prerequisites required by their institution or consider best practices and policies to improve student retention, graduation, and other outcomes.

This thesis examines the role of school teachers and their experienced prerequisites for working against bullying and harassment among students. Previous research shows that teachers play an important role when it comes to bullying intervention and therefore the aim of this study has been to further examine how school teachers look upon their own role in regards to the work against bullying. What factors do they perceive as support for their work and what difficulties do they encounter are questions that has been asked. The data that has been used consists of in-terviews with teachers from six Swedish schools and the responses has been analyzed through an organizational perspective. The results show that school teachers experience of their prereq-uisites for dealing with bullying and harassment among students vary depending on different organizational factors. The relationship between the organisations structure and culture has been identified as playing an important role for the teachers perceived prerequisites. Future research is necessary to further understand the complexity of bullying and the work necessary for reduc-ing its occurrence.

Working analytically evaluates the potential of tourism and assumptions for the region's tourism Blanský les - Netolicko. Based on theoretical knowledge of the potential, assumptions, their own evaluation and investigation, I tried to design appropriate activities based on the assumptions and the potential for tourism. Conclusions arising from work can function as a basis for management decisions MAS Blanský les - Netolicko.

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SOCCER AS A MEANS OF REDUCING THE POPULATION MOVEMENT DEFICIENCY. Objectives: The first aim of this project is to study the impact of training on active amateur "A" team players of AFK Loko Chomutov. The second aim is to verify possibilities of using soccer in order to reduce population movement deficiency. Methods: In this project, methods of observation, measuring, comparing, and data analysis were used. Specifically, fitness prerequisites of individual players were assessed. The data analysis method was used in order to compare results of initial and final measuring within individual tests. Within the observed summer training period which lasted four weeks and contained sixteen training units (trainings of varied focuses with time span of 60 to 100 minutes), there have been assessed changes in fitness prerequisites in "A" team players of AFK Loko Chomutov. The research has been executed on 17 performance players between 22 and 33 years of age. Tested individuals have been engaged with football actively since their childhood. Outcomes: Thanks to application of specifically designed four-week training plan which included sixteen training units (trainings of 60 - 100 minutes) significant changes in fitness prerequisites in performance players have occurred. The training influenced speed, strength,...

A group of students from the Peace and Development master program at Linnaeus University in Växjö have conducted a field study on agriculture in Ribaue district, Nampula, Mozambique. This study took place over a period of five weeks starting from the beginning of April. The purpose of the research was to perform a socio-economic study to gain a better understanding of the conditions under which the population of Ribaue live, the majority of which are small-scale farmers. Also, how they manage to access resources in order to improve their livelihoods and how small-scale farmers are striving to reach a lifestyle that is more sustainable. This study concentrates on the potential introduction of the Green Revolution Strategy, which is linked to food security and combating poverty, in Mozambique. It asks the question: under what conditions can it be possible for a Green Revolution Strategy to be developed and implemented in the district of Ribaue in Nampula, and which are the necessary prerequisites for a successful implementation of such a strategy? We have, through interviews, observations and participation in various activities, discovered the main issues that need to be addressed in the district. The Green Revolution Strategy exists in theory on the national level but has not yet been fully implemented in practice. Very few producers in Ribaue have heard of the concept ‘Green Revolution’, however, certain parts of its content were known to farmers, such as improved seeds and fertilizers. Furthermore, the gender conditions are still in favor of men, although some significant progress has been made. Better access to education and credit, improved infrastructure, and more effective spread of information and communication are some of the prerequisites that need to be addressed in Ribaue and they are presented in this study.

This study aims to examine teachers’ experiences when working with novels to discuss gender related questions in their EFL-classrooms. The research questions this study aims to answer are which prerequisites and limitations affect teachers when working with novels and gender in the EFL-classroom and what are the benefits and negatives when working with novels and gender in the EFL-classroom. The data was gathered through seven semi-structured interviews with teachers from both upper- and lower secondary school. The theoretical approach that was used to analyse the answers received from the interviews were gender studies, with a focus on ‘overing’, and critical literacy.  The results from this study show that teachers have an interest in working with novels and gender related questions. The study also shows that there are both prerequisites and limitations that affect how teachers can work with gender and novels in their classroom, a few of the examples brought up in the results are: meeting resistance from the students in the classroom regarding these issues, which class sets of novels are available, the teacher’s personal interest in the subject, and if there is sufficient support to teach about novels and gender. Finally, it can be discerned that a teacher’s own commitment affects how much gender related questions are incorporated when working with novels.